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ENG505 Language Learning Theories Assignment No 01 Fall 2019 Solution & Discussion

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Q1.      Atkinson & Shiffrin proposed that human memory could be broken down into                   three different memory stores; whereas, Piaget observed that the basic building block of intelligent behavior or way of organizing knowledge is schema. Discuss the distinguishing features of the theories presented by both cognitivists in detail.

                                                                                                   (5+5= 10Marks)

 

 Q2.  The behaviorists claim that learning takes place through an association between stimuli-response processes, results in specific habit formation. Explain the concept of Pavlovian conditioning and Classical conditioning with reference to the behaviorist view.                                                                                       (5+5= 10Marks)

ENG505 Assignment No.1 Fall 2019

Q1: Atkinson & Shiffrin proposed that human memory could be broken down into three different memory stores; whereas, Piaget observed that the basic building block of intelligent behavior or way of organizing knowledge is schema. Discuss the distinguishing features of the theories presented by both cognitivists in detail.

Multistore Model of Memory

The multistore model of memory (also known as the modal model) was proposed by Atkinson and Shiffrin (1968) and is a structural model. They proposed that memory consisted of three stores: a sensory register, short-term memory (STM) and long-term memory (LTM),

Sensory Memory

  • Duration: ¼ to ½ second
  • Capacity: all sensory experience (v. larger capacity)
  • Encoding: sense specific (e.g. different stores for each sense)

Short Term Memory

  • Duration: 0-18 seconds
  • Capacity: 7 +/- 2 items
  • Encoding: mainly auditory

Long Term Memory

  • Duration: Unlimited
  • Capacity: Unlimited
  • Encoding: Mainly Semantic (but can be visual and auditory)

Critical Evaluation

  1. Strengths

One strength of the multistore model is that is gives us a good understanding of the structure and process of the STM. This is good because this allows researchers to expand on this model. This means researchers can do experiments to improve on this model and make it more valid and they can prove what the stores actually do. Therefore, the model is influential as it has generated a lot of research into memory. Many memory studies provide evidence to support the distinction between STM and LTM (in terms of encoding, duration and capacity). The model can account for primacy & recency effects.

The model is supported by studies of amnesiacs: For example the HM case study.  HM is still alive but has marked problems in long-term memory after brain surgery. He has remembered little of personal (death of mother and father) or public events (Watergate, Vietnam War) that have occurred over the last 45 years. However his short-term memory remains intact.

Weaknesses

The model is oversimplified, in particular when it suggests that both short-term and long-term memory each operate in a single, uniform fashion.  We now know is this not the case. It has now become apparent that both short-term and long-term memory are more complicated that previously thought.  For example, the Working Model of Memory proposed by Baddeley and Hitch (1974) showed that short term memory is more than just one simple unitary store and comprises different components (e.g. central executive, Visuospatial etc.).

In the case of long-term memory, it is unlikely that different kinds of knowledge, such as remembering how to play a computer game, the rules of subtraction and remembering what we did yesterday are all stored within a single, long-term memory store. Indeed different types of long-term memory have been identified, namely episodic (memories of events), procedural (knowledge of how to do things) and semantic (general knowledge). Rehearsal is considered a too simple explanation to account for the transfer of information from STM to LTM. For instance, the model ignores factors such as motivation, effect and strategy (e.g. mnemonics) which underpin learning.

Also, rehearsal is not essential to transfer information into LTM. For example, why are we able to recall information which we did not rehearse (e.g. swimming) yet unable to recall information which we have rehearsed (e.g. reading your notes while revising). Therefore, the role of rehearsal as a means of transferring from STM to LTM is much less important than Atkinson and Shiffrin (1968) claimed in their model.

Jean Piaget Theory

Jean Piaget (1896-1980) was one of the most influential researchers in the area of developmental psychology during the 20th century. Piaget originally trained in the areas of biology and philosophy and considered himself a "genetic epistemologist." He was mainly interested in the biological influences on "how we come to know." He believed that what distinguishes human beings from other animals is our ability to do "abstract symbolic reasoning." Piaget's views are often compared with those of Lev Vygotsky (1896-1934), who looked more to social interaction as the primary source of cognition and behavior. This is somewhat similar to the distinctions made between Freud and Erikson in terms of the development of personality.

Stages of Cognitive Development. Piaget identified four stages in cognitive development:

Sensorimotor stage (Infancy). In this period (which has 6 stages), intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because its based on physical interactions / experiences. Children acquire object permanence at about 7 months of age (memory). Physical development (mobility) allows the child to begin developing new intellectual abilities. Some symbollic (language) abilities are developed at the end of this stage.

Pre-operational stage (Toddler and Early Childhood). In this period (which has two substages), intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a nonlogical, nonreversable manner. Egocentric thinking predominates

Concrete operational stage (Elementary and early adolescence). In this stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstarted through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes.

Formal operational stage (Adolescence and adulthood). In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood.

Q2: The behaviorists claim that learning takes place through an association between stimuli-response processes, results in specific habit formation. Explain the concept of Pavlovian conditioning and Classical conditioning with reference to the behaviorist view.


ENG505 Assignment No.1 Fall 2019

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ENG505 Assignment No.1 Fall 2019

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ENG505 Assignment#01 Solution fall 2019

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ENG505-Assignment-Solution-1-Fall-2019_vusutudents.ning.com

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