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MEMORY CHAPTER 7

MEMORY CHAPTER 7. Attention: Alert focusing on material to be retained. Learning Curve: a learning process that is plotted out visually using graphs A gradual upward slope representing increased retention of material as the result of learning. MEMORY.

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MEMORY CHAPTER 7

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  1. MEMORY CHAPTER 7

  2. Attention: Alert focusing on material to be retained. Learning Curve: a learning process that is plotted out visually using graphs A gradual upward slope representing increased retention of material as the result of learning.

  3. MEMORY *is the process by which we recollect prior experiences, info., & skills learned in the past. *the process by which living organisms encode, store, & retrieve info.

  4. TWO KINDS OF MEMORY 1.)Explicit / Declarative Memories *clearly stated or explained *they are conscious memories of facts (specific info.) we actively try to remember 2 Kinds a.) Semantic *General knowledge of the world: (Facts, words, formulas, concepts—most of what you say you know EX. Things you learn in class b.) Episodic *Memory of a specific event *this info. may be autobio- graphical Ex. What you did in college c.) Super Auto-biological *Video clip—Jill Price http://www.youtube.com/watch?v=aAbQvmf0YOQ “Flashbulb Memory” *the event is so intense (emotional) we pay close attention to it! *they can be positive or negative EXAMPLES--

  5. Implicit (Non-declarative / Procedural Memories) *opposite of explicit memories *not clearly stated *memories of practiced skills (motor & cognitive) and how to perform them, learned habits *it involves a series of steps that are difficult to describe *once learned, it usually stays w/ u for many years or a lifetime EXAMPLES-- “Don’t let me go Daddy” This book is awesome!!

  6. 3 Major Processes of Memory 1.) Encoding *the translation of information into a form in which it can be used *the process of acquiring & entering info. into memory *we receive info. thru our senses Types of Codes Visual *forming a mental picture of info. in your mind while u r trying to remember it Acoustic *trying to remember something by repeating it over & over (using a sequence of sounds)

  7. Semantic (meaningful codes) *”relating to meaning”—represents info. in terms of its meaning *by using these, u will probably remember items more easily & for a longer time 2.) Storage *involves maintaining the encoded info. over a period of time so it can be retrieved later Strategies Maintenance / Rote Rehearsal *repeating info. to keep from forgetting it *Surface processing --doesn’t make info. meaningful by connecting it to past learning *a poor way to put something into permanent storage

  8. Elaborative Rehearsal *more effective than maintenance / rote rehearsal *Deep processing—relating new info. you already know to info. you already know well EX. Foreign Lang. teachers –Vocab. *by personalizing the material you r forming a relationship w/ it *the more “Colorful” the better 3.) Retrieval *locating stored info. & returning it to conscious thought *the method of retrieval depends on how the way u encoded the info. Factors affecting retrieval Context- Dependent Memory *is retrieved more readily when the person is in a similar situation or environment as when the info. was learned Ex. Hearing a song from “back in the day” (Oh, what a night?) *Video Clip—Walter Payton Paytonhttp://www.youtube.com/watch?v=oT79Be2KzEs

  9. State-Dependent Memory *memory is better when people r in the same mood or the same state of consciousness when the memory was acquired Gordon Bower *mood influences memory (happy or sad moods) EX. Lost keys due to drugs or alcohol Mood Congruence Effect *when a person is happy—think happy memories *when a person is sad—thinks sad memories “Tip of the Tongue “ Phenomenon *occurs when info. is stored in LTM but the retrieval cues fail to trigger the memory (bad encoding) *u feel u know something but you can’t verbalize it

  10. What is on a penny? • Number scratch paper 1-5 • What direction does Lincoln face? • What is above Lincoln’s head? • What is below Lincoln? • What is to the left of Lincoln? • What is to the right of Lincoln?

