PSY150 Ch08 Mem 2012 - Wofford College PDFs/Memory.pdf-unit of knowledge that organizes sub-items -Remembering part of information assists in remembering the rest ... • Improving

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MIDTERM CLASS EVALUATION 1.  Which aspect of the course helps you learn the most? 2.  Which aspect of the course helps you lean the least? 3.  Are there any suggestions you would like to make about

how to improve the course?

MEMORY

CHAPTER 8

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LEARNING OBJECTIVES Define memory, and describe the role of encoding, storage, and retrieval Discuss how information is stored and retrieved over the short term

•  Discuss sensory memory, short term memory, and working memory

•  Discuss how to overcome the limited capacity Discuss how information is stored and retrieved over the long term

•  Define episodic, semantic, and procedural memory •  Explain the role of schemas in memory

3 OUTLINE • Introduction • Sensory Memory • Working Memory

• Long Term Memory

•  Types of Long Term Memory •  Improving Memory •  False Memory & Forgetting

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Think of your earliest memory. What age were you?

5 INFANTILE AMNESIA"

Lack of memories from before the age of 3 1/2

Fewer memories from before the age of 7 than can be explained by forgetting alone

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WHY INFANTILE AMNESIA?"Freud’s Psychodynamic TheoryèRepressive activity"Underdeveloped schemas"Language acquisition may make pre-verbal memories inaccessible"Development of self-view"Development of the Hippocampus and Prefrontal Cortex""

MEMORY Encoding

•  Processing of information Storage

•  Where and how is it stored? Retrieval

•  What is recovered? •  Eye witness testimony •  Repressed memory trials

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HOW BIG IS MEMORY? Ebbinghaus

•  Early research on how memory works •  Non-sense syllables •  Consonant-vowel-consonant

•  XOJ •  Not CAB, LON, BIG, BAD

•  Criterion performance •  Had to be meaningless and thus pure of other

information

9 MEMORY SYSTEMS Do you have one memory system or several?

•  Ebbinghaus and others believed there was only one type Sensory memory

Short-term memory/Working memory

Long term storage

•  Episodic •  Semantic •  Procedural

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INFORMATION-PROCESSING MODEL OF MEMORY

OUTLINE • Introduction • Sensory Memory • Working Memory



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SENSORY MEMORY Each modality has a separate memory system

•  Register to keep track of all of the information coming from the environment

•  More information comes in than can be processed and used

•  Brain needs time to process •  Provides sense of continuity

Although it is believed that every sensory modality has a memory system, we know the most about iconic (visual) and echoic (auditory) memory

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Iconic Sensory Memory"

+ +

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PERCEPTUAL SPAN How much can we remember from a single glance?

George Sperling (1960)

H P D S

K O Q D

J M V P

Guesses?

SENSORY MEMORY A display with 16 letters will appear briefly. Write

down as many letters as you can remember.

Look at the screen.

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“Whole report” procedure: Ask participants to recall as many letters as they can"

George Sperling (1960)

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SENSORY MEMORY A display with 16 letters will appear briefly.

Afterward, asked people to recall either

The top row, The middle row,

or The bottom row

Sounded a tone.

Q

E

Z

V L

S

X F

B R

G K

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Sperling’s “Partial report” procedure Typically can remember 3-4 letters **Participants don’t know in advance which line will be tested - suggests that all letters are briefly held in a sensory store

Sensory Memory"

ECHOIC MEMORY

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ECHOIC VS. ICONIC MEMORY

Echoic memory lasts longer (~2-5 sec for echoic vs. ~500ms for iconic)

Echoic memory has lower capacity (iconic nearly limitless)




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Nature of Short-Term Memory

When I am done:

Write the letters in the same order that I said

them

How did you do?

O E M R O V E C

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Most people can remember ~7 +/- 2

items


Most people can remember ~7 +/- 2 items

What’s an item?

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When I am done write the letters in the

same order as I say them



What’s an item?

O V E R C O M E

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What’s an item?

