MEMORY

1. MEMORY

2. WHAT’S IN THIS CHAPTER? • (Objectives for this unit) • Essential Questions to be asked: • How do we remember things? • Why do we forget things? • Where do we store memories? • Are there different types of memories? • Are there memories that last longer than others? Why? • Can we have false memories? • Can our imagination play tricks on us? • How can we improve our memory?

3. Memory • Memory • persistence of learning over time through the storage and retrieval of information • Flashbulb Memory • a clear memory of an emotionally significant moment or event • Based in long-term memory • Ex. JFK assassination; 9/11 attack

4. Memory • Memory as Information Processing • similar to a computer • write to file: putting info in (encoding) • save to disk: save file as: (storage) • read from disk: retrieval: (open file)

5. STORAGE • ENCODING • the processing of information into the memory system or getting information into memory • Typing on a computer keyboard the information you need to keep.

6. STORAGE • Storage: • The retention of coded information over time • Saving information: where? • Do I need it temporarily: over a few minutes, days, months? • Do I need it for years or the rest of my life? • Where do I put the information when I save it?

7. RETRIEVAL • Retrieval: • The process of getting information out of memory storage • When I save information, how do I get it back out when I need it? • Do I remember where I put it? • What if it is large pieces of information or just a single word?

8. Encoding Effortful Automatic Getting Information In Automatic processing allows us to process two or more complex coding tasks simultaneously & is done without conscious awareness

9. Encoding • Effortful Processing • requires attention • conscious effort • Rehearsal • repetition of information • to maintain it in consciousness • to encode it for storage

10. Encoding • Automatic Processing • unconscious encoding of incidental information • Space: aware of size of room or distance from something • Time: how much time has passed; how long something occurred • Frequency: how often something happens • well-learned information • word meanings • YET, we can learn automatic processing • reading backwards

11. Storage: Memory System

12. Sensory memory • Sensory Register • acts as a buffer for stimuli received through the senses. I see everything in the room, but I don’t need to pay attention to everything in the room. • exists for each sensory channel: • iconic memoryfor visual stimuli, • echoic memoryfor auditory stimuli • haptic memory for touch. • Info only passes from sensory memory to short-term memory if it catches our attention. • the rest is filtered out • which is of no interest at a given time.

13. Sensory Memory Sensory Input Sensory Memory Store • Capacity - large • holds many items at once • Duration - very brief • .3 sec for visual info • .2 sec for auditory info • Function - holds info long enough for basic physical characteristics • Receiving room of the memory system

14. Sperling’s Experiment1960 • Presented matrix of letters for 1/20 seconds • Report as many letters as possible • Subjects recall only half of the letters • Was this because subjects didn’t have enough time to view entire matrix? No • How did Sperling know this?

15. High Medium Low Sperling’s Experiment • Sperling showed people can see and recall ALL the letters momentarily • Sounded low, medium or high tone immediately after matrix disappeared • tone signaled 1 row to report • recall was almost perfect

16. Sperling’s Iconic Memory Experiment

17. Sperling’s Iconic Memory Experiment

18. Sperling’s Iconic Memory Experiment

19. Sperling’s Iconic Memory Experiment

20. ICONIC MEMORY • Photographic memory • Eyes register an exact representation of a scene • Can recall any part of it but only for a few tenths of a second • You remember an entire dream; but it fades as you begin to tell it.

21. Sensory Memory Sensory Input Sensory Memory Store • forms automatically, doesn’t need your attention or interpretation

22. Sensory Memory Working or Short-term Memory Attention Sensory Input Short-term MemoryWorking Memory Store • Function - conscious processing • Needs your attention! • where information is actively worked on • Capacity - limited (holds 7 +/- 2 items) • Duration - brief storage (about 30 seconds)

23. Short-term memory • Working Memory • briefly stored information • scratch-pad for temporary recall • Ex: In order to understand this sentence, you need to hold in your mind the beginning of the sentence as you read the rest. • Short-term memory decays rapidly

25. Change purse theory (Miller 1976) • Small: limited capacity 7-10 items • Keeps essential info like a change purse • Different sized pieces of info. • Chunking of information increases short-term memory capacity and is the organization of info into meaningful units • a hyphenated phone number is easier to remember than a single long number. • formation of a chunk: known as closure. • Diff. size chunks • Interference: can cause disturbance in S-T-M retention. • accounts for desire to complete tasks held in short- term memory as soon as possible.

