scholarly journals Multiple interactive memory representations underlie the induction of false memory

2019 ◽  
Vol 116 (9) ◽  
pp. 3466-3475 ◽  
Author(s):  
Bi Zhu ◽  
Chuansheng Chen ◽  
Xuhao Shao ◽  
Wenzhi Liu ◽  
Zhifang Ye ◽  
...  
Keyword(s):  
Computational Models ◽  
Visual Learning ◽  
False Memories ◽  
Brain Regions ◽  
Visual Test ◽  
Auditory Learning ◽  
Imaging Results ◽  
Global Matching ◽  
Memory Representations ◽  
Matching Models

Theoretical and computational models such as transfer-appropriate processing (TAP) and global matching models have emphasized the encoding–retrieval interaction of memory representations in generating false memories, but relevant neural mechanisms are still poorly understood. By manipulating the sensory modalities (visual and auditory) at different processing stages (learning and test) in the Deese–Roediger–McDermott task, we found that the auditory-learning visual-test (AV) group produced more false memories (59%) than the other three groups (42∼44%) [i.e., visual learning visual test (VV), auditory learning auditory test (AA), and visual learning auditory test (VA)]. Functional imaging results showed that the AV group’s proneness to false memories was associated with (i) reduced representational match between the tested item and all studied items in the visual cortex, (ii) weakened prefrontal monitoring process due to the reliance on frontal memory signal for both targets and lures, and (iii) enhanced neural similarity for semantically related words in the temporal pole as a result of auditory learning. These results are consistent with the predictions based on the TAP and global matching models and highlight the complex interactions of representations during encoding and retrieval in distributed brain regions that contribute to false memories.

scholarly journals Global matching models of recognition memory

2020 ◽  
Author(s):  
Adam F Osth ◽  
Simon Dennis
Keyword(s):  
Recognition Memory ◽  
Decision Process ◽  
Computational Models ◽  
List Strength ◽  
Recent Developments ◽  
Global Matching ◽  
List Strength Effect ◽  
Matching Models ◽  
Global Similarity ◽  
Strength Effect

How does retrieval take place in recognition memory? A number of computational models have been developed that posit that recognition operates by a process of global matching, wherein the cue is compared to each stored memory. These cue-to-memory similarities are then aggregated to produce an index of the global similarity between the cue and the contents of memory which can then be subjected to a decision process. In this chapter, we describe a.) the theoretical rationale and successes of such models, such as their accounts of similarity and list-length effects and generalization to multiple memory tasks, b.) challenges and hurdles they have experienced, including the null list-strength effect, the mirror effect, and the extralist feature effect, and c.) recent developments, such as extensions to predictions about response latency, sources of interference outside of the study list, and integration of more realistic representations.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Rista Damesari Saragih ◽  
Lince Sihombing ◽  
Eddi Setia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Interaction ◽  
Visual Learning ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Instructional Approaches ◽  
Vocational High School ◽  
Instructional Approach ◽  
Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar.   Keywords: Grammar; Instructional Approach; Learning Styles

THE EFFECT BETWEEN COOPERATIVE LERANING AND LEARNING STYLE OF THE GERMANY WRITTING OUTCOM

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Fauzan Adhima
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Styles ◽  
Factorial Design ◽  
Learning Style ◽  
Interaction Effect ◽  
Empirical Data ◽  
Visual Learning ◽  
Design Data ◽  
Auditory Learning

<p><em>The aim of the study is to reveal the empirical data about the effect of cooperative learning and learning styles on the outcome of germany writting of SMA Negeri 42 Jakarta. The methodology used is the experimental method with a 2x2 factorial design. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1)   The teaching cooperative leraning type STAD was higher than students who take cooperative leraning type Pair Cheks teaching. 2) The visual learning style was higher than students who have auditory learning style. 3) The students who take the teaching  cooperative leraning type Pair Cheks and have a visual learning style higher than students who take cooperative leraning type STAD and have a visual learning style . 4) The cooperative leraning type STAD and auditory learning style is higher than  cooperative leraning type Pair Cheks and have auditory learning styles. 5) The teaching cooperative leraning type STAD and have a auditory learning style was higher than the teaching cooperative leraning type STAD and have visual learning styles. 6) The cooperative leraning type Pair Cheks and have a visual learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 7) There is an interaction effect between  cooperative leraning  and learning style of the germany writting outcome.</em></p><p><em><br /></em></p><p> </p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p>

scholarly journals False memories activate distinct brain regions in females and males

