Memory Chapter 8 Unit 7 ~ Part 1 AP Psychology ~ Ms. Justice

Studying Memory: Information-Processing Models Studying Memory: Information-Processing Models Encoding: Getting Information In Encoding: Getting Information In Storage: Retaining Information Storage: Retaining Information Retrieval: Getting Information Out Retrieval: Getting Information Out Forgetting Forgetting Memory Construction Memory Construction Improving Memory Improving Memory BIG IDEAS

The Phenomenon of Memory Memory is any indication that learning has persisted over time. It is our ability to store and retrieve information.

1: How do psychologists describe the human memory system?

Information Processing Models Keyboard(Encoding)Disk(Storage) Monitor(Retrieval) Computers process information in a speedy, sequential process; the human brain is slower but does many things at once Encoding getting information into the brain Storage retaining information Retrieval getting information back out

Information Processing The Atkinson-Schiffrin (1968) three-stage model of memory includes: a) sensory memory an immediate recording of information information b) short-term memory activated memory that holds a few items briefly (info. is either stored holds a few items briefly (info. is either stored or forgotten) or forgotten) c) long-term memory relatively permanent and limitless storehouse of the memory system limitless storehouse of the memory system

Modifications to the Three-Stage Model 1.Some information skips the first two stages and enters long-term memory automatically. 2.Since we cannot focus on all the sensory information received, we select information that is important to us and process it into our working memory short-term memory that focuses on conscious, active processing of information.

2: What information do we encode automatically? What information do we encode effortfully, and how does the distribution of practice influence retention?

Encoding: Getting Information In How We Encode 1.Some information (route to your school) is automatically processed. 2.However, new or unusual information (friends new cell-phone number) requires attention and effort.

Automatic Processing We process an enormous amount of information effortlessly, such as the following: 1.Space: While reading a textbook, you automatically encode the place of a picture on a page. 2.Time: We unintentionally note the time that events take place in a day. 3.Frequency: You effortlessly keep track of things that happen to you.

Effortful Processing Committing novel (new) information to memory requires effort just like learning a concept from a textbook. Such processing leads to durable and accessible memories. Spencer Grant/ Photo Edit Bananastock/ Alamy Figure 8.4, page 331

Rehearsal Effortful learning usually requires rehearsal or conscious repetition. Ebbinghaus studied rehearsal by using nonsense syllables: TUV YOF GEK XOZ Hermann Ebbinghaus (1850-1909) http://www.isbn3-540-21358-9.de The more times the nonsense syllables were practiced on Day 1, the fewer repetitions were required to remember them on Day 2.

Memory Effects 1.Spacing Effect: We retain information better when we rehearse over time. 2.Serial Position Effect: When your recall is better for first and last items on a list, but poor for middle items.

3: What effortful processing methods aid in forming memories?

What We Encode 1.Semantic encoding - encoding by meaning 2.Visual encoding - encoding by images 3.Acoustic encoding - encoding by sounds

Encoding Meaning Semantic encoding, or processing the meaning of information by associating it with what we already know (or imagine), results in better recognition later than visual or acoustic encoding. The time you spend thinking about material you are reading and relating it to previously stored material is about the most useful thing you can do in learning any new subject matter. memory researcher Wayne Wickelgren

Visual Encoding Mental pictures (imagery) are a powerful aid to effortful processing, especially when combined with semantic encoding. Showing adverse effects of meth use in a picture may be more powerful than simply talking about it.

Mnemonics Mnemonic techniques use vivid imagery and organizational devices in aiding memory.

Organizing Information for Encoding Break down complex information into broad concepts and further subdivide them into categories and subcategories. 1.Chunking 2.Hierarchies

Chunking Organizing items into a familiar, manageable unit. Try to remember the numbers below. 1-7-7-6-1-4-9-2-1-8-1-2-1-9-4-1 If you are well versed with American history, chunk the numbers together and see if you can recall them better. 1776 1492 1812 1941.

Chunking F-B-I-T-W-A-C-I-A-I-B-M The capacity of the working memory may be increased by chunking. FBI TWA CIA IBM 4 chunks

Chunking Acronyms are another way of chunking information to remember it. HOMES = Huron, Ontario, Michigan, Erie, Superior ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet

Hierarchy Complex information broken down into broad concepts and further subdivided into categories and subcategories.