26. SCHOOL

27. Chunking • Grouping small bits of information into larger units of information • expands working memory load • Which is easier to remember? • 4 8 3 7 9 2 5 1 6 • 483 792 516

28. Working Memory Store • What happens if you need to keep information in working memory longer than 30 seconds? • To demonstrate, memorize the following phone number (presented one digit at a time)... 8 5 7 9 1 6 3

29. Working Memory Store • What is the number? 857-9163 The number lasted in your working memory longer than 30 seconds So, how were you able to remember the number?

30. Rehearsal • Mental or verbal repetition of information: • aka • REPETITION • ROTE REHEARSAL Allows information to remain in working memory longer than the usual 30 seconds Maintenance rehearsal Sensory Memory Working or Short-term Memory Attention Sensory Input

31. Maintenance Rehearsal • What happens if you can’t use maintenance rehearsal? • Memory decays quickly • To demonstrate, again memorize a phone number (presented one digit at a time) • BUT, have to count backwards from 1,000 by twos (i.e., 1000, 998, 996 … etc.) 6 2 8 5 0 9 4

32. Working Memory Store What is the number? 628-5094 Without rehearsal, memory fades

33. Short-Term Memory Test • http://faculty.washington.edu/chudler/stm0.html

34. Peterson’s STM Task • Test of memory for 3-letter nonsense syllables • Participants count backwards for a few seconds, then recall • Without rehearsal, memory fades

35. STORAGE SHORT TERMsummary • Encoding in STM is called? • How do we make room for other info and still keep needed info in STM? • Info comes in to STM through which two ways?

36. Long Term Memory Bank

37. Long-term memory • intended for storage of information over a long time; basically unlimited capacity • Information from the working memory is transferred to it after a few seconds. Unlike in working memory, there is little decay.

38. Attention to important or novel information Sensory input Encoding External events Sensory memory Short-term memory Long-term memory Encoding Retrieving Getting Information In to long-term memory!Encoding

39. What Do We Encode? • Semantic Encoding • encoding of meaning • including meaning of words • Acoustic Encoding • encoding of sound • especially sound of words • Visual Encoding • encoding of picture images

40. Encoding

41. Encoding • Ebbinghaus used nonsense syllables • TUV ZOF GEK WAV • the more times practiced on Day 1, the fewer repetitions to relearn on Day 2 • Spacing Effect • distributed practice yields better long- term retention than massed practice

42. SERIAL POSITION EFFECT Tendency to recall best the first or last items in a list • TWO TYPES • PRIMACY EFFECT: better recall of first few items (right after learning) • RECENCY EFFECT: better recall of last few items (later after learning)

43. 90 Percentage of words recalled 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 12 Position of word in list Encoding: Serial Position Effect Serial Position Effect-tendency to recall best the last items in a list

44. Encoding • Imagery • mental pictures • a powerful aid to effortful processing, especially when combined with semantic encoding • Page 351 • Mnemonics aka. Mnemonic device • memory aids • especially those techniques that use vivid imagery and organizational devices

45. Nun Shoe Tree Door Beehive 6.Sick 7. Heaven Gate Wine Lion’s Den Memory Aids“Peg Words”

46. Encoding • Chunking • organizing items into familiar, manageable units • like horizontal organization--1776149218121941 • often occurs automatically • use of acronyms • HOMES--Huron, Ontario, Michigan, Erie, Superior • ARITHMETIC--ARat In Tom’s House Might Eat Tom’s Ice Cream

47. Encoding (automatic or effortful) Meaning (semantic Encoding) Imagery (visual Encoding) Organization Chunks Hierarchies Encoding • We also use Hierarchies to encode • complex information broken down into broad concepts and further subdivided into categories and subcategories

48. Explicit Implicit Non-declarative

49. Long-term Memory Systems

50. Explicit Memory Explicit Memory: memory of facts and experiences that one can consciously know and “declare.” also called declarative memory