do now: prepare your operant conditioning projects to turn in. then, answer the following: what...

DO NOW:

Prepare your operant conditioning projects to turn in.

THEN, answer the following:

What is memory?

How do we create and recall memories?

IT IS OKAY TO GUESS!!!

MemoryAP Psychology

Ms. Desgrosellier

3.15.2010

INTRODUCTION TO MEMORY

Objective: SWBAT define memory, and explain how flashbulb memories differ from other memories.

INTRODUCTION TO MEMORY

memory: the persistence of learning over time through the storage and retrieval of information. The ability to store and retrieve

information.

Memory Loss and Memory Feats

Studying memory extremes in memory has helped researchers understand how it works.

They have studied people without the ability to create new memories, as well as people who show extremely accurate and strong memories.

Memory Loss and Memory Feats

flashbulb memory: a clear memory of an emotionally significant moment or event. This explains why you might clearly

remember things like an important birthday, or winning a big game.

Many people can recall exactly when they heard about 9/11.

Information Processing

Objective: SWBAT describe Atkinson-Shiffrin’s classic three-stage processing model of memory, and explain how the contemporary model of working memory differs.


Atkinson-Shiffrin’s three-stage processing model: encoding: the processing of

information in to the memory system – for example, extracting meaning. (getting the information into your brain)


Atkinson-Shiffrin’s three-stage processing model: storage: the retention of encoded

information over time. (retain the information)


Atkinson-Shiffrin’s three-stage processing model: retrieval: the process of getting

information out of memory storage. (get the information back out)


sensory memory: the immediate, very brief recording of sensory information in the memory system.


short-term memory: activated memory that holds a few items briefly. e.g. the seven digits of a phone

number while dialing, before the information is stored or forgotten.


long-term memory: the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and

experiences.


Sometimes information skips the first two steps and moves directly into long-term memory.

Also, because there is too much sensory information coming at us at one time, we focus on certain incoming stimuli. We especially notice novel or

important stimuli.


working memory: a newer understanding of short-term memory that involves conscious, active processing of incoming auditory and visual-spatial information retrieved from long-term memory.


Working memory includes both auditory and visual-spatial elements, coordinated by a central executive processor.

Explains how we can process images and words simultaneously.

Also explains why we can talk (verbal) while driving (visual-spatial).

ENCODINGAutomatic Processing

Objective: SWBAT describe the types of information we encode automatically.

Automatic Processing

automatic processing: unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings.


You automatically process information about: space – e.g. visualizing the

location of words on a page.


You automatically process information about: time – e.g. remembering where

you left your missing coat by unconsciously making a schedule in your head.


You automatically process information about: frequency – e.g. unconsciously

remembering how many times you’ve seen someone during the day.

Effortful Processing

Objective: SWBAT contrast effortful processing with automatic processing, and discuss the next-in-line effect, the spacing effect, and the serial position effect.


effortful processing: encoding that requires attention and conscious effort. It often produces durable and

accessible memories.


rehearsal: the conscious repetition of information, either to maintain it in consciousness or to encode it for storage.


This was studied by the German philosopher Herman Ebbinghaus using nonsense syllables. He found that the amount

remembered depends on the time spent learning.

Overlearning: additional rehearsal even after we learn material that increases retention.


next-in-line-effect: when we are next in line, we focus on our own performance and often fail to process the last person’s words.

Information presented in the seconds just before sleep is seldom remembered. Information presented in the hour before sleep is well remembered.


Taped information played during sleep is registered by the ears but is not remembered. Without rehearsal, “sleep learning” doesn’t occur.


spacing effect: the tendency for distributed study or practice to yield better long-term retention that is achieved through massed study or practice.

A study by Harry Bahrick over 9 years found that the longer the space between practice sessions, the better their retention up to 5 years later.


serial position effect: our tendency to recall best the last and first items in a list.

Encoding Meaning

Objective: SWBAT compare the benefits of visual, acoustic, and semantic encoding in remembering verbal information, and describe a memory-enhancing strategy related to the self-reference effect.

Encoding Meaning

We remember what we encode.

visual encoding: the encoding of picture images.

Encoding Meaning

acoustic encoding: the encoding of sound, especially the sound of words.

semantic encoding: the encoding of meaning, including the meaning of words.

Encoding Meaning

self-reference effect: You will remember things better if you take time to find personal meaning in what your are studying.

Visual Encoding

Objective: SWBAT explain how encoding imagery aids effortful processing, and describe some memory-enhancing strategies that use visual encoding.

Visual Encoding

Research has also shown that we remember concrete words that lend themselves to visual mental images better than we remember abstract, low-imagery words.

We often remember our experiences with mental snapshots of the best or worst moments.

Visual Encoding

mnemonic: memory aids, especially those techniques that use vivid imagery and organizational devices. Please Excuse My Dear Aunt Sally My Very Excellent Mother Just

Served Us Nine Pizzas RoyGBV

Organizing Information for Encoding

Objective: SWBAT discuss the use of chunking and hierarchies in effortful processing.


chunking: organizing items into familiar, manageable units; often occurs automatically.

e.g. grouping a list of numbers into groups of three and four, like a telephone number.


Hierarchies: a few broad concepts divided and subdivided into narrower concepts and facts. Makes retrieving information more

efficient. e.g. breaking the chapters in

module outlines, headings, objectives, learning outcomes and test questions.

do now: prepare your operant conditioning projects to turn in. then, answer the following: what...

Documents

memory memory

processing of information

information slide

memory objective

memory storage

memory system

memory feats flashbulb

memory loss