  11. Eyewitness Memory: they are very often inaccurate • Descriptions fit a stereotypical image of a “bad guy” • Under extreme stress, perception can be faulty • Research shows eyewitness can distort the truth without realizing it Elizabeth Loftus / Daniel Bernstein *misleading details can be planted into a person’s memory for an event that actually occurred *it’s possible to plant entirely false memories ( Loftus, 1995 Shopping Mall study) *source confusion—the inability to recall the source of a piece of information (u can’t know if the idea is reliable)

  12. Eyewitness Memory Video Clips *Shoping Mall Studyhttp://www.youtube.com/watch?v=NGLrNjaPmjA&feature=related-Loftus (4:21) *Ronald Cotton (Falsely Accused) 60 Minute video clip http://www.youtube.com/watch?v=I4V6aoYuDcg&feature=results_main&playnext=1&list=PL077250E2C5A1E487 (13:07) *Memento (Video Clip) http://www.youtube.com/watch?v=v1nvvaWX4gk (1:52) *My Cousin Vinny (Video Clips)

  13. The Process of Memory *is similar to creating a document on a computer. *ENCODING is the act of typing the material into a word document *STORAGE is like saving the document *RETRIEVAL could be compared to reopening the document on the computer

  14. Informational Processing Model of Memory (3 Stages) Sensory Memory / Sensory Storage * receives and holds environmental information in its raw form for a brief period of time (a few seconds) 2 Kinds Iconic Memory: automatically holds visual information for about a quarter of a second or more (George Sperling) *the rare ability to remember visual info. for long periods of time Photographic Memory Eidetic Imagery (5% of kids) --usually declines by adolescence Video -Big Bang Theory (Eidetic Memory) http://www.youtube.com/watch?v=A4ugfCjqlZ4 Echoic Memory: holds auditory information for 1 to several seconds

  15. Short-Term Memory (STM / Working Memory / Working Brain) *a process that can hold a limited amount of information – an average of 7 plus or minus 2 items – for a limited amount of time – 2 to 30 seconds *you can keep information longer in the STM by using Maintenance Rehearsal *Limited Capacity – STM can hold from 5 to 9 items • George Miller (1956) Memory Span Test *a reason that information disappears from STM is Interference (when new information enters STM and overwrites, or pushes out, information already there) *Chunking: combining separate items of information into a large unit, or chunk, and then remembering chunks of information rather than individual items of information Ex. Social Security number and TX (Business TX’s)

  16. Primacy / Recency Effect *we remember the first & last items on a list, but tend to forget the middle items PRIMACY EFFECT Possible explanations *first items may attract our attention *there is less competition or interference from surrounding items RECENCY EFFECT Possible Explanation *being the last item in a list is not surrounded by other items that compete w/ it for attention *we have a tendency to remember the last thing that we see

  17. Long-Term Memory (LTM) *The process of storing almost unlimited amounts of information over long periods of time with the potential of retrieving, or remembering, such as information in the future Memory as Reconstruction *memories r not recorded & played back like videos or movies. They r reconstructed from bits & pieces of our experience—we tend to remember things in accordance w/ r beliefs & needs Schemas *are established mental representations of people, objects, & events *ways memories r organized *they affect how we perceive things & the way in which what we perceive is stored in LTM Loftus/Palmer Car Accident Study p.200 (textbook) Capacity and Permanency *LTM has almost unlimited capacity to store information *Over time, the information can be made permanent Retrieval *Depends on how information was encoded and the amount of interference from related information

  18. Forgetting & how it occurs in all 3 Stages *is the “flip side” of memory Sensory Memory *info. encoded here decays almost immediately unless u pay attention to it & transfer it into STM Short-Term Memory *it can disappear after only 10 -12 seconds unless you find a way to transfer it into your LTM *info. stored here is lost when it is displaced, or crowded out, by new info. Video Clip—Finding Nemo http://www.youtube.com/watch?v=KuvF113uty4 (1 min, 31 sec) Long-Term Memory *the means of forgetting can vary –a memory may decay or it may not have been filed correctly

  19. Herman Ebbinghaus(1850-1909) German psychologist *first to conduct scientific research on forgetting & nonsense syllables *acoustic coding & rote repetition r used to remember them. These tasks play a part in the 3 basic memory tasks Ebbinghaus’s Forgetting Curve *the ability to recall nonsense syllables drops sharply (about ½ the items )during the 1st hour of learning *after the 1st hr.—memory loss becomes more gradual *further research—when info. learned is meaningful & significant (when there is a reason to learn & remember it)—forgetting slows considerably

