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MEMORY

MEMORY. Recall / Recognition - Forgetting. TODAY’S OBJECTIVES. Identify several memory retrieval processes. Explain the processes involved in forgetting. Main Idea. The brain has a tremendous capacity for storing and retrieving information

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MEMORY

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  1. MEMORY Recall / Recognition - Forgetting

  2. TODAY’S OBJECTIVES • Identify several memory retrieval processes. • Explain the processes involved in forgetting.

  3. Main Idea • The brain has a tremendous capacity for storing and retrieving information • But…stored info is useless unless it can be retrieved • Problem: memory stores thousands of items in such a way that you can find it when you need it • Has to be organized in a way that it’s easily retrieved • Memory is efficient so even though Psychologists don’t know how it is organized, they study of the processes of retrieval for clues.

  4. Recognition • Memory retrieval in which a person identifies an object, idea, or situation as one he or she has or has not experienced. • We can retrieve info pretty easily. • Like a name or answer to a question • Has to be recognized in the memory though • Ex: We can recognize the sound of a musical instrument no matter what tune is being played • Ex: Multiple Choice tests

  5. recall • Memory retrieval in which a person reconstructs previously learned material • More difficult than recognition • Involves more searching and finding in the memory • Involves knowledge, attitude, expectations, and attention • Remembering is an active process guided by cues we receive from the environment • Ex: Essay questions

  6. schemas • Conceptual framework a person uses to make sense of the world • Sets of expectations about something that is based on past experiences or knowledge. • Schemas affect that way that people “remember” things or information • Adults have more defined schemas so their “remembering” may be altered where as children have more eidetic memory • Photographic memory that can recall very specific details. • Adults rarely have photographic memory b/c their memory is based largely on their schemas

  7. Autobiographical memory • A person recollections of his or her own life experiences • Researchers have discovered that adults tend to remember more from the second and third decades of their lives • Probably b/c many novel experiences happen in this time • Complex and seem to contain unending strings of stories and snapshots • Usually organized in three levels • Life time periods: something generic about high school • General events: trip you took after graduation • Event-Specific knowledge: event that happened on that trip • Usually include reality and myth • Less about the facts and more about the meaning of the “stories”

  8. Emotional Memories • Remembering life experiences usually involves some level of emotion • The role of emotion in memory plays a considerable interest to research and the public • FLASHBULB MEMORIES: emotionally charged, significant events that people often recall with more accuracy and more vivid imagery than everyday events • Ex: September 11, 2001 • People are usually pretty confident about the memories • Usually more accurate than everyday memories

  9. Eyewitness memory • Memory is not a perfect reflection of reality • Distortions of memory is particularly important when a person is called on to report what they saw or heard in relation to a crime • Eyewitness testimony may contain errors • Not often dramatic or traumatic for the person witnessing the crime • Not an emotional memory • Sensory memory is used in most cases (last for seconds)

  10. Forgetting • Memory is imperfect • Not unusual for 2 people to remember different things about one event • Forgetting: failure to recall information • Why do we forget? • Encoding failure: occurs when the info never reaches long term memory • Retrieval failure: include problems with storage, effects of time, brain’s condition

  11. Interference • Theory: people forget, not because memories are lost from storage but because other information gets in the way of what they want to remember • Proactive: when old interferes with new information • “forward in time” • Retroactive: when new interferes with old info • “backward in time” • Retrieval can get overloaded and people tend to forget

  12. Let’s see how memory is…. http://www.pbs.org/wgbh/pages/frontline/shows/dna/ http://www.youtube.com/watch?v=2mfUGWif6pQ

  13. Eye Witness Testimony • 1) Describe the circumstances that lead to the wrongful conviction of Ronald Cotton. • 2) 177 out of 230 wrongful convictions were because of eye-witness testimony. What are some factors that contribute to the unreliability of eyewitness testimony. • 3) What are some things that policing agencies have done to combat the difficulty identifying suspects?

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