He found that people who used Google were more confident in their own ability to think and remember, and erroneously predicted that they would know significantly more in future quizzes without the help of the internet.
Google can either give us a straight answer or any websites that relates to what anyone searches.
Elon Musk’s company Neuralink is aiming to roll out brain implants for humans after already testing them in monkeys.
This reminds of me of that one assignment I wrote in cognitive psych class about the pros and cons about letting Elon musk's invention of implementing a chip inside the human brain. On the one hand, It may be to proven beneficial of enhancing memories that it all correlates to digital technology that rises in this day and age that makes anyone to become more intelligent. On the contrary, It may argued that because of brain implementation ever were happen one day on us, could also mean to suppressed emotions in a way a person will tend to act robotc. Elon Musk's intention as far as I know, would rely on giving it on behalf of people with disability who tend to have cognitive issues.
Researchers have found that well-being differs across the life span and that the patterns of these differences depend on how well-being is measured.
It come to my thoughts that if an individual ever were to be lonely at some point while the passings of their relative family member, are likely to increase for the worse in health. While to play the devil’s advocate, it may be beneficial for one who gets to make all the decision for themselves to establish their needs in terms of focusing on careers and opportunities that’ll drive to make them happy. But nonetheless, its still remains if their health and emotional well-being still declines in the long run.
Research showing that older adults have smaller networks compared to young adults and tend to avoid negative interactions also supports this theory. Similar selective processes are also observed when time horizons for interactions with close partners shrink temporarily for young adults (e.g., impending geographical separations).
At times when we age overtime, individuals became more distances towards other people such as friends they knew in love. They were focusing on their career, education, jobs and etc.It would be nostalgic of getting back to people they use to know back when they were younger.
But because different witnesses are different people with different perspectives, they are likely to see or notice different things, and thus remember different things, even when they witness the same event. So when they communicate about the crime later, they not only reinforce common memories for the event, they also contaminate each other’s memories for the event (Gabbert, Memon, & Allan, 2003; Paterson & Kemp, 2006; Takarangi, Parker, & Garry, 2006).
the memory they witness can lasted temporary as short-term memory and will try to strengthen at the moment when the police arrived at the crime scene. They will try to remember into retrieving the info they try to explain it at the best of their capabilities.
Is there some incidents where witness tend to forget what happen (accidentally) when they try to explain it to the police?
These studies have demonstrated that young adults (the typical research subjects in psychology) are often susceptible to misinformation, but that children and older adults can be even more susceptible (Bartlett & Memon, 2007; Ceci & Bruck, 1995).
Children and teenagers are still curiously have some sense of understanding how the real world or some topics works. Parents or other relativity adults in their life guided them to show things that doesn't necessarily to bring any harm to them as they age overtime. Yet, it is up to the youths who would like to independently explore for themselves to find out.
The amygdala plays a part in how memories are stored as information storage is influenced by emotions and stress. Jocelyn (2010) paired a neutral tone with a foot shock to a group of rats to evaluate the rats fear related to the conditioning with the tone. This produced a fear memory in the rats.
Wouldn't emotional stress and fear affect learning memory especially if its declarative?
Each of the mechanisms we discussed that explain everyday forgetting—encoding failures, decay, insufficient retrieval cues, interference, and intentional attempts to forget—help to keep us highly efficient, retaining the important information and for the most part, forgetting the unimportant.
Forgetting the unimportant is the biggest benefit of what anybody have. In a way, it more so to prevent distractions if a random thought or memory that makes one to recall.
For example, if your password was “pizza0525,” and you received the password hints “favorite food” and “Mom’s birthday,” you would easily be able to retrieve it.
Sometimes, It’s better to write the password down in post-it notes so that it is easier to find even if one accidentally forgets.
as time passes, memories get harder to recall. Ebbinghaus created more than 2,000 nonsense syllables, such as dax, bap, and rif, and studied his own memory for them, learning as many as 420 lists of 16 nonsense syllables for one experiment. He found that his memories diminished as time passed, with the most forgetting happening early on after learning.
What about diseases like Alzheimer’s or dementia, would that also be similar of having memory diminished, even tho its permanent? More specifically what causes this disease to occur?
Usually, encoding failures occur because we are distracted or are not paying attention to specific details.
Most of the time, it was out of boredom that causes students to lose attention. I still believe that there are other reason as to why anyone can get easily distracted.
We encode each of our experiences within the structures of the nervous system, making new impressions in the process—and each of those impressions involves changes in the brain.
I wonder how does memory interact with the memory? besides letting the brain to absorb information to store
Is it behavioral emotions that plays a role in processing storage?
Inferences like these relate the formerly meaningless paragraph to the knowledge about the world that you already have. By providing a title, Bransford and Johnson allowed participants to activate their own knowledge about the way the world is organized before they started reading the paragraph. The title gave them preexisting memory hooks on which to hang the new words that they were reading.
Haven't thought of that really. Before jumping into any studies in particular, participants use their knowledge capabilities to try to interpret and analyze the thought of a topics is gonna be. This would invoke their curiosity to grow as they will pursue more to know what happens next.
So you see, as the details about when we first learned some piece of information fade, episodic memories can become semantic memory.