  20. 3 Basic Memory Tasks 1.) Recognition *easiest of the memory tasks *involves identifying objects or events that have been encountered before *the ability to pick the correct object or event from a list of choices Ex. Multiple choice, true/false, matching, etc… 2.) Recall *the ability to bring back and integrate many specific learned details Ex. Essay tests, short answer, etc… 3.) Relearning *learning something a 2nd time, usually in less time than it was originally learned *Ebbinghaus found that people were able to relearn the list (of nonsense syllables) more quickly than they had learned it the 1st time

  21. Location of Memories in the Brain 1.) STM: cortex (a thin layer of brain cells that covers the surface of the forebrain) Ex. Can hold a phone number long enough in the STM to dial the number 2) LTM: Cortex Ex. Learn words to a song Elton John-Philadelpha Freedom-Bulls Date 3) Emotional Memories Amygdala Ex. Hear a song – 1st love (you have a romantic feeling—Eternal Flame-The Bangels 4) Transferring Memories Hippocampus *it transfers facts and personal events from the STM into permanent LTM Video Clip (Memento—Hippocamp- us damage—Sammy Jankis) http://www.youtube.com/watch?v=K9lOnmnj0IY&feature=results_video&playnext=1&list=PLCBCB4DB22E6DA607

  22. Different Kinds of Forgetting 1.) Decay *the fading away of a memory over time 2.) Interference *when stored info. is replaced, disrupted, or distorted by new info. a.) Proactive: an older memory interferes w/ your remembering a new memory Ex. Material learned earlier (psychology) interferes with learning new information (sociology) b.) Retroactive: a new memory interferes w/ your remembering an old memory Ex. I can’t remember my locker combination because I just got my gym locker combination *someone who learns to play chess may forget how to play checkers 3.) Repression (Freud) *pushing memories from r consciousness b/c they r extremely painful & unpleasant

  23. 4.) Amnesia *Severe memory loss that may occur after a blow or damage to the brain (temporary or permanent), electric shock, fatigue, after drug use, or after some psychological stress a.) Retrograde *loss of memory of events that occurred before the trauma EX. Athletes / Concussions, H.M. case study Movie b.) Anterograde *loss of the ability to store new long-term memories *hippocampus damage

  24. Amnesia Video Clips *50 First Dates Sue explains Lucy’s accident 2:30 – 5:35 http://www.youtube.com/watch?v=CZfjsTQKt-k&feature=related 10 Sec Tom (1:20 – 3:35) http://www.youtube.com/watch?v=O3GcvRe9G_w Memento * Video Clip (Memento—Hippocamp- us damage—Sammy Jankis) http://www.youtube.com/watch?v=K9lOnmnj0IY&feature=results_video&playnext=1&list=PLCBCB4DB22E6DA607 Overboard 21:00 – 26:45 http://www.youtube.com/watch?v=1VrylKAViXM&feature=related Living without Memory *Clive Wearing(1985 Brain Virus) -lost episodic/autobiographical memory -near total retrograde amnesia & total anterograde amnesia http://www.youtube.com/watch?v=Vwigmktix2Y&feature=related

  25. c.) Infantile Amnesia *the inability to remember events that occurred during one’s early years (before age 3) *refers to episodic memories Biological Factors *hippocampus –doesn’t mature until the age of 2-3 *myelination of nerve cells isn’t complete for a few years Cognitive Reason *infants don’t make reliable use of language to symbolize of classify events *ability to encode sensory input is therefore limited “I don’t remember this photo shoot” d.) Source *not remembering where u heard info. from Ex. “They said it happens that way b/c….”

  26. Improving Memory 1.)Drill & Practice *repetition 2.)Relate to Existing Knowledge *elaborative rehearsal 3.)Form Unusual Associations *the more humorous or “colorful” the better memory will be 4.)Mnemonic Devices *memory aids that help organize info. *a catch word, formula, phrase, or jingle that helps memory to be retrieved a.) Acronyms Ex. ROY G BIV (Colors of the Rainbow)

  27. HOMES (Great Lakes) M VEM JSUN (8 planets)

  28. b.) Narrative Chaining EX. My very excellent mother just sent us noodles c.) Rhyming EX. “In 1492, Columbus sailed the ocean blue” d.) Method of Location *associating an item w/ the actual place the item is found can help you remember an entire list of items EX. Mr. Holden’s Grocery list e.) Peg Method *a rhyming association technique THE END APPLAUSE

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