4: What is sensory memory?

Storage: Retaining Information Storage is at the heart of memory. Three stores of memory are shown below: Sensory Memory Working Memory Long-term Memory Encoding RetrievalEncoding Events Retrieval

Sensory Memories Iconic 0.5 sec. long Echoic 3-4 sec. long Hepatic < 1 sec. long The duration of sensory memory varies for the different senses.

5: What are the duration and capacity of short-term and long-term memory?

Working Memory George Millers research suggested that working memory has a limited capacity (72) and a short duration (20 seconds).

Duration Peterson and Peterson (1959) measured the duration of working memory by manipulating rehearsal. CH?? The duration of the working memory is about 20 sec. CHJ MKT HIJ 100 97 94

Test Your Working Memory! You should be able to recall 72 numbers. Ready? Short Term Memory Demonstration

Long-Term Memory Essentially unlimited capacity store. The Clarks nutcracker can locate 6,000 caches of buried pine seeds during winter and spring. R.J. Erwin/ Photo Researchers

Memory Stores Feature Sensory Memory Working Memory Long-Term Memory EncodingCopyPhonemicSemantic CapacityUnlimited72 ChunksVery Large Duration0.25 sec.20 sec.Years

6: How does the brain store our memories?

Storing Memories in the Brain 1.Loftus and Loftus (1980) analyzed vivid memories triggered by brain stimulation during surgery: they found that what seemed at first to be flashbacks, actually appeared to be invented, not relived 2.Using rats, Lashley (1950) suggested that memories do not reside in single, specific spots: even after removing parts of the brain, the animals retain partial memory of a maze.

Synaptic Changes Experience modifies the brains neural networks Increased activity in a neural pathway strengthens neural interconnections When learning occurs, synapses become more efficient at transmitting signals The sending neuron needs less prompting to release its neurotransmitter, and the receiving neurons receptor sites may increase

Synaptic Changes Long-Term Potentiation (LTP) Long-Term Potentiation (LTP) refers to an increase in a synapses firing potential after learning (Lynch, 2002). Both Photos: From N. Toni et al., Nature, 402, Nov. 25 1999. Courtesy of Dominique Muller

Stress Hormones & Memory Flashbulb memories Heightened emotions (stress-related or otherwise) make for stronger memories. Flashbulb memories are clear memories of emotionally significant moments or events Scott Barbour/ Getty Images

Storing Implicit & Explicit Memories Explicit Memory Explicit Memory refers to facts and experiences that one can consciously know and declare. Implicit memory Implicit memory involves learning an action while the individual does not know or declare what she knows. Fig. 8.14, p. 343

No New Memories Anterograde Amnesia Surgery anterograde amnesia After losing his hippocampus in surgery to alleviate epilepsy, patient Henry M. (HM) remembered everything before the operation but cannot make new memories. We call this anterograde amnesia. Memory Intact

Implicit Memory HM learned the Tower of Hanoi (game) after his surgery. Each time he plays it, he is unable to remember the fact that he has already played the game. HM is unable to make new memories that are declarative (explicit), but he can form new memories that are procedural (implicit).

7: How do we get information out of memory?

Retrieval: Getting Information Out Retrieval refers to getting information out of the memory store. Spankys Yearbook Archive Even if Oprah and Brad hadnt become famous, their high school classmates would likely still recognize their yearbook photos.

Measures of Memory recognition In recognition, the person must identify an item amongst other choices. (A multiple-choice test requires recognition.) 1.Name the capital of France. a.Brussels b.Rome c.London d.Paris

Measures of Memory recall In recall, the person must retrieve information using effort. (A fill-in-the blank test requires recall.) 1.The capital of France is ______.

Measures of Memory relearning In relearning, the individual shows how much time (or effort) is saved when learning material for the second time. List Jet Dagger Tree Kite Silk Frog Ring 10 It took 10 trials to learn this list List Jet Dagger Tree Kite Silk Frog Ring 5 It took 5 trials to learn the list 1 day later Saving Original Trials Relearning Trials Original Trials 10 5 50% X 100

Retrieval Cues Memories are held in storage by a web of associations. These associations are like anchors that help retrieve memory. Fire Truck truck red fire heat smoke smell water hose

Priming priming To retrieve a specific memory from the web of associations, you must first activate one of the strands that leads to it. This process is called priming.

