2. I shall always remember my cool psychology teacher at OHS Memory: The storage and retrieval of what has been learned or experienced

3. As a retired officer in the United States Army, I am, and always have been, proud of our nation and the symbol of our nation, our flag. As such, I have always taken pride in reciting the Pledge of Allegiance. However, listen now as I recite it in an unusual way—a way I first learned way back in September, 1966.

4. Why am I able to remember something I learned way back in 1966, and only recall once each year? Working as individuals, think back: what is your earliest memory? Next, think back and list 3 famous “firsts” or significant events in your early lives. For example, for me: the JFK assassination on Nov. 22, 1963; my first 880 win in track (April, 1967); my in-car driving test on Jan. 24, 1967; and getting my Univ. of San Francisco acceptance letter in April, 1969.

5. Iiiiiiiit’s time for YOUR chapter project!!!! Old, bald, jerk!! I’d like to use him as a tackling dummy at practice. Review one of the topics on Simoncini’s WebsiteSimoncini’s Website and write a 1-2 Simoncini’s Website page paper about it

6. Human memory takes essentially Human memory takes essentially meaningless sensory information meaningless sensory information (my voice) and changes it into meaningful patterns that you can store and use later. It is a cognitive understanding of memory. Which one of you can describe for me the information processing model.

7. Information is captured through a person’s senses. All transformed to impulses so the nervous system can process it. This action is called: encoding.

8. One of 3 basic tasks of memory Modifies information to fit our memory systems memory systems Select some stimulus Identify distinctive features of input Mentally label an experience to make it meaningful meaningful Encoding can be automatic Memories for concepts: elaboration required— a deliberate encoding effort a deliberate encoding effort Encoding As a typical bonehead, this part is difficult for me. Simoncini is clearly my mental superior-I’m sure he encodes much better than me.

9. Encoding Storage—retention of encoded material encoded materialRetrieval Hey! For smart people like us, encoding, storing and retrieving memories is no problemo. Alyssa is SO HOT!

10. Some children, few adults, have eidetic, or photographic, imagery. After looking at Michelangelo’s Creation for 30 seconds, I remembered every detail. And they are... Frankie’s kinda cute. This is SO Boring!

11. Memory Storage of inputs Hey! My memory is like a bank vault—it holds everything! Sensory memory Working memory (Short term) Long Term memory

12. Memory Storage of inputs Sensory memory holds information for only a second or so

13. The George Sperling Experiment HTX W RVAM JBNP

14. The George Sperling Experiment HTX W RVAM JBNP Top row: chime Middle: laser Bottom: drum

15. The George Sperling Experiment HTX W RVAM JBNP Top row: chime Middle: laser Bottom: drum

16. The George Sperling Experiment Partial report condition Actual storage capacity of sensory memory can be 12 or more items—even though all but 3 or 4 items usually disappear from sensory memory before they enter consciousness.

17. Senses of sight and hearing Hold inputs for fractions of seconds before they disappear seconds before they disappear No narrowing or analysis occurs

18. The five primary types of sensory memory: memory: Iconic memory Echoic memory Tactile sensory memory Olfactory sensory memory Gustatory sensory memory

19. There is a multitude of inputs entering our brains at any one time—how do we discriminate into a manageable number? No wonder my head always hurts!

20. I don’t want my Homie’s head to hurt so much. How are sensory inputs narrowed to a manageable number. Why, that’s easy, Marge. Two ways: selective attention and feature extraction.

21. Yeah! Your ability to choose among the various available inputs is called selective attention.

22. According to Donald Broadbent, we attend to only one of the many channels of information reaching us at any time. Our minds filter out the other inputs That’s why Bart tuned out Ms. Krabapple’s teaching and Otto’s clowning around while he thought about Ms. Speers.

23. Yeah, kid. But don’t forget: Anne Treisman later proposed attenuation theory saying that Broadbent’s filter suppressed but did not eliminate other channels—so other inputs are not completely blocked out. A lot of it has to do with how interested you are in something.

24. All right, then, so what is feature extraction? Mr. Burns, feature extraction involves locating the outstanding characteristics of incoming information.

25. Duh, is that like remembering a person’s name by remembering certain things about them—like their hair color, eyes or height... or that they belch a lot?

26. Exactly, Barney. For example, I remember Mr. Simoncini by his great physique.

27. That’s great, Lisa. Now, we’ll have experiments about selective attention and feature extraction.

28. Working memory keeps keeps a thought as long as you a thought as long as you repeat it—about 20 seconds repeat it—about 20 seconds Long-term memory Man, that date with the Sonora cheerleader back in 1965 was awful!

