Memory

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Memory
Sensory memories Iconic Echoic
Haptic
Short term memory (working memory)
Long term memory
Attention
Rehearsal
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Example of a Semantic Network
works sheep
has four legs
SHEEPDOG
barks
ANIMAL
breathes
is a
is a
DOG
moves
is a
has tail
is a
size medium
COLLIE
HOUND
tracks
colour brown,white/ black,white
instance
is a
size small
instance
BEAGLE
SHADOW
colour brown, black,white
instance
LASSIE
book character
SNOOPY
film character
colour brown,white
friend of
colour brown,white
CHARLIE BROWN
cartoon/book character
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Frames
DOG Fixed legs
4 Default diet carnivorous sound
bark Variable
COLLIE Fixed breed of DOG
type sheepdog Default size 65
cm Variable colour
size colour
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Scripts (Scriptlets)

• Schank distinguishes only two types of memory
  structures
• scripts or scriptlets
• these capture what we know about how things
  happen in typical situations
• memory organisation packets (MOPs)
• a structure which ties together scriptlets into
  larger sequences

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Rules
Condition-action rules are stored in LTM and may
be triggered by information coming into STM e.g.
IF dog is wagging tail THEN pat dog
IF dog is growling THEN run away
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Activation
Fig.1
Fig.2
Figures 1 and 2 represent much-simplified
semantic networks where adjacent nodes represent
associated facts (relationships are suppressed
c.f. normal concventions). In Fig 1 in order to
activate fact B from fact A, the activation
available to travel down path P is only
one-eighth of that produced by A. If this is
insufficient to trigger activation of B, then B
will not be recalled. In Fig 2, fact A produces
the same activation which will be spread over
only three paths. A third of the energy will
therefore be available to activate Z, which will
release its own activation potential of which a
third will be available to activate B. Thus the
chance of B becoming activated has been increased
by the subjects ability to classify the set of
facts into categories X, Y and Z.
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Some Cognitive Strategies for Learning

• manipulation, organisation and structuring of
  information
• scanning
• searching
• questioning
• chunking
• hypothesis generation
• decision making

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Manipulation, Organisation and Structuring of
Information

• Reordering of information, spatially positioning
  it or representing it on a diagram allows
  dependencies and links to be seen or created.
• Structuring related concepts helps encapsulation.
  
• Reorganisation into familiar orders or data
  structures would be expected to help integration
  with existing knowledge in long term memory and
  to help with the setting up of associative links
  

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Scanning

• Scanning information prior to in depth processing
  results in associative priming and spreading
  activation. When the subject is ready to
  undertake in-depth processing the residual
  activation helps recall.

10
Searching

• Searching calls for the identification of related
  concepts and can result in priming of information
  which facilitates subsequent recall.
• Search activities may often involve the use of
  associated information.
• Searching often makes use of elaborative
  information in order to access the required
  information.
• Strategies such as trying to recall where a
  particular fact was learned, followed perhaps by
  visualisation of the environment, can often lead
  to successful recall.

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Questioning

• Questioning involves examining new material in
  the context of existing knowledge. (How does this
  new concept fit in with what I already know
  about...?) Comparing and contrasting, making
  judgement of validity.
• Frequently existing knowledge has to be
  restructured to accept the new.
• Deep processing of information results in
  understanding and formation of strong memory
  traces which facilitate subsequent recall.

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Chunking

• Chunking is the use of concepts to encapsulate
  detail. This results in the reduction in working
  memory load. Recall of detail is facilitated.
  Production of schemas from stereotypical
  information.

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Hypothesis Generation

• Proposing hypotheses and testing them against the
  learned material results in deep processing of
  information.
• This facilitates comprehension and retention due
  to the elaboration which must accompany such
  activity.
• Extrapolation and thought experiments should
  have similar effects.

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Decision Making

• Decision making requires the subject to formulate
  plans for action as the result of what has been
  learned and understood.
• The more important the decision then the deeper
  the processing is likely to be and the more
  memorable the facts associated with the process.