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And when Kris is here... a crime, I say! But alas, there's my Cognitive Science exam tomorrow afternoon and I have to take it and I have to pass it and no matter how much I love the subject I'm not going to pass if I just show up and expect to ace it. I need to keep things fresh in my mind. Which is why Kris brought the riding crop...

Which is why it's a good thing only one person donated. Don;t want her seeing how really popular I am. Or maybe I should. Hrm... I can't do it if you don't donate. Send me a blowjob today!

Anyhoo, CogSci here has a reasonable amount of stuff that ties in to memory, but relatively little that actually deals with what memory is. Of course, there's the usual two-stage model dealing with propositional and declarative memory (that's short-term and long-term respectively), but I can't be the only person to have noticed what I like to call a "glaring fucking hole" right in the middle there: There's a missing layer. Bear in mind that this is coming from the relation of learning and memory, especially the quote:

Learning is the process by which relatively permanent changes occur in behavioral potential as a result of experience. Memory is the relatively permanent record of the experience that underlies learning

There's a bit missing. See, there is what amounts to declarative storage of lessons learned from past experience, but there is also the record of that experience stored in a more literal form. An example: I can remember events I have learned from (as an example, I remember quite vividly the first and last time I touched an electric fence) and yet as a totally separate memory instantiation, I can remember the lesson learned with no connectivity (for instance, I learned not to touch electric fences). Surely there is a fairly major divide, there. I no longer associate the two events, like I no longer associate the few vague memories I have of learning to speak with my knowledge of grammar and language. So the behavioral rules that are placed in memory are placed in a part of memory, and the experiences that lead to the comprehension of those rules goes in another area. I'd guess that the latter has a faster rate of decay than the former, but a) I have no idea, b) I can't be fucked to do all the testing, and c) there's a high possibility I'm talking out of my arse.



( 6 informants — We want information! )
Jun. 2nd, 2003 02:59 pm (UTC)
thoughts from the psych major
waht you arte talking about is the basic devide of memory into schema and episodic memory. teh shcema is stuff like dont touch nad electric fence adn walking and talking and such whiele hte episodic memory is the first time you touched an electric fence, remembering the day you fell out of a tree and learned about hoe gravity works, the first kiss, the first day of 7th grade.. aka your history.

the two compnents work toghether int he Neural net that is your brain. facts are kind of like schema.. they go in that half of memory.. the opperational part, but for long term rememberance, they need to be integrated and connected in amongst your history.. ever hear of integrated learning?> ie make as manny connections to teh subject matter as possible? well that is the premise... OK I htnk I went a little off topic, but Im still in the moemory learning ball park CHEERS!

Jun. 2nd, 2003 05:33 pm (UTC)
>>Send me a blowjob today!<<

I would, but I respect Kris too much and fear that she'll bump me into another trashcan.

>>my arse.<<

Then again, there are some things that I'd risk it for. Put up a button relating to the above and I might contribute. :-)



*Ducks as the Blue Canary swoops down from the sun, pecking and clawing.*

Gotta run...
Jun. 3rd, 2003 05:41 am (UTC)
Pecking? Clawing?

*just breaks out her riding crop and applies it liberally, chasing away the poacher* MINE! You hear? MINE! Including his fine arse! ESPECIALLY that! *huffs*

Jun. 4th, 2003 10:24 am (UTC)
*snickers* I'd offer to help beat folks away (evil twin perogative), but I think she's got it will in hand. *offers permanent marker so she can write in big black letters MINE on his forehead. Hey, it worked for a certain someone else. *
Jun. 4th, 2003 10:27 am (UTC)
*WR there, off course*
Jun. 2nd, 2003 08:53 pm (UTC)
I have no idea. And Cognitive Processes (the class in my major that covers this) is no where close in my future (it has 2 prerequisite courses that I have yet to take).

But it's interesting. I still look at the mind like a computer, and short term is RAM and long-term is the hard drive. If you add in fragmentation, it could give a model why things look disconnected if you do something like try and read from the beginning to the end, instead of jumping around like a hard disk does.
( 6 informants — We want information! )



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