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Week one

by: Danielle Notetaker

Week one PSY 330

Danielle Notetaker
GPA 3.2
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About this Document

Thinking lecture notes from week one.
Thinking >2
Rode C
Class Notes




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This 2 page Class Notes was uploaded by Danielle Notetaker on Monday April 4, 2016. The Class Notes belongs to PSY 330 at University of Oregon taught by Rode C in Fall 2015. Since its upload, it has received 122 views. For similar materials see Thinking >2 in Social Science at University of Oregon.

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Date Created: 04/04/16
Thinking Week One 03/31/2016 ▯ What does thinking have to do with learning? ▯ Only when you think you will learn (deep processing) ▯ ▯ What can we do to enhance learning? ▯ Create associations and context ▯ Practice frequent recall/retrieval ▯ ▯ A paragraph with a title is more memorable because it gives context. ▯ Context is critically important ▯ ▯ How can we defy the Forgetting Curve? ▯ ▯ Memory- How can we reproduce the information? ▯ Hypothesis: the more frequently repeated, the more likely to be remembered Rehearsal does not create long-term memory. Broomstick study shows that rehearsal does not create long term memory Incidental learning- No intention to learn Some words are recalled easier than others The only way to transmit information into Long-term memory is through deep processing The level of processing effect Example: statue, TABLE, street The word that fits in the sentence is remembered more. Deep processing is what works. What about intention to learn? Looking for case or letters-visual/superficial Whether or not the word is pleasant- deeper/elaborate ▯ 1. Rehearsal does not create long-term memory. ▯ 2. Intention to learn doesn’t matter ▯ 3. deep processing is the way to transmit information (only elaboration) Deep processing creates associations in long term memory that makes the information stick How can we support learning? 1. 2. 3. testing to strengthen association There is no scientific proof that there are visual, auditory learner, or other types.. THINK BEFORE GOING THROUGH SLIDES ▯ ▯


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