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Unit 2: Memory (Cognition)

Unit 2: Memory (Cognition). Essential Task 2-1 : Describe the information processing model of memory with specific attention to the following steps: - Encoding: external stimuli, sensory registers, selective attention, reticular formation, short-term memory

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Unit 2: Memory (Cognition)

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  1. WHS AP Psychology Unit 2: Memory (Cognition) Essential Task 2-1: Describe the information processing model of memory with specific attention to the following steps: - Encoding: external stimuli, sensory registers, selective attention, reticular formation, short-term memory - Storage: long-term memory, explicit memory (semantic and episodic memories) and implicit memories (emotional and procedural memories) - Retrieval

  2. Information Processing Model We are here gone 1. Encoding Long Term Memory 2. Storage 3. Retrieval All the rest Retrieval Sensory Registers ExternalStimuli Attention Short Term Memory

  3. Essential Task 2-1: Outline • Define memory • Describe the Information Processing Model or IPM for short • Encoding: • external stimuli • sensory registers • selective attention • reticular formation • short-term memory • Storage: • long-term memory, • explicit memory (semantic and episodic memories) • implicit memories (emotional and procedural memories) • Retrieval

  4. Memory • The ability to remember things we have experienced, imagined, or learned • Memory is often seen as steps in an information-processing model • Encoding – (The process of putting information into digital format.) • Storage – Hard Drive • Retrieval – Accessing the Hard Drive Outline

  5. Information Processing Model Step 1: Encoding (Blue) Step 2: Storage (Green) Step 3: Retrieval (Red) Atkinson and Shiffren’s Model Outline

  6. Information Processing Model gone 1. Encoding Long Term Memory 2. Storage 3. Retrieval All the rest Retrieval Sensory Registers ExternalStimuli Attention Short Term Memory

  7. Write down the names of the seven dwarves. Write down everything that comes to you mind, even if you don’t think it is correct. Outline

  8. Recognition is easier than recall • Grouchy, Gabby, Fearful, Sleepy, Smiley, Jumpy, Hopeful, Horney, Shy, Droopy, Dopey, Sniffy, Wishful, Puffy, Dumpy, Sneezy, Lazy, Pop, Grumpy, Bashful, Cheerful, Teach, Shorty, Nifty, Happy, Doc, Wheezy, and Stubby. Outline

  9. Information Processing Model gone 1. Encoding Long Term Memory 2. Storage 3. Retrieval All the rest Retrieval Sensory Registers ExternalStimuli Attention Outline Short Term Memory

  10. IPM • The IPM works really well to describe effortful processing. • It falls apart a bit with things we automatically process. • Automatic skills (riding a bike) • Conditioned associations (bell to get you to go to your next class). • Time, space, and frequency. • Parallel Processing – brain can work on both at the same time.

  11. Sensory registers/Sensory memory • Sensory registers are the first stop for all sensory information • The sensory registers are very large, but information stays for only a very short time Outline

  12. Visual and Auditory Registers • Visual register holds images, or icons, that represent all aspects of a visual image • Icons normally last about ¼ second in the visual register • Iconic Memory • Auditory register holds echoes of sound • Echoes can last up to several seconds in the auditory register • Echoic Memory • Why do the auditory registers last longer? Outline

  13. Now let us test your visual registers • I will flash the next picture for just ¼ of a second. • DON’T BLINK • After the image flashes we’ll return to a white screen and you can tell me everything you saw. Outline

  14. Outline

  15. Did you pay attention to everything? Outline

  16. Here is another image • DON’T BLINK Outline

  17. Outline

  18. Selective Attention • You select only certain bits of information for further processing from your sensory registers. • We normally pay attention to only a SMALL(PLEASE ENJOY THE IRONIC FONT SELECTION) portion of incoming information Outline

  19. Encoding • Definition – bringing sensory information form the outside world into your memory system. • Some information is stored visually • Research has shown that memory for visually encoded information is better than phonologically encoded information Outline

  20. Reticular Formation Outline

  21. Short-term Memory • Short-term memory holds information we are aware of or thinking about at any given moment • BUT it is much more. It is also working memory! • It’s an active desktop where your brain processes info, makes sense of new inputs, and links it to LTM. Outline

  22. Capacity of Short-Term Memory • Research indicates that STM can hold 7+/- 2 bits of information • Current research has demonstrated that STM can hold whatever is rehearsed in 1.5 to 2 seconds • Larger amounts of information can be held by using the process of chunking Outline

  23. Let’s see how good your STM is! Outline

  24. Short Term Memory • 9 7 5 4 • 6 8 2 5 9 • 9 1 3 8 2 5 • 5 9 6 3 8 2 7 • 8 6 9 5 1 3 7 2 • 7 1 9 3 8 4 2 7 3 • 9 1 5 2 4 3 8 1 6 2 • 1 5 2 8 4 6 7 3 1 8 9 Outline

  25. Chunking Helps • 423-19 • 267-198 • 390-675-2 • 573-291-43 • 721-354-456 • 245-619-832-2 • 141-384-515-89 • 201-315-426-762 • This is why I assign the concept maps – creates chunks Outline

  26. Encoding in Short-Term Memory • Much information is stored in STM phonologically (according to how it sounds) • Some information is stored visually • Research has shown that memory for visually encoded information is better than phonologically encoded information Outline

  27. Maintaining STM • Information can be held in STM by using rote rehearsal, also called maintenance rehearsal • Rote rehearsal involves repeating information over and over • This technique is not very effective in creating long term memories Outline

  28. Long-term Memory • Everything that is learned is stored in long-term memory • Capacity of long-term memory • Vast amounts of information may be stored for many years • No known limits to capacity Outline

  29. Encoding in Long-term Memory • Most information is encoded in terms of meaning • Some information is stored verbatim • Some information is coded in terms of nonverbal images • Research has shown that memory for visually encoded information is better than phonologically encoded information CONCEPT MAPS CREATE A VISUAL!!!! Outline

  30. Types of Long Term Memory @#$!& @#$!& Outline • Explicit memory • Episodic Memory • Semantic Memory • Implicit memory • Procedural Memory • Emotional Memory

  31. Types of Long Term Memory • Explicit memory • Memory for information we can readily express and are aware of having • This information can be intentionally recalled • Episodic Memories - Memories for personal events in a specific time and place • Semantic Memories - Memory for general facts and concepts not linked to a specific time • Implicit memory • Memory for information that we cannot readily express and may not be aware of having • Cannot be intentionally retrieved Outline

  32. Types of Long Term Memory Outline • Implicit memory • Memory for information that we cannot readily express and may not be aware of having • Cannot be intentionally retrieved • Procedural memories: Motor skills and habits • Emotional memories: Learned emotional responses to various stimuli

  33. Retrieval Bringing information from LTM back to STM Outline

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