Nadya MerizaNadia Nur Imania

Long Term-Memory

Long Term Memory

PROCEDURAL SEMATIC EPISODIC

ENCODING IN LONG-TERM MEMORYDemonstration 5.1

1. Is the word in capital letters? BOOK

2. Would the word fit to the sentence? “I saw a _________ in a pond”? duck3. Does the word rhyme with BLUE? Safe4. Would the word fit to the sentence? “ The girl walk down the ______”? House5. Does the word rhyme with FREIGH?

WEIGHT6. Is the word in small letter? Snow7. Would the word fit to this sentence? “The ________ was reading a book”? student8. Does the word rhyme with TYPE?

color9. Is the word in capital letter? flower10. Would the word fit to the sentence? “Last spring we saw a ________”? robin11. Does the word rhyme with BALL? HALL12. Is the word in small letter? TREE13. Would the word fit this sentence: “My _______ is 6 feet tall”? TEXTBOOK 14. Does the word rhyme with SAY? Day 15. Is the word in capital letter? FOX

Struktural : Is the word in capital letters? BOOK

Fonemik:Does the word rhyme with FREIGH? WEIGHT

Sematik:Would the word fit to the sentence? “ The girl walk down the ______”? House

ENCODING IN LONG-TERM MEMORY

Level of Processing

• Reading involves deep processing because you must understand the meanings of words

• Studying involves deeper processing, because in addition to reading, you must form semantic associations between new information and current knowledge, updating and reorganizing current knowledge, and creating new relationships in semantic memory.

Deep level processing

distinctiveness elaboration

menekankan pada perbedaan diantara item-item (misal diantara barang-barang, berita-berita, nomor-nomor, dsb.)

menekankan kesamaan dan hubungan diantara item-item.

Level of Processing and Self –Reference Effect

Kita sering memproses informasi baru dengan menghubungkannya dengan diri kita sendiri.

1. Representative research• Rogers and coauthors (1977)—visual,

acoustic, semantic, self-reference• positive vs. negative instances• meta-analysis technique

2. Participants' failure to follow instructions• Foley and coauthors (1999)• compare different types of mental image• instructions vs. what students actually used

Participants Failure to Follow Instructions

Level of Processing and Self –Reference Effect

3. Factors responsible for the self-reference effect

• Sesuatu yang menyenangkan bagi kita mengandung banyak isyarat dimana informasi dapat dihubung-hubungkan

• Instruksi yang menyangkut referensi diri sendiri membuat seseorang menghubungkan bagaimana perilaku mereka dengan orang lain.

• Kita mungkin mengulang suatu hal lebih sering jikaitu dihubungkan dengan diri kita sendiri.

Event Boundary

what?

The Effects of Context: Encoding Specificity

“mengingat” menjadi lebih baik jika konteks pada saat memanggil kembali mirip dengan konteks saat pengkodean informasi tersebut (Roediger & Guynn, 1996; Tulving, 1983). Sebaliknya, “lupa” sering terjadi bila dua konteks tidak sesuai.

encoding specificity principle :

Research on Encoding SpecificityMarian and Fausey (2006)—read stories in English and Spanish; questions about the stories in matched or mismatched languages.

Long time ago….

En los días de

antaño…

Different Kinds of Memory Task

recall

recognition

Physical versus mental context

encoded

retrieved

Menguji ingatan responden yang diteliti ;harus memproduksi materi yang sudah mereka pelajari sebelumnya.

Feel may be more important than look

Menguji pengenalan, responden mengidentifikasi materi yang telah diperkenalkan pada waktu sebelumnya.

Levels of Processing and Encoding Specificity

• Craik dan rekan kerjanya mengatakan bahwa orang-orang akan mengingat lebih banyak material jika kondisi pengambilan-kembali sesuai kondisi saat pengkodean (Moscovitch & Craik, 1976).

• Namun dalam beberapa kasus , kecocokan antara encoding dan retrieval lebih penting daripada deep processing.

Emotion, Mood, and Memory

Emosi merupakan reaksi dari stimulus yang spesifik.

Sedangkan suasana hati merujuk pada hal yang lebih umum (Bower & Forgas, 2000).

Demonstration 5.2Remembering English Words 1_________2_________3_________4_________5_________6_________7 very very pleasant unpleasant

1. Hope2. Fool3. Style4. Interest5. Quarrel6. Hunger7. Cure8. Beauty

17. Insult18. Praise19. Panic20. Grudge21. Travel22. Fraud23. Wisdom24. Rumble

9. Loss10. Trust11. Theft12. Liberty13. Decay14. Comfort15. Benefit16. Trouble

Hope Style Interest Cure Beauty Trust Liberty ComfortBenefit Praise Travel Wisdom

Fool Quarrel Hunger LossTheft Decay Trouble Insult Panic Grunge Fraud Rumble

Memory for Items Differing in Emotion

Hal yang menyenangkan sering diingat lebih baik dibandingkan hal-hal yang negatip atau biasa-biasa saja, khususnya jika kejadiannya sudah lama berlalu (Matlin & Stang, 1978).

Prinsip Pollyanna menyatakan bahwa hal-hal yang menyenangkan biasanya diproses lebih efisien dan akurat dibandingkan hal-hal yang kurang menyenangkan

Mood Congruence

Memori menjadi lebih baik manakala materi yang dipelajari sesuai dengan suasana hati orang yang belajar pada saat itu.

Mood Congruence

Individual Differences : Social Goals and Memory

Tujuan sosial: interaksi dengan orang lain; dalam hal persahabatan dan hubungan interpersonal lainnya.

Karakteristik pribadi orang membantu menjelaskan pola memori mereka. Khususnya, tujuan sosial mereka mempengaruhi hal yang akan mereka ingat, lebih positif atau lebih negatif daripada yang sesungguhnya .

Explicit versus ImplicitMemory

picture commerce motion village vessel window number horsecustom amount fellow advisedozen flower kitchen bookstore

Demonstration 5.3

1. Recall: On the piece of scratch paper, write down as many of those words as you can recall.

2. Recognition: From the list below, circle the words that appeared on the original list:

woodpile fellow leaflet fitness number butter motion table people dozen napkin picture kitchen bookstore cradle advice

Explicit Memory Tasks

1. Word completion: From the word fragments below, provide an appropriate, complete word. You may choose any word you wish.

v_s_e_ l_t_e_ v_l_a_e p_a_t_c m_t_o_ m_n_a_ n_t_b_o_ c_m_e_c_ a_v_c_ t_b_e_ f_o_e_ c_r_o_ h_m_w_r_

b_o_s_o_e

2. Repetition priming: Perform the following tasks:• Name three rooms in a typical house.• Name three items associated with Christmas.• Name three different kinds of stores

Implicit Memory Tasks

Research With Normal Adults

Banyak hasil studi/riset yang menunjukkan bahwa orang dewasa yang normal sering tidak dapat mengingat stimuli ketika mereka diuji dengan tugas jenis memori yang eksplisit, tetapi mereka dapat mengingat stimuli tersebut ketika diuji dengan jenis tugas memori yang implisit.