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Chapter 9-Human Memory

Chapter 9-Human Memory. Memory Constructed. Flashbulb memory Old teaching: New understanding. Car Accident video. 3 Questions to begin this chapter:. How does information get into memory?. Encoding. How is information maintained in memory?. Storage.

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Chapter 9-Human Memory

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  1. Chapter 9-Human Memory

  2. Memory Constructed

  3. Flashbulb memory • Old teaching: • New understanding

  4. Car Accident video

  5. 3 Questions to begin this chapter: How does information get into memory? Encoding How is information maintained in memory? Storage How is information pulled back out of memory? Retrieval

  6. 3 processes of memory Requires attention Encoding Maintains encoded information in memory over time. What factors help or hinder memory storage? Storage Recovering information from memory stores. Why are some strategies better than others? Retrieval

  7. AUTOMATIC PROCESSING Encoding • Info about space, time and frequency • Did you see me earlier today? • What did you eat this morning? • Other examples?

  8. Only one of these images of a penny is correct. Which one is it?

  9. EFFORTFUL PROCESSING Encoding Attention focuses awareness on a narrow range of stimuli or events

  10. Divided Attention Encoding

  11. EFFORTFUL Encoding • Rehearsal • Ebbinghaus used nonsense syllables • TUV ZOF GEK WAV • the more times practiced on Day 1, the fewer repetitions to relearn on Day 2 • (Amount remembered depends on amount of time spent learning)

  12. Ebbinghaus Curve

  13. 5 Minute University

  14. EFFORTFUL Encoding • Next-in-line-effect • Over learning • More rehearsal More learning • 588-2300 _________? • Spacing • 5 X in one month vs. once a month for 5 months? • Implications for studying?

  15. 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 Effortful Encoding • Serial Position Effect Primacy=tendency to recall better the first items in a list Recency=tendency to recall better last items in list

  16. WHAT WE ENCODE Encoding • Meaning—Visual • Droodles

  17. WHAT WE ENCODE Use visual imagery Truth Juggler It’s easier to do with some words than with others ‘Dual coding theory’-memory enhanced by forming semantic and visual codes, since either can lead to recall

  18. WHAT WE ENCODE Encoding • Meaning—Acoustic • “Sounds like….” • “Rhymes with…”

  19. WHAT WE ENCODE Encoding • Meaning—Semantic • O T T F F S S E N T • Thunstofam

  20. Try to recall this description of an activity • http://www.ted.com/talks/lang/en/daniel_kahneman_the_riddle_of_experience_vs_memory.html

  21. WHAT WE ENCODE “How is information personally relevant?” This seems to create additional elaboration and better organization of information

  22. WHAT WE ENCODE Linking a stimulus to other information at the time of encoding Self-generated examples are the best

  23. WHAT WE ENCODE Encoding Mnemonic devices enhance encoding

  24. Method of Loci • “Yo Sacramento” • Acronym (Roy G. Biv) • HOMES--Huron, Ontario, Michigan, Erie, Superior • Link system (dog, envelope, thirteen, yarn, window)

  25. Storage • ORGANIZATION-Chunking • organizing items into familiar, manageable units • like horizontal organization—1776149218121941 • RA INHE LPSF ARM ERSG RO WCRO PS • Phone numbers • often occurs automatically

  26. Giraffe, Parsnip, Zebra, Radish, Diver, Broker, Spinach, Baker, Woodchuck, Dancer, Weasel, Pumpkin, Amos, Typist, Byron, Plumber, Moses, Cabbage, Sherman, Waiter, Bernard, Carrot, Leopard, Printer, Otto, Noah, Chipmunk, Adam, Chemist, Turnip, Simon, Howard, Milkman, Gerard, Panther, Oswald, Druggist, Reindeer, Owen, Parsley, Otter, Grocer, Badger, Camel , Baboon, Florist, Rhubarb, Melon, Mustard , Wallace, Dentist, Muskrat, Mushroom, Lettuce, Donkey, Blacksmith, Eggplant, Garlic, Wildcat, Jason.