29. By the time information gets to the short term memory (STM) it has been analyzed, identified, and simplified for convenient storage during a longer time period.

30. STM is limited not only in its duration, but in its capacity as well. Or... Wow! This is mind boggling: I can only hold 7 unrelated items at a time. Right now, though, I can only hold two.

31. STM: How? Oh, this is so hard. Do we have math homework? Is the government test tomorrow? What time is Meagan’s party? Are we TPing Simoncini’s house Friday or Saturday? Did Mom say I had to make dinner tonight? Aaaarrrgh!! Being blonde is SO HARD!!! For most, any more than 7 items can’t be stored. For some, that number is less.

32. Let’s do an experiment on short-term memory! Take out some scratch paper. I’ll read 8 groups of number lists. After each one, I’ll say “Go” and you will write the numbers in the correct sequence. 2 8 3 1 7 4 1 3 9 4 9 7 2 1 5 5 1 8 3 9 2 6 1 9 5 6 3 4 7 2 3 6 2 5 1 9 7 4 8 6 1 5 4 9 8 3 2 8 7 8 9 3 1 6 4 2 7 5 1 3

33. Atkinson and Shiffrin’s Model of Working Memory (Baddeley’s update—2001)

34. One good STM technique is called chunking is called chunking OK, that number was 847-3007. Let’s see, 847, OK, yeah; and then 30 and then 07. Yeah! 847-30, 07; 847- 3007. Got it! Peace out! Chunk items together as fast as they come in to make them easier to remember.

35. Hey, you psych students. Let’s do an experiment about chunking! No, Blondie. I said chunking! Not chunks! Gee! Oh Professor, please don’t make me blow chunks.

36. You have 20 seconds to memorize this list: SATCIAVHSMTVNATOVOLOHS Who wants to try?

37. Oh, professor, you’re so mean. That was too hard— especially for a blonde like ME!

38. Don’t feel bad, Kim. That was hard for normal people, so it must be impossible for a blonde. Now let’s try using chunking! You have another 20 seconds. SAT CIA VHS MTV NATO VOL OHS Now who wants to try?

39. Oh, me, me, me, me!!!

40. How does chunking help expand short-term memory? Can any of you share other STM devices that you have used?

41. Rehearsal OK, her phone number is 555-1212; that’s 555, 12, 12. Must repeat things to yourself, in your mind or out loud. That process is called: Without rehearsal, STM lasts <20 sec. maintenance maintenance rehearsal rehearsal

42. Elaborative Rehearsal OK. I’ve devised a phone number so simple that even you two girls can remember it: 1-800-H-O-T-J-A- K-E. Get it? Hot Jake! This is sad! Poor guy! How pathetic ! Information is actively connected to knowledge already stored

43. Atkinson and Shiffrin’s Model of Working Memory (Baddeley’s update—2001) Acoustic encoding

44. Information worth holding on to must be rehearsed—with the intent to learn—for it to be transferred into the long-term memory. Rehearsal without intent to learn yields no transfer. LTM Rehears e I wanna

45. Long-term memory (LTM) Where we store information for future use Not like a filing cabinet Reconstruct what you must recall when you need it. Involves all previously- discussed processes

46. Long-term memory (LTM) Keep your cool, dude! Sara may be a whiner, but she is HOT! And I’m a huge football star—I intercepted a pass and scored against Sierra!. Wow! It’s cool sitting next to a REAL man, who does his OWN homework. I’m so nervous, I can’t pay attention to the speaker.

47. Long-term memory (LTM) Selectiveattentionscreens out other sounds Words form in STM & form meaningful phrases & sentences You will store meanings of lines & actions in LTM Feature extraction turns sounds into recognizablewords.

48. Here’s an example of how things get into our LTM. I’ve memorized Rodney Dangerfield’s monologue from ball dinner scene the 1980 movie Caddyshack. Listen. Now, let’s see how close your teacher came to what I really said.

49. Some Models of Memory Endel Tulving (1972) Procedural (implicit) memory Does not require conscious recollection to have past learning or experiences impact our performance Tying a tie or a shoe lace

50. = memory of = memory of our own lives our own lives = our = our knowledge of language: its words, rules & and meanings. Some Models of Memory Endel Tulving (1972) Semantic memory Episodic memory Declarative (explicit) memory episodic + semantic memories

51. Amygdala Hippocampus The Limbic System

52. Here is a homework assignment about the flashbulb memory phenomenon Memory Memory that centers around a specific,importantorsurprisingevent.

