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Chapter 9: Memory

Chapter 9: Memory. Memory. Memory: persistence of learning over time via the storage and retrieval of information. Gives us our sense of self and connects us to past experiences. The Unusual Case of Clive Wearing. What are your three most vivid memories?. Vivid Memories.

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Chapter 9: Memory

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  1. Chapter 9: Memory

  2. Memory • Memory: persistence of learning over time via the storage and retrieval of information. • Gives us our sense of self and connects us to past experiences.

  3. The Unusual Case ofClive Wearing

  4. What are your three most vivid memories?

  5. Vivid Memories • Flashbulb Memories: clear memory of an emotionally significant event or moment. • Usually personally meaningful or historically significant.

  6. Types of Memories • Episodic Memory: refers to your specific memory of events that occur in your life.

  7. Types of Memories Semantic Memory: General knowledge – facts you learn at school.

  8. Types of Memories Implicit Memory: The skills you have learned

  9. Memory as Information Processing • Memory is similar to a computer (write to file, save to disk, read from disk). • 3 Basic Steps to Memory: • Encoding: getting information into the memory system. • Storage: the retention of the encoded information over time. • Retrieval: process of getting information out of the memory system.

  10. Three Stage Processing for Encoding • Stage One: The initial recording of sensory information in the memory system is referred to as sensory memory. • Stage Two: sensory memories are processed into short term memory your activated memory which can only hold a minimal amount of information. • Stage Three: short term memories are encoded into long-term memory, the relatively permanent and limitless storehouse from which we retrieve.

  11. Concept of Short-Term Memory • Short-Term Memory is limited in capacity and duration. • You can only hold so much information in your working memory at one given time. • Magic Number tends to be 7 +/- 2.

  12. 12 Days of Christmas List as many of the gifts mentioned in the song as you can.

  13. 12 Days of Christmas Answers: • Partridge • Turtle Doves • French Hens • Calling Birds • Golden Rings • Geese A-laying Swans A-swimming Maids A-milking Ladies Dancing Lords A-leaping Pipers Piping Drummers Drumming

  14. Types of Rehearsal • Encoding and storage can be aided by maintenance rehearsal: simple rote repetition of information in consciousness or; • even more successfully by elaborate rehearsal: processing of information by relating it to something you already know well.

  15. The Presidents On a sheet of paper, list the Presidents of the United States in order. Do your best.

  16. King of Memory Experiments is Hermann Ebbinghaus • Wanted to research capacity of verbal memory. • Looked to study to see capacity of peoples’ memories to study strings of non-sense syllables. • Ex: JIH, FUB, YOX, XIR,

  17. Findings of Ebbinghaus • 1. Practice makes perfect. The more rehearsal he did on day 1, the less rehearsal it took to learn the syllables again on day 2. Over learning increased retention. • 2. The Spacing Effect: the tendency for studying over a long period of time produces better long term retention than is achieved through massed study or practice. SPACED STUDYING BEATS CRAMMING!!!

  18. Findings of Ebbinghaus • 3. Serial Position Effect: our tendency to recall best the last and first items in a list. Ex: Presidents

  19. Explaining the Serial Position Effect • Primacy Effect: explains how we remember concepts at the beginning of a list since these are often the terms we have seen the most when reviewing. • Recency Effect: explains how we remember concepts at the end of the list a since these are the terms we have seen most RECENTLY. • MIDDLE IS FORGOTTEN MOST OFTEN.

  20. Encoding Activity (Myers 9-3) Follow the instructions on the handout as I read the 20 sentences. It is important that you do not talk or communicate with anyone else during this activity.

  21. Types of Encoding • Semantic Encoding: encoding of meaning, including the meaning of words….yields best memory. • Acoustic Encoding: the encoding of sound, especially the sound of words….usually the least effective. • Visual Encoding: the encoding of picture images.