2021 ◽  
Vol 1 (4) ◽  
pp. 100043
Author(s):  
Dylan S. Spets ◽  
Jessica M. Karanian ◽  
Scott D. Slotnick
Keyword(s):  
False Memories ◽  
Brain Regions

scholarly journals The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

2018 ◽  
Vol 7 (4.15) ◽  
pp. 435
Author(s):  
Cahyo Hasanudin ◽  
Ayu Fitrianingsih ◽  
. .
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Visual Learning ◽  
First Year ◽  
First Year Students ◽  
Auditory Learning ◽  
Data Collection Technique ◽  
Normalized Gain ◽  
Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.  

scholarly journals IDENTIFIKASI GAYA BELAJAR MAHASISWA

2016 ◽  
Vol 15 (1) ◽  
pp. 56
Author(s):  
Jeanete Ophilia Papilaya ◽  
Neleke Huliselan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Guidance And Counseling ◽  
Auditory Learning ◽  
Study Population ◽  
Survey Results

The objective of this study was to identify learning styles of students. The approach used in this study is a quantitative approach with survey method. The variable in this study is a single variable , namely the identification of student learning styles. The study population is students of Guidance and Counseling FKIP Pattimura University totaling 388 people. Samples were used as samples in the amount of 10% of the population of 39 people. The sampling technique using Simple Random Sampling. Learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles identified as visual learning style, auditorial learning style, and kinesthetic learning style. Data analysis techniques in this study is the descriptive statistical analysis methods. Based on the survey results revealed that students of guidance and counseling FKIP Pattimura University has a tendency to one learning style. Of the 39 students found that 6 students had a tendency visual learning style, 20 students have a tendency to auditory learning style, 1 student has a tendency kinestheticlearning style, and 12 students have a tendency to mix between learning styles and learning styles visual auditorylearning styles.

scholarly journals Pemilihan Gaya Belajar untuk Meningkatkan Keaktifan Siswa dalam Pembelajaran Bahasa Indonesia

2020 ◽  
Vol 5 (1) ◽  
pp. 27-36
Author(s):  
Asih Riyanti ◽  
Sungkono
Keyword(s):  
Learning Styles ◽  
Student Success ◽  
Learning Style ◽  
Learning Process ◽  
Visual Learning ◽  
Learning Objectives ◽  
Psychomotor Development ◽  
Auditory Learning ◽  
Processing Information ◽  
Bahasa Indonesia

Every success in the learning process will affect environmental factors, schools, attitudes, or students themselves. Each student enhances cognitive, affective, and psychomotor development. Student trading has the uniqueness and character of each in the learning process to respond to and understand teaching material or information obtained. Student learning independence can be seen from the achievements of students in responding, solving, and processing information by completing various tasks. Every student has a learning style that is prominent in him, and the teacher must be able to accommodate it. That is to achieve the learning objectives well and effectively. Learning style is the key to student success in learning. There are models (Type) of learning styles (Fleming, 2001), VARK (Visual, auditory, Reading, Kinesthetic) that can increase student activity in learning Indonesian. Students can learn through the senses that they have with a visual learning style that learns from what is seen, students with an auditory learning style that is learning through what is heard, and a kinesthetic learning style that is learning through motion and opening.

scholarly journals Hebbian plasticity in parallel synaptic pathways: A circuit mechanism for systems memory consolidation

2021 ◽  
Vol 17 (12) ◽  
pp. e1009681
Author(s):  
Michiel W. H. Remme ◽  
Urs Bergmann ◽  
Denis Alevi ◽  
Susanne Schreiber ◽  
Henning Sprekeler ◽  
...  
Keyword(s):  
Memory Consolidation ◽  
Computational Models ◽  
Hippocampal Formation ◽  
Spatial Scales ◽  
Single Cells ◽  
Brain Regions ◽  
Quantitative Agreement ◽  
Long Term Memory ◽  
Hebbian Plasticity ◽  
Mathematical Analyses

Systems memory consolidation involves the transfer of memories across brain regions and the transformation of memory content. For example, declarative memories that transiently depend on the hippocampal formation are transformed into long-term memory traces in neocortical networks, and procedural memories are transformed within cortico-striatal networks. These consolidation processes are thought to rely on replay and repetition of recently acquired memories, but the cellular and network mechanisms that mediate the changes of memories are poorly understood. Here, we suggest that systems memory consolidation could arise from Hebbian plasticity in networks with parallel synaptic pathways—two ubiquitous features of neural circuits in the brain. We explore this hypothesis in the context of hippocampus-dependent memories. Using computational models and mathematical analyses, we illustrate how memories are transferred across circuits and discuss why their representations could change. The analyses suggest that Hebbian plasticity mediates consolidation by transferring a linear approximation of a previously acquired memory into a parallel pathway. Our modelling results are further in quantitative agreement with lesion studies in rodents. Moreover, a hierarchical iteration of the mechanism yields power-law forgetting—as observed in psychophysical studies in humans. The predicted circuit mechanism thus bridges spatial scales from single cells to cortical areas and time scales from milliseconds to years.

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