Chapter 5

1. Memory Chapter 5 “THREE is the KEY for MEMORY” Qz. #6 pages 181-201

2. Your birth date • Your phone number • Your health card number • Your address and postal code • Your license plate number • Your student number • Your social insurance number • What you ate for dinner last night What do you remember?

3. On the other hand, imagine what it would be like if you never forgot anything • You would have difficulties focussing on any one thing • In order to function properly in life, we need to be able to selectively remember certain things, while at the same time forget others • Most of us only think of our memory when we can’t remember something; any other time our memory comes naturally we take it for granted

4. Learning = a process that will modify a subsequent behaviour; it is a permanent change in our knowledge or in our behaviour as a result of an experience • Memory = the ability to remember past experiences; Memory is basically nothing more than the record that is left behind by a learning process/experience Memory vs. Learning

5. …is defined as the capacity to acquire, retain, and recall knowledge and skills. What is Memory?

7. Your brain works on electrochemical energy weights approximately 3 pounds • Size of fists together • More than 100 billion brain cells called neurons • Connections more important than number

8. Episodic Memory • Ability to recall events from a specific past experience • i.e. what was on the last Anthropology test • Semantic Memory • Knowledge of how the world works, but you haven’t actually experienced it yourself • i.e. what is an Australopithecus afarensis? • Procedural Memory • Knowledge of how to do things • i.e. how to ride a bike Types of Memory

9. Three Types of Memory 1.Episodic – memories of personal experience 2.Semantic – general knowledge or memory for facts 3.Procedural – memory for skills Episodic – Do you remember your first interaction with a personal computer? Semantic – Do you know the meaning of personal computer? Procedural – Are you fluent in the use of a personal computer?

10. Three Levels of Memory

11. Sensory Memory • Receives information from the environment through your five senses • Records this information for only a few seconds • Enables you to hold information long enough to record what is necessary • i.e. what does it feel like to bang your elbow on the desk? Levels of Memory

12. Three Levels of Memory 1. Sensory Memory - the type or stage of memory first encountered by a stimulus. Sensory memory holds impressions briefly, but long enough so that series of perceptions are psychologically continuous. • Saccadic Eye Movement • Memory trace • Sensory Register • Iconic memory • Echoic memory That analogy makes a lot of "cents"!

14. Short-Term Memory (aka. Working Memory) • Memory that is stored for 15 – 20 seconds • information in your mind right now (unrehearsed memory) • If you continue to work with the information, it will remain in your STM longer or will be transferred into your LTM • can store up to 7, separate, unorganized items, plus or minus 2 • more than 7 items begins to stress out our STM unless we organize the info into meaningful groups • i.e. NFL, NHL, NBA are easier to remember than FNL, HLN, ABN • Information in your STM is lost by decay (the fading of information over time) or displacement (replaced by new information) Different Levels of Memory

15. [ 7+/-2 - about 1 min.] SERIAL POSITION EFFECT – the tendency to recall more accurately the first and last items in a series. • PRIMACY EFFECT – the tendency to recall the initial items in a series of items. • RECENCY EFFECT – the tendency to recall the last items in a series of items. Short Term Memory (STM)

16. Test #1 How many unrelated items can you store in your short-term memory?

17. 7 6 5 1 2

18. Test #2 Testing your short-term memory

20. Long-Term Memory • Information that is important and meaningful to you will be stored in your long-term memory • Memory that is longer than 15 – 20 seconds (can last minutes or a lifetime) • This memory has been compared to the workings of a library • Information is encoded and stored in a systematic and organized way • It is retrieved by giving cues (like an online search) • It is lost when it is misplaced, improperly stored, or erased Different Levels of Memory

21. Mnemonic Device System for remembering in which items are related to easily recalled sets of symbols, such as acronyms, phrases, or jingles EXAMPLES “i” before “e” except after “c” “Be, all that you can be!” “Every Good Boy Does Fine!” “Like a Rock”

22. Episodic - Semantic - Procedural Which is involved? 1.First Kiss 10.Use a computer 2.Riding a bike 11.Spell C-A-T 3.Walking through a maze 12.Driving a car 4.List the 50 states 13.H20 5.Define Memory 14.Describe a fight to someone 6.Cut and Paste an art project 15.First day in high school 7.Writing notes off an overhead 8.Formula for classical conditioning 9.Witness a car accident

23. 1.ENCODING - modifying information so that it can be placed in memory a. visual code b. acoustic code c. semantic code 2.STORING - maintenance of information over time a. maintenance rehearsal Three Processes of Memory 3.RETRIEVING- location of stored information and its return to consciousness a. proper cues

24. You have to go up... RETRIEVING STORING ENCODING before you come down!

25. Short Term Memory (STM) OTHER KEY TERMS: Chunk - a stimulus or group of stimuli that are perceived as a discrete piece of information *Rote - mechanical associative learning that is based on repetition Displace - in memory theory, to cause chunks of information to be lost from short term memory by adding new items

27. In order to study FORGETTING 1st We need to know what nonsense syllablesare. Remember, 3 is the key 2nd We need to know what the three basic memory tasks are. 3rd How are nonsense syllables and the three memory tasks related?

28. 2nd We need to know what the three basic memory tasks are. Three Tasks of Memory A. Recognition – the easiest memory task, involving identification of objects or events encountered before B. Recall – retrieval and reconstruction of learned material a. paired associates – nonsense syllables presented in pairs in experiments that measure recall C. Relearning – a measure of retention; material is usually relearned more quickly than it is learned initially a. method of savings & savings

29. INTERFERENCE THEORY We may forget stored material because other learning interferes with it Retroactive Interference - forget the old because of the new Provide a few examples Proactive Interference - forget the new because of the old Provide a few examples

30. Amnesia Childhood Amnesia • What is your earliest memory? • How old were you? • State reasons for childhood amnesia • Check textbook (pages 206-207) Anterograde Amnesia Failure to remember events that occur AFTER physical trauma because of the effects of the trauma Retrograde Amnesia Failure to remember events that occur prior (retro = old) to physical trauma because of the effects of the trauma

31. 1. Visualize it! Visualize it! 2. Chain it! Chaining 3.Place it! The Method of Loci 4.Chunk it! Chunking 5.Acrostic it! Those Catchy Phrases Improving Memory

32. Pay attention • Get the info right the 1st time • Be sure you fully understand • Try to see the significance of what you’re learning • Involve your ego, if possible • Associate new material with related facts you know • Organize the material so that it can be stored • If there is a basis for doing so, divide and group Ten Principles of Memory • Reinforce what you’ve learned through repetition • Recite often !