  22. Encoding Imagery • Imagery: creating mental pictures, helps effortful processing especially when combined with semantic encoding. • Recall of events is often colored by highest joys and lowest lows of events…usually remember events differently than you evaluated them at the time. • Mneumonics: memory aids, often use vivid imagery and organizational devices.

  23. MNEMONICS • ROY G BIV • Every Good Boy Does Fine • HOMES • Please Excuse My Dear Aunt Sally

  24. Some Examples of Mneumonics • 1. Method of Loci: memory device used by linking items in a list with physical locations in a place you are familiar with. Ex: Link parts of brain with places in your house; Hypothalamus and refrigerator. • 2. Peg Word System: works by prememorizing a list of words with numbers and associating new list with the scheme. Ex: 1 is a gun, 2 is a zoo, 3 is a tree, 4 is a door, 5 is a hive.

  25. 1492177618 6119141271 94119632001 Try to remember these numbers:

  26. How confident are you that you correctly memorized all 31 numbers?

  27. Now, try to remember these numbers: 1492 1776 1861 1914 12-7-1941 1963 2001

  28. Which was easier? WHY?

  29. group like things together CHUNKING 9528295379 How do you remember a phone #? You CHUNK it! 952- 829- 5379

  30. Organizing Information for Encoding • Chunking • organizing items into familiar, manageable units • like horizontal organization- 1776149218121941 • often occurs automatically

  31. make it VISUAL HUMANISM – a psychological approach that focuses on free will So when you see the word “humanism” I tell you to think about: I want you to remember: Free Willy!

  32. METHOD OF LOCI • Imagine the route from your room to the front door of your house • Place people / events along the way George Washington is in my bedroom John Adams is right outside my bedroom door Thomas Jefferson is in the bathroom James Madison is at the top of the stairs

  33. make it MEANINGFUL • Whose phone numbers do you remember? Why? • Make all kinds of material meaningful. Experiment - making meaning

  34. make it RHYTHMIC • “Columbus sailed the Ocean Blue in 1492” • The helping verbs • “The THALAMUS is a grand station, it sends and receives information.”

  35. FALSE MEMORIES • Are you a reliable eyewitness?

  36. FALSE MEMORIES • Are you a reliable eyewitness?

  37. Recall vs. Recognition Activity

  38. Retrieval: Getting Information Out • Recall: a measure of memory in which the person must retrieve information learned earlier. • Ex: Fill in the Blank. • The hardest of the memory tasks

  39. Retrieval: Getting Information Out • Recognition: a measure of memory in which the person need only identify items previously learned. • Ex: Multiple Choice • The easiest of the three memory tasks

  40. Retrieval: Getting Information Out • Relearning: learning something for the second (or third or fourth or …) time. • Relearning an idea or concept happens more quickly than learning something the first time.

  41. Retrieval Cues • Priming:activation, often unconsciously, of particular associations of memory.

  42. Retrieval Cues • Context Effects Memory Retrieval: able to retrieve information better when you are in the same context you learned it in. • Ex. Studying for a test in the same room you are going to take the test in. • Emotional/Mood Impact of Memory: • State-Dependent Memory: information is most easily recalled when in same “state” of consciousness or mood it was learned in. • Ex. Under the influence of drugs or alcohol. • Feelings of happiness tend to bring back memories of another happy time.

  43. Retrieval Cues • Schemas: mental representations that we form of the world by organizing bits of information • Ex. Listen to the following story and than answer the questions that follow. (p. 382 of AP Book) • Ex. Car Crash Study by Elizabeth Loftus

  44. Depiction of actual accident Memory construction Schemas • Loftus had individuals watch car accidents and then recorded results based on questioning procedures.

  45. Loftus’s Research • Subjects were asked to reveal how fast they thought the cars were going. • Question consisted of “How fast were the cars going when they _______________ each other. • Loftus filled in the blanks with different words including: bumped, collided, contacted, hit, or smash. • Speed was elevated to great degree when “smashed” was used as key verb and subjects were likely to remember broken glass when there was none.

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