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Memory

Memory. Unit 6. What is memory?. The ability to remember the things that we have experienced, imagined, and learned Explained using Information Processing Model Sensory Register - entry points for raw information from the senses Processes far more than we can “selectively attend” to

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Memory

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  1. Memory Unit 6

  2. What is memory? • The ability to remember the things that we have experienced, imagined, and learned • Explained using Information Processing Model • Sensory Register- entry points for raw information from the senses • Processes far more than we can “selectively attend” to • Short Term/Working Memory- “selective attention” • Long Term Memory- limitless memory bank

  3. Sensory Registers • Iconic Memory • We hold images that we see very briefly in our sensory register • Stare forward then quickly close your eyes- image will remain in mind and then fades quickly • Sperling and the 12 letters • Wait one second before asking a subject to recall letters and they remember 1-2 rather than 3-4 • Asked subjects to remember one line- Were able to (shows that we actually see all letters, but don’t have enough time to repeat them all back) • “Masking” happens when we get new sensory information

  4. A D X F R U P B L Q C V

  5. Q C V A D X F R U P B L

  6. Sensory Registers • Echoic Memory • Auditory information echoes in our ears for a short period of time • For a few moments, we can recover what we just heard even if we didn’t consciously process it • Fades more slowly than iconic memory

  7. Short-Term Memory • We can only “selectively attend” to a small amount of sensory information • The important information that we want to process then enters our Short Term, or Working Memory • Stores information briefly in order to “work on it” • We also retrieve information from long-term memory and process it in working memory

  8. Short-Term Memory • Is very limited- When you focus, you need to shut other stimuli out so your STM doesn’t get “crowded” • Capacity: • As much information that can be repeated or rehearsed in 1.5 to 2 seconds • 7 bits of information plus or minus 2

  9. Demonstration: STM • CXW • MNKTY • RPJHBZS • GBMPVQFJD • EGQWJPBRHKA

  10. STM Capacity: 7 +/- 2 (5-9 bits) 6129643 9736129643

  11. Demonstration: STM and Chunking TFIJFKBYMCAV

  12. Demonstration: STM and Chunking TV FBI JFK YMCA

  13. Demonstration: STM and Chunking Memorize these numbers: 1945181217762012 Did you chunk ‘em???? 1945 1812 1776 2012

  14. ????? Demonstration: STM and Chunking • Swan, Goat, Cardboard, Boat, River, Bird, Music • The swan tugged the goat in a cardboard boat across the river while the bird sang sweet music from above. • This is also considered “semantic encoding”.. Or “visual” if you pictured it!!

  15. Encoding • Many memories are encoded as nonverbal • i.e. shapes, sounds, tastes, smells, visual • Some memories are verbal • i.e. if you have memorized the National Anthem, “Pledge of Allegiance”, words to a song, etc. • Most are encoded according to meaning (Semantic) • i.e. when you hear lectures, you would never be able to remember it verbatim; instead, you remember the key concepts of it • “The angry rioter chucked a pebble at the window” • “The fish sank its teeth into the scuba diver”

  16. Encoding • How can we make sure we are thoroughly processing information in short term memory? • Dual Encoding: Hear the words, then imagine a mental picture of what you are trying to learn, and apply deeper meaning. • Thomas Jefferson was the third President. • On the table of elements, gold is represented as the symbol Au • Bottom line: APPLY AS MANY MEANINGS AS POSSIBLE TO INFORMATION YOU NEED TO ENCODE!

  17. Encoding, then keeping it there!!!! • To hold information in STM, we can use rote rehearsal- repeating information over and over again • Rote rehearsal: • A, B, C, D, E, F, G…. A, B, C, D, E, F, G… • MVEMJSUNP • Even better than this is elaborate rehearsal- applying meaning, then rehearsing. • Every Good Boy Deserves Fun • Apple, Banana, Carrot, Dog, Elephant, Frog, Goat • My Very Excellent Mother Just Served Us Nine Pizzas

  18. Homework: Remember these words. • Ladybug, Orange, Sweater, Grass, Bicycle, Planet, Iguana, Lake, Pencil, Laughter

  19. Do Now • Write down the words from ANY list that we attempted to learn yesterday!!!!!!!!

  20. Refresher

  21. Long Term Memory • More or less permanent- If you remember something past three years, most likely it will stick • i.e. what you remember from high school after college you’ll most likely remember forever • Contains a seemingly limitless amount of information that we’ve “learned”

  22. Serial Position Effect • Duck • Bat • Bicycle • Rock • Peacock • Juggler • Table • Notebook • Glue • Mall • Car • Animal • Lamp • Tree • T-Shirt • Shoe

  23. Serial Position Effect • When we learn a list of words, we are most likely to remember the first and last on the list. Why??? • First items are the list have been rehearsed and are encoded into long-term memory • Last items are still fresh in working memory • This gives us evidence that our long-term and short-term memories work closely together

  24. Serial Position Effect

  25. Maintaining Long-Term Memory • Rote rehearsal • Practice makes perfect • Alphabet, multiplication tables, phone numbers, social security numbers, birthdates, names, etc. • Mastering takes automaticity • Repetition (or continuous exposure to a stimulus) does not imply learning will occur • What does the front of a penny look like?