53. Flashbulb Memory phenomenon: the memory is so vivid that it represents a mental snapshot. Example: for Baby- boomers, the J. F. Kennedy Assassination. Ask one person about a major historic event in their lifetimes...specifically ask them if they can remember EXACTLY what they were doing when they heard the news.

54. Information Information

55. Daniel Schacter: Implicit memory: Memory that can affect Memory that can affect your behavior, but which your behavior, but which you did not deliberately you did not deliberately learn or of which you learn or of which you currently have no currently have no awareness awareness Explicit memory involves awareness

56. George Harrison: “My Sweet Lord” The Chiffons: “He’s So Fine” Subconscious memory: implicit memory Priming: procedure of providing cues that stimulate memories without awareness of the connection between the cue and the retrieved memory.

57. We must find thousands of items stored in our memories when stored in our memories when we need them. we need them. The solution to retrieval is retrieval is organization of organization of meaningful meaningful information information

58. What key point about how things get into the long term memory do my fellow authors and I want to underscore? To store new information in your LTM, you must make it meaningful while it is in working memory. Therefore you must associate new information with things you already know. Important to think of personal examples of concepts you want to remember from class.

59. I recall that the perpetrator was a kind of blonde female, about 5’7”, 85 pounds, and she drove this hecka big pickup. I think she is a cheerleader at OHS. I’m SO ashamed of myself... NOT!!!!

60. Recall is the act of reconstructing information information Involves knowledge, attitudes and attitudes and expectations. expectations. Seems to result from an act of an act of reconstruction reconstruction Bruce, I know the answer to that zinger question you just asked. I recall it from Simoncini’s lecture.

61. Of the three suspects in the line up, I recognize the one in the middle as the one who got Simoncini’s house.

62. The human memory is organized in such a way that makes in such a way that makes recognition easy. recognition easy. pencils dog happy sad Time to get up. Hottie!!

63. The process of recognition provides insight into how the memory insight into how the memory stores information. stores information. “A rose by any other name would still smell as sweet.”

64. Recognition process: a single item of information may be “indexed” of information may be “indexed” under several headings. under several headings. Slender Kind of blonde About 5’7” Drove a pick-up Goes to OHS Cheerleader

65. Recognition and recall are measures of explicit memory measures of explicit memory Relearning is a measure of implicit memory—it comes more implicit memory—it comes more naturally often without conscious naturally often without conscious recollection recollection Ooooh. Let’s see. I’ve done this before. Do I push the 1 or the area code first?

66. Hey Pete. Do you remember that trick you pulled on Pagano right here sophomore year? Oh yeah! Now that I’m here I remember—it was pretty brutal, wasn’t it? The Encoding Specificity Principle: Involves a situation where the context affected the way a memory was encoded and stored— influencing its retrieval at a later time. The more closely the retrieval cues match the form in which the information was encoded, the better the information will be remembered

67. Students should be given assignments Students should be given assignments that make them come to grips with the that make them come to grips with the material in many different ways rather than just memorizing the material and parroting it back. Technique builds more connections into the web of associations into which a memory is embedded, and the more connections there are, the easier it becomes to cue a memory. In evaluating your students, it is best to use a variety of assessments. Robert Bjork:

68. I’ve had a poopie day so far! A memory process that selectively retrieves memories that match (and are congruent with) one’s mood—the kind of information we retrieve from memory heavily depends on our moods Mood congruent memory

69. Tip of the tongue phenomenon The inability to recall a word while knowing that it is in memory. Involves interference: another memory blocks access or retrieval What’s that lady’s name? Darn! It’s right on the tip of my tongue.

70. Schacter’s Seven Sins of Memory TransienceAbsent-mindednessBlockingMisattributionSuggestibilityBias Unwanted persistence

71. Hermann Ebbinghaus and Transience or Impermanence or Gradual Fading or Impermanence or Gradual Fading Memories seem to weaken over time Nonsense syllables For relatively meaningless material, there is a rapid initial loss of memory, followed by a declining rate of loss The Forgetting Curve

72. Forgetting Information once Information once stored in LTM that stored in LTM that cannot be retrieved—may involve decay, interference, or repression. Some inputs decay over time--transience Some inputs decay over time--transience A case in point

73. Interference or blocking: memory being blocked or erased by previous blocked or erased by previous or subsequent memories. or subsequent memories. That was a real bonehead remark Pete made last week. week. What remark? The only thing I recall about last week was that party. party.

