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How does information get into Long-term memory (LTM)?

How does information get into Long-term memory (LTM)?. Long-term memory (LTM) Explicit vs. implicit memory Encoding : “getting it into LTM” elaborative rehearsal depth of processing objective and subjective organization ( Retrieval : “getting it out of LTM”). Attention. Encoding.

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How does information get into Long-term memory (LTM)?

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  1. How does information get into Long-term memory (LTM)? • Long-term memory (LTM) • Explicit vs. implicit memory • Encoding: “getting it into LTM” • elaborative rehearsal • depth of processing • objective and subjective organization • (Retrieval: “getting it out of LTM”)

  2. Attention Encoding Maintenance Rehearsal Encoding Sensory Memory Working Memory LTM Sensory Input Working Memory LTM Retrieval Three-Stores Model of Memory Maintenance Rehearsal Indefinite duration .5” - 3” duration 10” - 15” duration

  3. Dispositional Episodic Procedural Generic Types of Memory Explicit (Declarative) conscious Implicit (Nondeclarative) unconscious

  4. Maintenance rehearsal Elaborative rehearsal Shallow processing Deep processing

  5. (Sample from “Depth of Processing” study discussed) Word flashed: Question:Yes No 1. judge Is the word in capital letters? __ __ 2. DREAM Does the word rhyme with “cream”? __ __ 3. bread Would the word fit in this sentence: “The boy used the _____ to make a sandwich.”? __ __ etc.

  6. Depth of Processing

  7. Animal Land-based Flying Swimming lion monkey elephant cobra python rattler robin sparrow canary bee fly moth trout carp pike tuna shark halibut Example of a “True” Categorical Hierarchy Mammal Snake Bird Insect Fresh-water Salt-water

  8. Example of a “Pseudo-Categorical Hierarchy” Ship Sapphire Retina Heels Evergreen Robin Precision Freight Slate Monkey bra water blimp limestone cymbals surgical truck silver moth spruce forceps percussion jets carp ring birch painter clothing

  9. Mandler’s study on the role of Subjective Organization % of items correct on later test “Incidental” learners (…not told they would be tested later) “Intentional” learners (...told they would be tested later) Instructions to sort material 62% 60% No instructions to sort material 61% 44%

  10. Researchers in Cognitive Psychology at the St. George Campus Prof. Adam Anderson: human affective neuroscience Prof. Fergus Craik (emeritus): memory Prof. Susanna Ferber: visual attention and memory Prof. Lynn Hasher: memory Prof. Robert Lockhart (emeritus): thinking, problem solving Prof. Morris Moscovitch: cognitive neuroscience Prof. Bennett Murdock (emeritus): memory, perception Prof. Jay Pratt: visual attention and action Prof. Endel Tulving (emeritus): memory Prof. Philip Zelazo: cognitive development

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