  26. Pick the right one!

  27. Maintaining Long-Term Memory • Elaborative rehearsal • Relate new information to things that we already know • “Method of Loci” • Picture the items you need to remember in familiar places • “Peg Words” • Connect words with pre-assigned words or numbers • Other? • Gary: This is my friend Burt • Kurt: Oh Hi, Burt. (To himself: Burt rhymes with Kurt)

  28. Schema and “Contextual Cues” • Where we are when we hear things affects how we encode them • If we overhear something in a classroom or meeting, we are primed to remember it • When we hear a conversation on the bus, we’d be less likely to remember it because we aren’t “prepared” to need to know it • Contextual Cues (i.e. what we are perceiving around us) can “trigger” memories

  29. Types of LTM:Declarative, Explicit • Episodic Memories • Memories for personally experienced events • Personal memories, not historical facts • What you ate for dinner on your birthday, your driver’s test, a performance you gave last year, a big game that you won (or lost) • Like a daily journal that allows you to go back in time

  30. Types of LTM:Declarative, Explicit • Semantic Memories • Facts and concepts • Like a dictionary or encyclopedia • What you learn in school • Inventor of the light bulb, first president, first element of periodic table, 2+2=4

  31. Types of LTM:Implicit • Procedural Memories • Motor skills and habits • They are NOT memories about these skills and habits- they are the skills and habits themselves!! • Knowing how to ride a bike, swim, play guitar, slam on brakes of a car, putting accurate force into hitting a golf ball

  32. Types of LTM: Implicit • Emotional Memories • Learned emotional reactions to stimuli • Our loves and hates, rational and irrational fears, feelings of disgust, anxiety

  33. Do Now: • Yesterday I presented you with two sentences… • Hint: • Fish • Rioter • What were they?

  34. Types of LTM: Explicit vs. Implicit • If a person has brain damage to the hippocampus, they may not be able to form new memories • However, your cerebellum controls procedural memories and can still function!!! • H.M. could not recall tracing a star, but got better at doing it every day • Emotional memories- Amygdala • **Eternal Sunshine of the Spotless Mind?

  35. Types of LTM

  36. Retrieval: Getting the Memories Out • Recall • Being able to produce an answer without a “hint” • i.e. fill in the blanks on tests • “Tip of the Tongue Phenomenon”- best way to concur this is to abandon it and it will most likely pop into your head later • Recognition • Being able to pick out the correct answer after being given clues • i.e. multiple choice • This is much easier!

  37. Forgetting • Do we need to forget? • A.J., aka Jill Price, remembers every day of her life since age 14 with detail and clarity • Why do we forget? • Decay Theory- Argues that the passage of time causes forgetting • Applies to short term memory- memories “fade”

  38. Other causes • Hippocampus converts memories to long term • Brain damage caused by accidents, surgery, poor diet, disease is most likely cause of severe memory loss • Deterioration can lead to disruption, especially in the elderly • Alzheimer's patients show diminished hippocampus • Korsakoff’s Syndrome caused by alcoholism

  39. Amnesia • Retrograde Amnesia • Often caused by head injuries • Memory loss of events shortly prior to injury • Perhaps memories aren't anchored yet, much like a computer will lose data that wasn’t saved in the event of a power outage • Anterograde Amnesia • Inability to create new memories • Dory from “Finding Nemo” • Memento

  40. Role of Neurotransmitters • Acetylcholine has role in memory • Rats with damage to cells that produce this had significant memory problems • Alzheimer's patients also display low levels

  41. Encoding Failure • Perhaps forgetting isn’t just about “losing” memories, but rather inadequately learning memories in the first place • “Selective attention” means there must be “selective inattention” • if we are not consciously aware of what we are doing, it never becomes encoded • i.e. if you miss place your phone when you’re looking for something else, you won’t remember where it is because you weren’t paying attention in the first place

  42. Encoding Failure • Inadequate rehearsal can also prevent memories, even if we were trying to remember • i.e. STUDYING improperly • If you simply “memorize” information, it won’t become meaningful enough to be encoded = F on test • Trying to remember your locker combo “17-21-4” will be easier if rather than repeating it you assign meaning • “I’m 17 now, I’ll be 21 in 4 years”- Semantic (Elaborative) vs. Rote

  43. Interference • Retroactive Interference • When trying to recall older information, new material that you’ve learned gets in the way • i.e. when you try to remember your kindergarten teacher’s last name, you have many new teachers’ names in the way • Study tip: If you are studying for a test, do not present any new material after your study time… Make sure studying for the test is the last thing you do at night after your other homework

  44. Interference • Proactive Interference • When older information gets in the way of remembering new information • i.e. when you are trying to learn a new language and your first language interferes… “casa blanca” vs. “blanca casa” • Similarity of competing items exaggerates interference • Explains why it’s harder to change old habits than to learn new habits

  45. Factors that Matter • Contextual Factors • We use cues from the situations that we learn material in to remember it • Contextual cues such as background music, odors also affect recall • i.e. if you learn about a historical topic in the classroom, it may be harder for you to recall if someone asks you at practice or in the gym • Crime scene investigators will often bring a victim back to the scene of the crime to assist in their recall of events.

  46. Factors that Matter • State-Dependent Memory • We remember information best when we are in the same state that we learned them in • A person may forget a conversation they had while intoxicated, but will remember it again next time they are under the influence • However, drugs do not enhance memory (as we already know)… Sober-sober recall is obviously best

  47. Factors that Matter • Expectations • We often rewrite our memories based on what we expect • If people hint that something has happened enough times, we may start believing it • Source confusion • We may hear a story that someone else experienced during childhood and will attribute that story to our own lives

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