  27. WHAT WE ENCODE Encoding • Organization—Hierarchies • Inspiration software

  28. STORAGE-Maintaining information in memory Information processing theoriesare metaphors for functionally distinct types of memory rehearsal Storage Sensory input Attention retrieval Sensory memory Short term memory Long term memory

  29. STORAGE Preserves information in it’s original sensory form for a brief time. PSYCHSIM 5-Sperling experiment Sensory input Sensory memory

  30. STORAGE Preserves information in it’s original sensory form for a brief time. 1-Iconic 2-echoic Sensory input Sensory memory

  31. STORAGE Short-term memory-A limited capacity store that can maintain unrehearsed information for about 20 seconds Attention Short term memory

  32. STORAGE Short-term “Magic Number” = Simon? Attention Short term memory

  33. STORAGE • working memory • Central executive: controls our attention and coordinates working memory for a specific task • Phonological loop: stores and utilizes semantic (word) information • Visuo-spatial sketchpad: stores and utilizes speech based information

  34. STORAGE You can maintain information in STM indefinitely by rehearsal Until you get distracted….. rehearsal Attention Short term memory

  35. Storage:Long-Term Memory • How does storage work? • Synaptic changes • Long-term Potentiation • increase in synapse’s firing potential after brief, rapid stimulation • Strong emotions make for stronger memories • some stress hormones boost learning and retention

  36. Hippocampus Storage:Long-Term Memory • MRI scan of hippocampus (in red)

  37. Storage:Long-Term Memory • Amnesia--the loss of memory Clive Wearing • Explicit Memory Clive wearing 2 • memory of facts and experiences that one can consciously know and declare • also called declarative memory • hippocampus--neural center in limbic system that helps process explicit memories for storage • Implicit Memory • retention independent of conscious recollection • also called procedural memory

  38. Types of long-term memories Explicit (declarative) With conscious recall Implicit (nondeclarative) Without conscious recall Personally experienced events (“episodic memory”) Dispositions- classical and operant conditioning effects Facts-general knowledge (“semantic memory”) Skills-motor and cognitive Storage: Long-Term Memory Subsystems

  39. Retrieval: Getting Information Out • Recall • measure of memory in which the person must retrieve information learned earlier • as on a fill-in-the blank test • Recognition • Measure of memory in which the person has only to identify items previously learned • as on a multiple-choice test • Relearning • memory measure that assesses the amount of time saved when learning material a second time

  40. Retrieval Cues • Deja Vu (French)--already seen • cues from the current situation may subconsciously trigger retrieval of an earlier similar experience • "I've experienced this before." • Mood-congruent Memory • tendency to recall experiences that are consistent with one’s current mood • memory, emotions, or moods serve as retrieval cues • State-dependent Memory • what is learned in one state (while one is high, drunk, or depressed) can more easily be remembered when in same state

  41. Percentage of words recalled 40 30 20 10 0 Water/ land Land/ water Water/ water Land/ land Different contexts for hearing and recall Same contexts for hearing and recall Retrieval Cues

  42. Retrieval Tip-of-the-tongue phenomenon Forgotten information feels like it’s ‘right there’, but you can’t quite get it

  43. Ultimate puzzle: Why do people forget?? The woman who couldn’t forget

  44. Attention External events Sensory memory Short- term memory Long- term memory Encoding Encoding Encoding failure leads to forgetting Forgetting • Forgetting as encoding failure • Information never enters the long-term memory

  45. Attention Encoding External events Sensory memory Short-term memory Long-term memory Encoding Retrieval Retrieval failure leads to forgetting Retrieval • Forgetting can result from failure to retrieve information from long-term memory

  46. Forgetting as Interference • Learning some items may disrupt retrieval of other information • Proactive (forward acting) Interference • disruptive effect of prior learning on recall of new information • Retroactive (backwards acting) Interference • disruptive effect of new learning on recall of old information

  47. Forgetting as Interference

  48. 90% 80 70 60 50 40 30 20 10 0 Without interfering events, recall is better Percentage of syllables recalled After sleep After remaining awake 1 2 3 4 5 6 7 8 Hours elapsed after learning syllables Forgetting • Retroactive Interference

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