memory: organization
DESCRIPTION
Memory: Organization. AP Psych Myers – Ch. 9. Memory. The persistence of learning over time through storage and retrieval of information Encoding – processing info into memory system Storage – retention of encoded info Retrieval – process of getting info out of storage - PowerPoint PPT PresentationTRANSCRIPT
AP PsychMyers – Ch. 9
MEMORY: ORGANIZATION
The persistence of learning over time through storage and retrieval of information
3 step process: Encoding – processing info into memory system Storage – retention of encoded info Retrieval – process of getting info out of storage
Memory is like a computer’s information processing system.
MEMORY
Encoding
Storage
Retrieval
3 basic stages of memories:Sensory memory – immediate, brief recording of sensory info
Short term memory (STM)/ working memory – activated memory that holds a few items briefly before it is encoded and stored or discarded
Long term memory (LTM) - the relatively permanent and limitless storehouse
MEMORY
Atkinson-Shiffrin and Baddley Models combined
MODIFIED 3 STAGE MODEL
Sensory Memory LTM
STM or Working Memory
Sensory Input
Attention
Encoding
Encoding
Retrieval
ForgettingForgettingForgetting
O T T F F S S E N T
15 SEC TO REMEMBER THIS IN ORDER…
Automatic processing– effortless, unconscious encoding of info Reading signs while driving
Effortful processing – requires attention and conscious effort Reading the psych text book for comprehension and
understanding Rehearsal – conscious repetition
Spacing effect – memories are retained through distributed practice Why cramming for tests is BAD
Serial positioning effect – remembering the first and last items in a list
ENCODING
Write the letters I asked you to memorize a few minutes ago.
OTTFFSSENT
Visual encoding – encoding of picture images (ex: visualization of info on page) Imagery – mental pictures Mnemonic devices – memory aids, especially those
techniques that use vivid imagery and organizational devices (ex: peg-method/memory palace)
Acoustic encoding – encoding of sounds (ex: rhymes with, repetition of info out loud)
Semantic encoding – encoding of meaning (ex: assigning/creating meaning)
ENCODING
Chunking – organizing items into familiar manageable units; often occurs automatically 17761861191719412001 How can you chunk this? How could you have chunked OTTFFSSENT?
ORGANIZING INFO FOR PROCESSING
Sensory Memory Iconic memory – a momentary sensory memory of visual
info (brief photographic memory)You can briefly look a word’s spelling to copy the word, but cannot recall the spelling minutes later.
Echoic memory – a momentary sensory memory of auditory stimuli, 3-4 secondsTeacher asks you “what did I just say?” and you can recall the last few words
STORAGE
8 volunteers - think of your favorite food.Now say your favorite food, plus everyone
else’s favorite food before you.
STM/Working memory 7 +/- 2 Importance of chunking
STORAGE
LTM – Unlimited Implicit memory – procedures/skills (processed in
part in the cerebellum)
Explicit memory – retention of facts and experiences that you can consciously declare (primarily processed/stored in hippocampus) Semantic memory – general knowledge Episodic memory – events Prospective memory – remembering to do something in
the future
STORAGE
Flashbulb memories – clear, vivid memory of an emotionally significant event Episodic memory
STORAGE
Biological look at memory storage.Long-term potentiation (LTP) – an
increase in a synapse’s firing potential after brief, rapid stimulation; believed to be a neural basis for learning and memory As experience strengthens the pathways between neurons,
synapses transmit signals more efficiently
LONG-TERM POTENTIATION
Getting memories out of storageRecall – retrieving info not in conscious
awareness Short answer questions, fill-in-the-blank questions
Recognition – identifying items previously learned Multiple choice questions
Relearning – learning information a second time, faster than the first time Test corrections
RETRIEVAL
Déjà vu – the eerie sense that “I’ve experienced this before.” Cues from the current situation may subconsciously
trigger retrieval of an earlier experience.
Context-dependent memories – memories are more easily recalled in the same context as when they were encoded
State-dependent memories - memories are more easily recalled in the same state as when they were encoded
Crash Course – Making Memories
CONTEXT EFFECTS ON MEMORY
AP PsychMyers, Ch. 9
MEMORY: FORGETTING AND
IMPROVEMENT
Just as important as remembering avoid clutter
Amnesia – the loss of memory Biological – head injuries
FORGETTING
Absent-mindedness Inattention to details; we cannot remember something we
have not encoded.
THREE SINS OF FORGETTING
A
Transience – storage decay Even if we encode, we can still forget it later Often unused info or info that no longer holds
meaning.
THREE SINS OF FORGETTING
Blocking – inaccessibility of stored info (“it’s on the tip of my tongue…”) Proactive interference – the disruptive effect of prior
learning on the recall of new info. Retroactive interference – the disruptive effect of new
learning on the recall of old info.
Motivated forgetting Repression – in psychoanalytic theory, the basic
defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories.
Most psychologists today would agree that repressed memories do not exist.
THREE SINS OF FORGETTING
Source amnesia – attributing to the wrong source an event we have experienced, hear about, read about, or imagined.
Misinformation effect – incorporating misleading info into one’s memory of an event. Loftus’ study on recollections of car accidents using
leading questions.
Bias – belief-colored recollections Memories are perceptions of the past and as such are subject
to expectations and bias.
THREE SINS OF DISTORTION
Eye witness recall is subject to false memory reconstruction. Misinformation effect Presupposing and leading questions
Children are more suggestible than adults can be lead to produce false memories through suggestive questions.
Young children can recall events as they occurred if… neutral adult asks non-leading questions uses words they understand.
EYE WITNESS RECALL
Study repeatedly to boost long term recall.Make material personally meaningful.Use mnemonic devices. Minimize interference. Test your own knowledge, both to rehearse
the info and determine what you do not know yet.
IMPROVING MEMORY
Biological Psychological Social-cultural•LTP•Automatic processing•Electric current or head injury•Storage decay
•Rehearsal•Context effects•Priming•Mood•Stress•Encoding and organizing strategies•Retrieval interference•Memory construction
•Misinformation effect•Flashbulb memories for important events•Level of implied importance•Source amnesia
MEMORY AS BIOPSYCHOSOCIAL (PG. 390)
60 Minutes – Endless Memory (Pt. 1)
Zimbardo – Remembering and Forgetting
Brain Games – Remember This!
Crash Course – Remembering and Forgetting
VIDEOS