AP Psych Agenda 11.29.10

1. AP Psych Agenda11.29.10

2. Unit Objectives at bpi.edu. Complete #s 1 – 5 for homework tonight. • What is your first memory? Why do you think you remember it? • Snow White memory actvity.

3. Chapter 7: Human Memory

4. Human Memory: Basic Questions • How does information get into memory? • How is information maintained in memory? • How is information pulled back out of memory?

5. Figure 7.2 Three key processes in memory

6. Encoding: Getting Information Into Memory • The role of attention • Focusing awareness • Selective attention = selection of input • Filtering: early or late?

7. Figure 7.3 Models of selective attention

8. Levels of Processing:Craik and Lockhart (1972) • Incoming information processed at different levels • Deeper processing = longer lasting memory codes • Encoding levels: • Structural = shallow • Phonemic = intermediate • Semantic = deep

9. Figure 7.4 Levels-of-processing theory

10. Figure 7.5 Retention at three levels of processing

11. AP Psychology Agenda 11.30.10

12. Quiz… • Define the concept of memory • Encoding • Storage • retrieval • Distinguish between iconic and echoic memory • Describe the concept of elaboration • How does visual Imagery help with memory • How does self-referent encoding help a person’s memory. • How does attention limit the capacity of short-term memory

13. Enriching Encoding: Improving Memory • Elaboration = linking a stimulus to other information at the time of encoding • Thinking of examples (relate info to your own life) • Visual Imagery = creation of visual images to represent words to be remembered • Easier for concrete objects: can picture a spider, cannot picture the word truth. • Self-Referent Encoding • Making information personally meaningful

14. Storage: Maintaining Information in Memory • Analogy: information storage in computers ~ information storage in human memory • Information-processing theories • Subdivide memory into 3 different stores • Sensory, Short-term, Long-term

15. Figure 7.7 The Atkinson and Schiffrin model of memory storage

16. Sensory Memory • Brief preservation of information in original sensory form • Auditory/Visual – approximately ¼ second • George Sperling (1960) • Classic experiment on visual sensory store

17. P Y F G • V J S A • D H B U • P Y F G • V J S A • D H B U

18. Figure 7.8 Sperling’s (1960) study of sensory memory

19. AP Psychology 12.2.10

20. Quiz… • What are two specific functions of short-term memory? • Define long-term memory. • How is information transferred (encoded) into long-term memory? • What is the difference between semantic versus visual LTM. • What is the difference between procedural and declarative LTM

21. For tonight… • #s 9,10, 11 and 12 from the unit objectives sheet

22. Short Term Memory (STM) • Limited capacity – magical number 7 plus or minus 2 • Chunking – grouping familiar stimuli for storage as a single unit • Limited duration – about 20 seconds without rehearsal • Rehearsal – the process of repetitively verbalizing or thinking about the information

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25. …………………………………………………. ………………………………………….. ………………………………………. ……………………………………. . . . . . . . . .

26. Figure 7.9 Peterson and Peterson’s (1959) study of short-term memory

27. Primacy and Recency • Horse • Dog • Ape • Chinchilla • Cat

28. Boa constrictor • Gerbil • Raccoon • Fish • Ferret

29. Donkey • Cow • Lemur • Gazelle • Lion

30. Short-Term Memory as “Working Memory” • STM not limited to phonemic encoding • Loss of information not only due to decay • Baddeley (1986) – 3 components of working memory • Phonological rehearsal loop • Visuospatial sketchpad • Executive control system

31. AP Psych Agenda 12.3.10

32. Long-Term Memory: Unlimited Capacity • Permanent storage? • Flashbulb memories • Recall through hypnosis • Debate: are STM and LTM really different? • Phonemic vs. Semantic encoding • Decay vs. Interference based forgetting

35. How is Knowledge Representedand Organized in Memory? • Clustering - tendency to remember similar or related items • Conceptual Hierarchies - multilevel classification systems based on common properties among items. • Schemas and Scripts - organized clusters of knowledge about a particular object or event abstracted from previous experience. Scripts are, type of schema, organizing what a person knows about common activities…for example going to a restaurant

36. Semantic Networks -- nodes representing concepts, joined together by pathways that link related concepts….explains why thinking of butter makes bread easier to remember. • Connectionist, or parallel distributed processing models, assume that cognitive processes depend on patterns

37. Retrieval: Getting InformationOut of Memory • The tip-of-the-tongue phenomenon – a failure in retrieval • Retrieval cues -- recall is often guided by partial information about a word…retrieval cues. • Recalling an event • Context cues -- cues…easier to recall long-forgotten events if you return after a number of years to a place where you used to live. • Source monitoring, reality monitoring -- type of source monitoring involving determining whether memories are based in actual events (external sources) or you

38. Reconstructing memories • Misinformation effect -- did I read that somewhere or think of it on my own?…cryptomnesia is inadvertent plagiarism that occurs when you think you came up with it but were really exposed to it earlier • Source monitoring, reality monitoring -- type of source monitoring involving determining whether memories are based in actual events (external sources) or you

39. Forgetting: When Memory Lapses • Retention – the proportion of material retained • Recall -- involves requiring subjects to reproduce information on their own without any cues • Recognition -- involves requiring subjects to select previously learned material from an array of options • Relearning -- requiring subjects to relearn previously learned information to see how much LESS time or effort it takes them • Ebbinghaus’s Forgetting Curve

40. Figure 7.16 Ebbinghaus’ forgetting curve for nonsense syllables

41. Figure 7.17 Recognition versus recall in the measurement of retention

42. Why Do We Forget? • Ineffective Encoding • Decay theory • Interference theory • Proactive • Retroactive

43. Figure 7.19 Retroactive and proactive interference

44. Figure 7.20 Estimates of the prevalence of childhood physical and sexual abuse

45. Retrieval Failure • Encoding Specificity • Transfer-Appropriate Processing • Repression • Authenticity of repressed memories? • Memory illusions • Controversy

46. Figure 7.22 The prevalence of false memories observed by Roediger and McDermott (1995)

47. The Physiology of Memory • Biochemistry • Alteration in synaptic transmission • Hormones modulating neurotransmitter systems • Protein synthesis • Neural circuitry • Localized neural circuits • Reusable pathways in the brain • Long-term potentiation

48. The Physiology of Memory • Anatomy • Anterograde and Retrograde Amnesia • Cerebral cortex, Prefrontal cortex, Hippocampus, • Dentate gyrus, Amygdala, Cerebellum

49. Figure 7.23 The anatomy of memory

50. Figure 7.25 Retrograde versus anterograde amnesia