8: How do external contexts and internal emotions influence memory retrieval?

Context Effects Putting yourself back in the context where you experienced something can prime your memory retrieval. Scuba divers recall more words underwater if they learned the list underwater, while they recall more words on land if they learned that list on land (Godden & Baddeley, 1975). Fred McConnaughey/ Photo Researchers

Moods and Memories mood-congruent We usually recall experiences that are consistent with our current mood (state-dependent memory). Emotions, or moods, serve as retrieval cues. Our memories are mood-congruent. Jorgen Schytte/ Still Pictures

9: Why do we forget?

Forgetting Forgetting is an inability to retrieve information due to poor encoding, storage, or retrieval.

Encoding Failure We cannot remember what we do not encode.

Storage Decay Bahrick (1984) showed a similar pattern of forgetting and retaining over 50 years. Poor durability of stored memories leads to their decay.

Retrieval Failure Although the information is retained in the memory store, it cannot be accessed. Tip-of-the-tongue is a retrieval failure phenomenon. Given a cue (What makes blood cells red?) the subject says the word begins with an H (hemoglobin).

Proactive Interference When something you learned earlier disrupts your recall of something you experience later.

Retroactive Interference When new information makes it harder to recall something you learned earlier. Sleep prevents retroactive interference. Therefore, it leads to better recall.

Motivated Forgetting Repression: Freud suggested that we have a defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness. **An increasing number of memory researchers think this rarely, if ever, occurs. Sigmund Freud

Why do we forget? Forgetting can occur at any memory stage. We filter, alter, or lose much information during these stages. Fig. 8.25, p. 355

10: How do misinformation, imagination, and source amnesia influence our memory construction? How real-seeming are false memories?

Memory Construction While tapping our memories, we filter or fill in missing pieces of information to make our recall more coherent. Misinformation Effect: Misinformation Effect: Incorporating misleading information into one's memory of an event.

Misinformation and Imagination Effects Eyewitnesses reconstruct their memories when questioned about the event. Depiction of the actual accident.

Misinformation Group A: How fast were the cars going when they hit each other? Group B: How fast were the cars going when they smashed into each other?

Memory Construction A week later they were asked: Was there any broken glass? Group B (smashed into) reported more broken glass than Group A (hit). Depiction of the actual accident.

Source Amnesia Source Amnesia Source Amnesia: Attributing an event that we experienced, heard, read, or imagined to the wrong source (misattribution). ?

Childrens Eyewitness Recall Childrens eyewitness recall can be unreliable if leading questions are posed. However, if cognitive interviews are neutrally worded, the accuracy of their recall increases. In cases of sexual abuse, this usually suggests a lower percentage of abuse.

11: What is the controversy related to claims of repressed and recovered memories?

Constructed Memories Elizabeth Loftus research shows that if false memories (lost at the mall or drowned in a lake) are implanted in individuals, they construct (fabricate) their memories. Don Shrubshell

Consensus on Childhood Abuse 1.Injustice happens. 2.Incest and other sexual abuse happens. 3.People may forget. 4.Recovered memories are commonplace. 5.Recovered memories under hypnosis or drugs are unreliable. 6.Memories of things happening before 3 years of age are unreliable. 7.Memories, whether real or false, are emotionally upsetting. Leading psychological associations of the world agree on the following concerning childhood sexual abuse: p. 362

12: How can an understanding of memory contribute to more effective study techniques?

Improving Memory 1.Study repeatedly to boost long-term recall. 2.Spend more time rehearsing or actively thinking about the material. 3.Make material personally meaningful. *mindlessly repeating someone elses words while taking notes is relatively ineffective* 4. Use mnemonic devices: associate with something already stored make up a story chunk acronyms

Improving Memory 5.Activate retrieval cues mentally recreate the situation and mood. 6.Recall events while they are fresh before you encounter misinformation. 7.Minimize interference: 1.Test your own knowledge. 2.Rehearse and then determine what you do not yet know.

Documents

Memory Chapter 8 Unit 7 ~ Part 1 AP Psychology ~ Ms. Justice