As long as we try to pursue further into learning, would that strengthen episodic memory of becoming into long term memory? Would a person still be considered wise if the semantic memory did kick in?
or example, suppose that Ravi’s dad drives him to school every day. In this way, Ravi learns the route from his house to his school, but he’s never driven there himself, so he has not had a chance to demonstrate that he’s learned the way.
To put it simply, latent learning is observing the actions either verbal or visual in the stimuli (without awareness) but being able to use or demonstrate later on as one person recall.
Their parents’ preferences largely determine how 5-year-olds spend time, but 15-year-olds’ own preferences largely determine when, if ever, they set foot in a library. Children’s choices often have large consequences. To cite one example, the more that children choose to read, the more that their reading improves in future years (Baker, Dreher, & Guthrie, 2000). Thus, the issue is not whether cognitive development is a product of nature or nurture; rather, the issue is how nature and nurture work together to produce cognitive development.
As children are growing overtime, their perception are to be more reliant on being independent because they wanted to explore of getting to know how the world works. While the intelligence they genetically inherited, they don’t see the consequences or morals thats gonna affect them in a long term. Which is why they need adults such as parents, teachers nor caregivers to guide them to have a better understanding that surrounds them. Otherwise, they wouldn’t know on what exactly they were doing in their youth.
Extinction is important for many reasons. For one thing, it is the basis for many therapies that clinical psychologists use to eliminate maladaptive and unwanted behaviors
Therapist would usually try to converse and ask questions with their patients of “what’s the problem” or “what is going on” in their life. As they provided their stories, the therapist would then try to pick up small details or context clues to gather information they heard from them to pinpoint and analyze the situation. The therapist’s job is to guide the patients of getting them out of the situation they endure, to break down on the problem to in order to extinct that scenario. It allows the patients to have the thought about there is still hope for themselves as the choices were up to them where they wanted to improve upon.
when a behavior has a positive (satisfying) effect or consequence, it is likely to be repeated in the future. However, when a behavior has a negative (painful/annoying) consequence, it is less likely to be repeated in the future
People who have embraced negative consequences can have opportunities of taking the time to reflect on what they done. As they continue to dwell their past, it provides insights that corresponds to how they want to change between now and the future. Each time they recall back, they mindfully analysis more to what they thought of. Hence, that makes them to become wise of being more ambitious of striving for positive consequences.
With food poisoning, for example, although having fish for dinner may not normally be something to be concerned about (i.e., a “neutral stimuli”), if it causes you to get sick, you will now likely associate that neutral stimuli (the fish) with the psychologically significant event of getting sick. These paired events are often described using terms that can be applied to any situation.
After one person who were traumatized of getting food poison from eating fish for dinner, it behaviorally make them to become more hesitant of willing to eat fish again. Although, it may occur as a one time thing, one person is fixated on his bad experience he/she recalls as it makes them to be distant away from it in particular.
Question; will it take some time for the person to gain some motivation or confidence of trying to eat fish again to adjust their stimuli?
Emotions clearly play important roles in everyday challenges such as responding to threats and building relationships. But emotions also aid in other, more intellectual challenges for humans.
Would emotional intelligence contribute of that fact?
This isn’t an obvious idea—our intuitions would suggest that confusion makes people frustrated and thus more likely to tune out and quit. But as odd as it sounds, making students confused can help them learn better.
I'm guessing when people try to think, they're stress about putting so much effort into their own way of logic that others doesn't think the same way as they do. on other's perspective, they too would've been confusion about him/her because they deeply don't know the insightful sense of where they're coming at.
Because of Confusion that existed in humanity, should learning be hard to obtain at all?
As a group, the knowledge emotions motivate people to engage with new and puzzling things rather than avoid them. Over time, engaging with new things, ideas, and people broadens someone’s experiences and cultivates expertise. The knowledge emotions thus don’t gear up the body like fear, anger, and happiness do, but they do gear up the mind—a critical task for humans, who must learn essentially everything that they know.
Emotions do tended to overwhelm anyone as it may of occurred throughout the mind (depending on the situations). Like stress, anger, sadness etc, they wanted to escape and distance themselves instead of being able to control.
my question is; Can humans utilized/control emotions to redirect into going on their daily activities?
The principle of transfer-appropriate processingTransfer-appropriate processingA principle that states that memory performance is superior when a test taps the same cognitive processes as the original encoding activity. states that memory is “better” when the test taps the same type of knowledge as the original encoding activity. When thinking about how to learn material, we should always be thinking about the situations in which we are likely to need access to that material.
If the (same) knowledge ever were to be presented, then the level of information of one individual that obtain can then further enhance learning on a deeper level.
When we exhibit changes in behavior without having intended to learn something, that is called implicit learningImplicit learningOccurs when we acquire information without intent that we cannot easily express. (Seger, 1994), and when we exhibit changes in our behavior that reveal the influence of past experience even though we are not attempting to use that experience, that is called implicit memoryImplicit memoryA type of long-term memory that does not require conscious thought to encode. It's the type of memory one makes without intent. (Richardson-Klavehn & Bjork, 1988).
How would implicit learning and implicit memory go hand in hand (especially if exhibit changes in our behavior)?