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DO NOW:

DO NOW:. Find your Notebook. Pick up an answer sheet from the front of the room. Write your student number in the appropriate boxes and bubble the appropriate numbers. Remove all items from your desk. Preview p.16. What would life be like with no memory?

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DO NOW:

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  1. DO NOW: • Find your Notebook. • Pick up an answer sheet from the front of the room. • Write your student number in the appropriate boxes and bubble the appropriate numbers. • Remove all items from your desk

  2. Preview p.16 • What would life be like with no memory? • How would you answer the question: How are you today? • Who would you be? How would your identity be affected?

  3. Preview Part 2 • snow

  4. Objective 1: What is memory? How does flashbulb memory differ from other memories? • Memory: the persistence of learning over time through the storage and retrieval of information • Flashbulb Memory: a clear memory of an emotionally significant moment or event

  5. Objective 2: What is the Atkinson-Shiffrin’s classic three-stage processing model of memory?

  6. Objective 2: How does the contemporary model of working memory differ from the classical model? • Working Memory • Some info goes straight to LTM • Active role in processing • Visual-spatial & auditory rehearsal

  7. Objective 3: What kind of information do we automatically encode? • Automatic Processing: • You encode space, time, frequency, and word meaning without effort. • Space: While reading a textbook, you automatically encode the place of a picture on a page. • Time: We unintentionally note the sequence of events that take place in a day (First, I… then, I…). • Frequency: You effortlessly keep track of how many times things happen to you (this is the third time I’ve tripped over my own feet!). • Well-learned information: see words in native language, perhaps on the side of a delivery truck, you cannot help but register their meanings • Things can become automatic with practice. • Helps keep us safe from threats in the environment

  8. Read the following sentence: Spring is the The most beautiful Time of the year.

  9. Objective 4: How is effortful processing different from automatic processing? • Requires attention and conscious effort • Produces durable and accessible memories • Rehearsal: conscious repetition • the amount remembered depends on the time spent learning

  10. Objective 4: How is effortful processing different from automatic processing? Effortful processing in AP Psychology: • Read concepts in textbook. • Take notes on concepts while reading. • Lecture on concepts the next day in class. • Practice concepts during (and after) class. • Application of concepts with vocabulary cards. • Review of concepts when studying for the test. • Taking the test. • Check answers on test. • Periodic Vocabulary Drills. • Retrieve concepts from LTM when it’s time for the AP exam.

  11. Objective 4: What are the next-in-line, spacing, and serial position effect? • Next-in-line: focus on own performance; fail to remember the comments made before our own • Spacing: retain information better when distributed over time. • Serial position: remember first and last better than the middle • primacy effect – first items • Recency effect – last items

  12. Class Activity

  13. Objective 5: How do visual, acoustic, and semantic encoding compare in terms of helping us remember verbal information?

  14. Objective 5: What memory enhancing strategy is related to the self-referencing effect? • Preview/Process!!!! • Giving examples of concepts in relation to YOUR life.

  15. Objective 6: How does visual encoding aid effortful processing? • We remember concrete words that lend themselves to visual mental images better than abstract, low-imagery words. • Double encoding! (semantic & visual) • Mnemonic = memory aid • Method of loci- spatial • “peg-word”- visual

  16. Objective 7: How do chunking and hierarchies aid effortful processing? • Chunking: organizing items into meaningful units (letters, words, phrases) • Acronyms • Phone numbers • Hierarchies: organizing items into logical levels • General  specific

  17. Objective 8: How are echoic and iconic memory different? • Iconic: photographic memory for a few tenths of a second • Echoic: remember the last few seconds; echo

  18. Objective 9: How does STM work? • Without rehearsal, info can be forgotten in a matter of seconds • Capacity 7 +/- 2 chunks of info

  19. Chunking Experiment

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  21. Objective 10: How does LTM work? • Limitless!

  22. Process p.16 • Can you think of three ways to employ the principles of encoding to improve your own learning and retention of important things?

  23. FRQ Practice • Roger is at a wedding reception where he has been introduced to over 50 guests whom he has never met. He can remember only a handful of names. Describe the role that sensory storage, short-term memory, and long-term memory play for Roger in this situation. • Analyze what is happening in terms of the three stages of the information processing model of memory: encoding, storage and retrieval. • Finally, identify strategies Roger might use to improve his ability to remember names.

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