A meaningful piece of information (a chunk)

“Magic number seven, plus or minus two”

(G. Miller, 1956)

Chunk

- unit of knowledge that organizes sub-items

- Remembering part of information assists in remembering the rest

- Capitalizes on knowledge in long term memory (e.g., word meanings)

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WORKING MEMORY Active maintenance of information in short-term memory Not just recall but active processing

•  Language

Different parts •  Central Executive •  Phonological loop •  Visuo-spatial sketchpad •  Episodic buffer

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Central Executive

Phonological Loop

Visuospatial sketchpad

Episodic Buffer

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SHORT TERM VS. LONG TERM MEMORY H.M. – Could not move information from STM into LTM

•  Surgery following seizure disorder •  Lived in STM world •  Does not remember breakfast •  Remembers events before surgery (anterograde amnesia) •  Damage to Hippocampus and amygdala

Brain Injury

Anterograde Amnesia

Retrograde Amnesia Normal Memory

•  Anterograde Amnesia – the inability to form new memories

•  Retrograde Amnesia – the inability to recollect old memories

Definition of Amnesia 38

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LONG-TERM MEMORY 40

Long-Term Memory

Declarative Memory Procedural Memory

Semantic Memory

Episodic Memory

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TYPES OF MEMORY Implicit/Declarative

•  Implicit = without conscious effort •  Priming

Explicit/Non-Declarative

•  Explicit = conscious; with effort •  Capital of South Dakota

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ACCESSING INFORMATION Recall

•  Reproducing information •  Short answer questions

Recognition

•  Recognizing events from the past •  Multiple choice questions

Transfer-appropriate processing •  Practice how you will be asked to retrieve information will

help in recall or recognition

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State-Dependent Memory"

Recall best when state at encoding & at retrieval match

S = sober

I = intoxicated

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IMPROVING MEMORY Information that is not meaningful is difficult to remember

•  Recall that the amygdala was next to the hippocampus Elaborative rehearsal

•  Make relationships between new and old Mnemonics

•  Method of loci - mental path (like a house) •  Peg word – similar to loci but use visual words •  Verbal organization

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Levels of Processing"

Shallow (count syllables)

Intermediate (count words that rhyme with dew)

Deep (make a sentence with the word)

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Levels of Processing"

Some strategies will be more effective than others in helping you to remember things

** it’s not just the amount of practice that determines

how well something is encoded **

What does this say about studying?

Flashbulb memories •  The 9/11 tragedy •  What do you remember?

•  Location •  Activity •  Source •  Affect •  Aftermath •  Rehearsal

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ARE FLASHBULB MEMORIES PERFECT?"

Talarico & Rubin (2003)"

Memories of Sept.11

vs.

Memory of an ordinary event from the preceding few days


CONSISTENCY"

Days since event

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CONSISTENCY"

CONFIDENCE"


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CONFIDENCE, NOT CONSISTENCY CHARACTERIZES FLASHBULB MEMORIES."


When I first heard about the explosion I was sitting in my freshman dorm room with my roommate and we were watching TV. It came on a news flash and we were both totally shocked. I was really upset and I went upstairs to talk to a friend of mine and then I called my parents."

I was in my religion class and some people walked in and started talking about it. I didn’t know any details except that it had exploded and the schoolteacher’s students had all been watching which I thought was so sad. Then after class I went to my room and watched the TV and I got all the details from that. "

Neisser & Harsch, 1986

These accounts are from the same person! Confidence ratings for each detail were 5 on a 1-5 scale.

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FALSE MEMORIES

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RECONSTRUCTION Information is never directly recalled but reconstructed Accuracy is not 100% Reconstruction

Eyewitness memory is vulnerable

•  Post-event information even when told they are being mislead

•  More exposure to post-event information, the more they believe false information

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FORGETTING Why do we forget some things and not others? Interference

•  Proactive Interference – information acquired in the past makes it more difficult to acquire new information

•  Retroactive Interference – new information makes it harder to remember old information

•  Retrieval failure – try another approach, a different wording

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INFORMATION-PROCESSING MODEL OF MEMORY

Documents

PSY150 Ch08 Mem 2012 - Wofford College PDFs/Memory.pdf-unit of knowledge that organizes sub-items -Remembering part of information assists in remembering the rest ... • Improving