74. Proactive interference—earlier memory does blocking memory does blocking Duh, I can’t recall anything about the Manteca game; but I remember that blow to the head I took against Turlock.

75. Retroactive interference—a later memory does the blocking memory does the blocking The coach said that Logan was open two plays ago; but I only remember last play. play.

76. Here is another experiment. You have 10-seconds to memorize this list: CerealCoffeeEggsBeetsMilk Tri-tip roast ApplesBananasHenweighShampoo Who would like to try?

77. The Serial Position effect Diminished memory for the middle; We are better able to recall information presented at the beginning and end of a list. CerealCoffeeEggsBeetsMilk Tri-tip roast ApplesBananasHenweighShampoo Remember first 4-5 items because had more time to rehearse them (primacy effect); recall last 3-4 items because they were still accessible in STM (recency effect)

78. Oh, Kevin, I know I heard Brittney say she went out with a college guy. Reconstructive processes: the alteration (or misattribution) of a recalled memory that may be simplified, enriched, or distorted, depending on our experiences and attitudes Confabulation: someone someone “remembers” “remembers” information information that was that was never stored never stored in memory. in memory.

79. Confabulation: if our reconstruction of an event is incomplete, we fill the gaps by making up what is missing. Sometimes, we may be wrong. AAAARGH!! I goofed!

80. Schemas: conceptual frameworks a person uses to make sense of the world—sets of expectations about something that is based on our past experiences. Elizabeth Loftus study (1974) tested schemas by suggesting different verbs to different people as they described a car crash. Those schemas (how they interpreted the verbs) affected the way they constructed the crash. Misinformation effect

81. My name is Kyle and I’m a defense attorney. What are some accuracy pitfalls I should be aware of as I prepare to cross-examine a witness? People’s recollections are less People’s recollections are less influenced by leading questions if influenced by leading questions if they are forewarned that interro- they are forewarned that interro- gations can create memory bias gations can create memory bias When the passage of time allows When the passage of time allows the original memory to fade, people the original memory to fade, people are more likely to misremember are more likely to misremember information information Each time a memory is retrieved, it is reconstructed Each time a memory is retrieved, it is reconstructed then stored, increasing the chances of error then stored, increasing the chances of error The age of the witness matters The age of the witness matters Confidence in a memory is not a sign of accuracy Confidence in a memory is not a sign of accuracy

82. Class of 2009 10-Year Reunion Repression: a person subcon- sciously blocks memories of sciously blocks memories of embarrassing or frightening embarrassing or frightening experiences. experiences. You don’t remember tripping in that routine during the Turlock game our senior year? senior year? I honestly don’t. Becca McDonnell Joanna Blain

83. Schacter’s Seven Sins of Memory Transience Transience Absent-mindedness Absent-mindedness Blocking Blocking Misattribution Misattribution Suggestibility SuggestibilityBias Unwanted persistence

84. Bias: the influence of personal beliefs, attitudes, and experiences on memory Expectancy Bias A tendency to distort recalled events to make them fit one’s expectations I’m going to vote for this candidate—I remember how he handled that crisis really well. I don’t remember it that way. I think you just want another person from that party elected. Self-consistency bias You’re conveniently forgetting all those elections in the ’70s when you were trying to impress those liberal girls. The idea that we are more consistent in our attitudes, opinions, and beliefs than we actually are. I’ve always been a conservative in voting.

85. Improving Memory Organizing what you learn plus chunking. How meaningful what you learned is to you also plays a role in memory. Elaborative rehearsal: you relate new information to what you already know. Look, I really want to do well, so I memorized the entire report by chunking key points and rehearsing for 3 hours, and I am now ready to present it.

86. Improving Memory Mnemonic devices—techniques for learning based on using for learning based on using associations. associations. In science you have kingdom, phylum, class, order, family, phylum, class, order, family, genus and species. Use this genus and species. Use this mnemonic device: “Kings mnemonic device: “Kings play cards on fat green stools.” Then there is the spectrum of colors: Roy G. Biv (red-orange- play cards on fat green stools.” Then there is the spectrum of colors: Roy G. Biv (red-orange- yellow-green-blue-indigo-violet.)

87. Improving Memory Mnemonic devices Here is a great way to remember the planets: My very excited mother just served us noodles.

