how does information get into long-term memory (ltm)? long-term memory (ltm) –explicit vs....
TRANSCRIPT
How does information get into Long-term memory (LTM)? • Long-term memory (LTM)
– Explicit vs. implicit memory
• Encoding: “getting it into LTM”– elaborative rehearsal– depth of processing– objective and subjective organization
• (Retrieval: “getting it out of LTM”)
Attention Encoding
SensoryMemory
WorkingMemory LTM
SensoryInput
.5” - 3”duration
MaintenanceRehearsal
Retrieval
Three-Stores Model of Memory
10” - 15”duration
Indefiniteduration
Encoding
WorkingMemory LTM
MaintenanceRehearsal
Types of Memory
Explicit(Declarative)
conscious
Implicit(Nondeclarative)
unconscious
Generic Episodic Procedural Dispositional
Shallow processingDeep processing
Maintenance rehearsalElaborative rehearsal
1. judge Is the word in capitalletters? __ __
2. DREAM Does the word rhymewith “cream”? __
__ 3. bread Would the word fit in
this sentence: “Theboy used the _____to make a sandwich.”? __
__
Word flashed: Question: Yes No
etc.
(Sample from “Depth of Processing” study discussed)
Depth of Processing
0
10
2030
40
50
60
7080
90
100
Visual Acoustic Semantic
Type of encoding f or word
% w
ords
reco
gniz
ed
Example of a “True” Categorical Hierarchy
Land-based Flying Swimming
Animal
lionmonkeyelephant
cobrapythonrattler
robinsparrowcanary
beeflymoth
troutcarppike
tunasharkhalibut
Mammal Snake Bird Insect Fresh-water
Salt-water
Example of a “Pseudo-Categorical Hierarchy”
brawaterblimp
limestonecymbalssurgical
trucksilvermoth
spruceforcepspercussion
jetscarpring
birchpainterclothing
Ship
Sapphire Retina Heels
PrecisionEvergreenRobin Freight Slate Monkey
Mandler’s study on the role of Subjective Organization
% of items correct on later test
“Intentional” learners (...told they would be tested later)
“Incidental” learners(…not told they would be tested later)
Instructions to sort material
No instructions to sort material
62% 60%
61% 44%
Prof. Adam Anderson: human affective neuroscience
Prof. Fergus Craik (emeritus): memory
Prof. Susanna Ferber: visual attention and memory
Prof. Lynn Hasher: memory
Prof. Robert Lockhart (emeritus): thinking, problem
solving
Prof. Morris Moscovitch: cognitive neuroscience
Prof. Bennett Murdock (emeritus): memory, perception
Prof. Jay Pratt: visual attention and action
Prof. Endel Tulving (emeritus): memory
Prof. Philip Zelazo: cognitive development
Researchers in Cognitive Psychology at the St. George Campus