Name the Seven Dwarves

1. Name the Seven Dwarves Take out a piece of paper

2. Difficulty of Task • Was the exercise easy or difficult. It depends on what factors? • Whether you like Disney movies • how long ago you watched the movie • how loud the people are around you when you are trying to remember

3. As you might have guessed, the next topic we are going to examine is……. Memory The persistence of learning over time through the storage and retrieval of information. So what was the point of the seven dwarves exercise?

4. The Memory process • Encoding • Storage • Retrieval

5. Encoding • The processing of information into the long-term storage. Typing info into a computer Getting a girls name at a party

6. Storage • The retention of encoded material over time. Trying to remember her name when you leave the party. Pressing Ctrl S and saving the info.

7. Retrieval • The process of getting the information out of memory storage. Seeing her the next day and calling her the wrong name (retrieval failure). Finding your document and opening it up.

8. Turn your paper over. Now pick pick out the seven dwarves. Grouchy Gabby Fearful Sleepy Smiley Jumpy Hopeful Goofy Sleazy Shy Droopy Moody Hoppy Dopey Sniffy Wishful Puffy Ren Dumpy Sneezy Pop Grumpy Cheesy Bashful Cheerful Teach Snorty Nifty Itchy Happy Doc Wheezy Stubby Poopy Diddy Stimpy

9. Seven Dwarves Sleepy, Dopey, Grumpy, Sneezy, Happy, Doc and Bashful

10. Quiz Question Darren was asked to memorize a list of letters that included v, q, y, and j. He later recalled these letters as e, u, i, and k, suggesting that the original letters had been encoded • Automatically • Visually • Semantically • Acoustically

11. Did you do better on the first or second dwarf memory exercise? Recall v. Recognition • With recall- you must retrieve the information from your memory (fill-in-the blank tests). • With recognition- you must identify the target from possible targets (multiple-choice tests). • Which is easier?

12. Types of Memory • Sensory Memory • Short-Term Memory Encoding Retrieval Long-Term Memory

13. Sensory Memory • The immediate, initial recording of sensory information in the memory system. • Echoic – sensory memory for sound (last 1-2 s.) • Iconic – sensory memory for vision (lasts a fraction of a second) • Stored just for an instant, and most gets unprocessed.

14. Short-Term Memory • Memory that holds a few items briefly. • Seven digits (plus of minus two). • The info will be stored into long-term or forgotten. How do you store things from short-term to long-term? You must repeat things over and over to put them into your long-term memory. Rehearsal

15. Long Term Memory Unlimited storehouse of information. Explicit (declarative) memories Implicit (non-declarative) memories

16. Explicit Memories (aka, declarative memories) Formed by the hippocampus; stored in the cerebral cortex. Episodic Memories Semantic Memories

17. Implicit Memories Formed by the cerebellum; stored in the cerebral cortex. Procedural Memories Conditioned Memories

18. To summarize….

19. Encoding Getting the information in our heads!!!! How do you encode the info you read in our text?

20. Two ways to encode information • Automatic Processing • Effortful Processing

21. Automatic Processing • Unconscious encoding of incidental information. • Examples: what table you were seated at a restaurant; what you ate for breakfast, where on the page a word was, who you saw on the way to class today. • Things can become automatic with practice (when you first learn a new word, every time you hear it, you consciously and effortfully pull up the definition from meaning; after hearing it 50 times, you can understand the word without effort – reading Shakespeare.)

22. Effortful Processing • Encoding that requires attention and conscious effort. • Examples: vocabulary for school, dates, names • Rehearsal (conscious repetition) is the most common effortful processing technique. • It depends on the amount of time spent processing the information. • Overlearning (reviewing things you already know) enhances retention. (This is why Dr. Humble will probably never allow senior exam exemptions.)

23. Spacing Effect • We increase long-term retention when we study or practice over time. • Cramming is an inefficient means of studying (ie, cramming = less time for guitar hero)

24. All-purpose memory demo Bed Quilt Dark Silence Fatigue Clock Snoring Night Toss Tired Artichoke Turn Rest Dream Sleep

25. Quiz Question Your consciously activated but limited-capacity memory is called ________ memory. • short-term • Implicit • Echoic • Explicit • Semantic

26. Quiz Question Memory of facts is to ________ as memory of skills is to ________. • brainstem; hippocampus • Explicit memory; implicit memory • Automatic processing; effortful processing • Short-term memory; long-term memory • Iconic; echoic

27. Serial Positioning Effect • We tend to remember the beginning (primacy effect) and end (recency effect) of a list best. • Primacy effect is stronger than recency effect if there is a delay between the list and recall. Words remembered Order on list

28. Value of elaboration A = does the word contain an “e”? Yes or no. B = how many syllables does the word have? C = does the word evoke pleasant (P) or unpleasant (U) feelings for you? A words: fireplace, movie, shoe, puppy B words: tortilla, window, goldfish, basketball C words: Dickens, soda, popsicle, dream From which list did you remember the most? Why?

29. Which type works best?

30. Chunking • Organizing items into familiar, manageable units. • Often it will occur automatically. Take 10 seconds to try to remember this number list: 1-4-9-2-1-7-7-6-1-8-1-2-1-9-4-1 Chunk- from Goonies Now, try again: 1492, 1776, 1812, 1941 What are some other examples of chunking?

31. Tricks to Encoding • Mnemonic Devices = memory tricks • Often use imagery (peg word, method of loci, “hippo on campus…”) • May use chunking (King Philip Came Over for Great Spaghetti, SOHCOHTOA, My very earnest mother just served us nine [pizzas], ROY G. BIV) Give me some more examples…. Links to examples of mnemonic devices.

32. Self-Reference Effect • The idea that we remember things when they relate to ourselves. • What do we do in class to take advantage of this?

33. Study pitfalls • Visual encoding: thinking about the appearance of the word • Acoustic encoding: thinking about the sound of the word (unless it is set to music—then it is great for rote memorization) • The next-in-line effect: we seldom remember what the person has just said or done if we are next. • Information minutes before sleep is seldom remembered; in the hour before sleep, well remembered. • Taped info played while asleep is registered by ears, but we do not remember it.

34. Quiz Question In order to remember to buy sugar, ham, oranges, and potatoes the next time he does to the grocery store, Nabil forms the word “SHOP” with the first letter of each item. He is using a memory aid known as • Chunking • The spacing effect • The serial position effect • The method of loci • The next-in-line effect

35. Quiz Question When Carlos was promoted, he moved into a new office with a new phone extension. Every time he is asked for his phone number, Carlos first thinks of his old extension, illustrating the effects of • proactive interference • Retroactive interference • Encoding failure • Storage failure

36. Quiz Question