88. Improving Memory Association, or method of loci I’ll always remember the people in Simoncini’s AP US history class by how they sat. Kami, Evan and Sara sat in the front by the door, Luke and Trevor sat right in front of Simoncini, Nick sat behind Luke and Kara sat next to him.. Kara sat next to him.. Associate items on a list with a sequence of familiar Locations—first used by Cicero

89. Synesthesia: Synesthesia: the stimulation of one sense triggers a secondary response in another sense Improving Memory Ugh! Every time I see a hospital, I think I smell alcohol.

90. Improving Memory Lack of interference I’ll always remember this idea because it is so peaceful here today.

91. Improving Memory Degree of original learning I’ll always remember how to block on this play because the coach made us practice it so many times.

92. Innateness theory of language Children acquire language not merely by imitating but also by following an inborn program of steps to acquire the vocabulary and grammar of the language in their environment.

93. Noam Chomsky (cognitive psychologist) Children are born with mental structures, built into the brain, that make it possible to comprehend and produce speech Language Acquisition Device (LAD) Foundations of language are genetic—Broca’s area in the cerebral cortex

94. Wernicke’s Area Particularly involved in the comprehension of spoken language.

95. Babbling: A foundation for language Speech-like sounds and syllables syllables Babies make nearly all sounds made in all sounds made in all languages languages

96. First year: average child makes many sounds. Late first year: sounds begin to sound more like language the child hears Imitate speech they hear React to praise Usually says first word

97. Step 1: One must learn to make signs—hand or mouth signs—hand or mouth Step 2: Learn to give signs meaning signs meaning Step 3: Learn grammar Children learn steps at own speed

98. During 2 nd year: leap in language development—using sounds as development—using sounds as symbols symbols Early words often pertain to things the child can see or touch Primitive, incomplete words

99. Age 2: at least 1000 word vocabulary Join words into 2-word phrases 18 months-5 years: children add 5-10 words per day 5-10 words per day to their vocabulary to their vocabulary 4-5 years, vocabulary of several thousand words; of several thousand words; 10,000 by age 6. 10,000 by age 6.

100. The Naming Explosion 18 months Baba 24 months Niki get down.

101. the ability to arrange the ability to arrange symbols in new combinations to produce new meanings. Language and thought are closely intertwined Grammar: Especially well developed in the human brain.

102. Grammar at 2: telegraphic speech: words left out, but meanings usually clear “Where my ball?” “Daddy fall down” Understand some rules— such as keeping words in same order as adults.

103. Example: “Daddy went yesterday.” At first, use correct form of verb. Later, after learning grammar rule for forming past tenses, they replace correct form with a combination of the rule & what they hear: “Daddy goed yesterday.” (over-regularization)

104. Now, we are going to discuss another aspect of memory: the units of thought.

105. Storage & retrieval—basic processes Thinking & problem solving—much more complex processes more complex processes Thinking: changing & reorganizing information stored in memory to create new information.

106. The processes of thought depend on four key Units of Thought Image: (most primitive) mental representation of a specific event or object Remember only a few details

107. Symbol: (more abstract)—a sound or design that represents an object or quality Most common: words (symbols that stand for something other than themselves.) Joint 5 G ?

108. Concept: when a symbol is used as a label for a class of objects or events with certain common attributes, or for the attributes themselves, based on experience Animals Music

109. Another example of concept: Bonehead

110. Animals and music are “concepts” that have common attributes of the objects involved Concepts allow us to chunk large amounts of information— we can add on to certain classes of information rather than treating every new input as unique.

111. There are two types of concepts Natural concepts: mental representations of objects and events drawn from our of objects and events drawn from our direct experience. direct experience. Artificial concepts: defined by rules, such as word definitions and mathematical formulas Precisely defined ideas or abstractions, rather than actual objects n the world One form of natural concept is the prototype

112. When we think of a concept, we often think of a representative example of it. For example... Picture the concept of a vehicle, Nick. For Nick, a limousine is a representative example of a vehicle, or a prototype.

113. Rule—fourth & most complex of the units of thought Rules are statements of relations between two concepts The same animal cannot be both a reptile and a mammal.

114. Concept Hierarchy AbstractSpecific/concrete

115. Cognitive Maps A cognitive representation of physical space is a special form of visual concept called a cognitive map. (Tolman) Nick, my challenge right now is how to beat Sara to Beyer High School.

