Module 6: Learning and Memory
The ability to learn and think is key to survival. In fact, if humans did not have the ability to learn or remember, the species would have become extinct. Specifically, the abilities to learn, think, and remember allow you to adapt to changing conditions of the world, and this has enabled humans to progress and create civilization as you know it.
Getting Started
What if you could recall virtually every detail of your life? Would you find it annoying or extremely helpful? Take a moment to think about which events in your life you would like to always remember in detail, and which events you wished you could forget.
There actually are a few people who have this amazing ability. It is called hyperthymesia. The word hyperthymesia comes from the Greek words thymesis, which translates to “remembering,” and hyper, which translates to “excessive.” Individuals with hyperthymesia can recall almost every day of their lives with nearly perfect detail, as well as public events that are important to them. Although scientists did not previously believe humans could possess such an extensive autobiographical memory, they are currently trying to determine exactly what this means with regard to human capabilities. Hyperthymesia is a rare syndrome. So far, thirty-three cases of hyperthymesia have been confirmed. Eleven individuals have now been extensively studied by memory researcher James McGaugh at the University of California, Irvine.
Key Vocabulary
To view definitions for these key vocabulary terms, visit the course glossary.
acquisition | fixation | partial reinforcement |
Alfred Binet | functional fixedness | positive reinforcement |
algorithm | g factor | primary reinforcers |
amnesia | generalization | prototypes |
anterograde amnesia | heuristics | punishment |
automatic encoding | Howard Gardner | reinforcer |
Charles Spearman | insight | retrieval |
classical conditioning | intellectual disability | retrograde amnesia |
cognition | interference | Robert Sternberg |
concepts | interpersonal | s factor |
conditioned response (CR) | intrapersonal | secondary reinforcers |
conditioned stimulus (CS) | Ivan Pavlov | semantic encoding |
confirmation bias | Law of Effect | short-term memory |
continuous reinforcement | learning | spontaneous recovery |
Daniel Goleman | long-term memory | storage |
discrimination | Louis Terman | symbols |
Ebbinghaus Forgetting Curve | memory | tip-of-the-tongue phenomenon |
effortful ecoding | mental set | Triarchic Theory |
elaboratovie rehearsal | Multiple Intelligences | unconditioned response (UCR) |
emotional intelligence | negative reinforcement | unconditioned stimulus (UCS) |
encoding | observational learning | Wechsler Adult/Children Intelligence Scale (WAIS or WCIS) |
extinction | operant conditioning |