116. Determinations from PET Scans and MRIs No single “thinking center” The brain is a community of highly specialized modules, each of which deals with different components (units) of thought

117. Role of the frontal lobes Especially important in coordinating mental activity when we think, making decisions, and solving problems

118. Prefrontal Cortex 1.Keeping track of an episode 2.Understanding the context of an episode 3.Responding to a specific stimulus

119. Schemas: conceptual frameworks a person uses to make sense of the world—sets of expectations about something that is based on our past experiences. Example: wedding

120. Schemas: provide contexts and expectations about the features likely to be found when you encounter familiar people, situations, images and ideas Hot It’s so hot today. I’m miserable. Becky, I just met a hot guy! The situation on the Korean peninsula is a hot topic.

121. Norman and Rumelhart’s findings on schemas Schemas are the primary units of meaning in the human information-processing system. You comprehend new information by integrating new input with what you already know Example: a new type of pizza introduced by your favorite establishment your favorite establishment

122. Script: Thanksgiving Dinner

123. Kinds of thinking Directed thinking: a systematic and logical attempt to reach a and logical attempt to reach a specific goal. specific goal. How can I get those students to learn this material? What must I do? OK. If I slow down my lectures, and then ask questions...

124. Kinds of thinking Non-directed, or divergent, thinking consists of a free flow of thoughts with no particular goal or plan, and depends more on images. What time is that meet- ing? I can’t wait for the weekend. What should I wear on Thursday? I wear on Thursday? We need dog food. We need dog food.

125. Kinds of thinking Metacognition—thinking about thinking thinking OK, I haven’t been able to solve that problem. So maybe if I used a different version of the problem-solving process... process...

127. The characteristics of a good problem solver Possess requisite knowledge for solving the problem Skilled at identifying the problem and selecting a strategy to attack the problem

128. Problem Solving Directed thinking to bridge the gap between the present gap between the present situation and a desired goal situation and a desired goal Available funds Bills How to budget

129. Identify the problem Consider all relevant possibilities, without leaping to conclusions Why is Sara being such a pain recently? Maybe there’s a problem at home. Maybe it’s a boyfriend problem. Perhaps she’s having difficulty in another class. Maybe as a blonde she is overwhelmed. It could also be a character flaw.

130. Selecting strategies More complex problems: step-by-step formulas called algorithms called algorithms OK. When the microphones don’t work properly we follow the following algorithm: 1) check to see if everything is plugged in; 2) check the battery in the control box; 3) check the control adjustments.

131. Heuristics Rules of thumb—basic rules that help us cut through the confusion of complicated situations There are several tried and true heuristics to address this situation. Let’s review some.

132. Problem Solving Strategies Research various solutions to achieve a goal achieve a goal OK. I have to be in L. A. by Friday. If I drive, it will take 7 hours and cost $45.00. If I take Amtrack, it will cost $70.00 and take 5 hours. If I take Greyhound, it will cost $35.00 and take 10 hours. The most efficient way is... way is...

133. Problem Solving Strategies 1. Means-End Analysis (Reverse planning) My goal is a good class. Before class, I’ll rehearse. Before rehearsing, I’ll write a good lesson plan. Before I write my lesson plan, I’ll do a lot of research. a good lesson plan. Before I write my lesson plan, I’ll do a lot of research.

134. Problem Solving Strategies 2. Most people analyze problems to see if it resembles a situation we have experienced in the past— search for analogies. The last 3 times, Lauren fell to the left a bit. So I need to cheat a little to the left this time.

135. Problem Solving Strategies Specific methods 3. Break down a complex problems into several problems into several smaller, more easily solved smaller, more easily solved problems. problems.

136. Problem Solving Strategies A mental set: is a useful strategy that has become cemented into a person’s problem-solving process. When I’m guarded this way, I always fake left and go right. So I’ll do it again. again. No prob. She’ll fake fake left & left & go right. Set leads to rigidity

137. Functional fixedness The inability to perceive a new use for an object associated with a different purpose associated with a different purpose Oh, gee. The only way to get there is to turn left here. Meagan is such a dweeb. She also could have gone straight or turned right.

138. Bias ConfirmationHindsightAnchoringRepresentativeAvailability I disagree with that solution, so it is no good. I heard planes crash so I refuse to fly. I hate how Simoncini makes fun of blondes

139. Problem Solving Strategies Creativity: a way to use information in such a way that the result is in such a way that the result is something new, original and something new, original and meaningful. meaningful. All problem All problem solving involves solving involves some creativity some creativity

140. Problem Solving Strategies Flexibility: the ability to overcome rigidity. rigidity.

141. Problem Solving Strategies Recombination: a new mental arrangement of elements. arrangement of elements. After a basketball player learns player learns basic moves, she basic moves, she then simply then simply recombines those recombines those skills as situations skills as situations arise. arise.