Cognition (the process of thought)

Mental processes eg. language

sensory perceptions

calculations

learning

memory

planning

problem-solving

Memory

Memory

You have 30 seconds to remember as many symbols ON THE NEXT SLIDE as possible

READY???

Memory

You have 30 seconds to remember as many symbols as possible

1 = 5 =2 = 6 =3 = 7 =4 = 8 =

9 =

Memory

Now write down as many as you can

1 = 5 = 9 = 2 = 6 =3 = 7 =4 = 8 =

Memory

How many did you get right???

1 = 5 =2 = 6 =3 = 7 =4 = 8 =

9 =

Memory

This time I will give you five seconds to remember them all...

1 = 5 =2 = 6 =3 = 7 =4 = 8 =

9 =

Memory

1 2 3

4 5 6

7 8 9

Memory

1 = 5 = 9 = 2 = 6 =3 = 7 =4 = 8 =

Memory In groups1. How would you define memory?2. Is there anything that you do that does not

rely on memory?3. What would your day be like if you had no

memory?4. Could you learn if you could not remember?5. Could you remember if you were unable to

learn?

Memory Definition

Memory is learning that has persisted over time.

Memory is an active system that enables us to acquire, store and retrieve information.

1st Process Encoding: Converting information into a

useable form2nd ProcessStorage: Holding this information in

memory for later use3rd ProcessRetrieval: Finding the information and

retrieving out of storage

EncodingStorageRetrieval

In groups - consider learning for a test 1. What factors influence your ability to encode

memories?2. What factors may influence your ability to

store memories?3. What factors may influence your ability to

retrieve memories?

Information Processing Model of Memory

SensorymemorySensorymemory

Short-termmemory

Short-termmemory Long-term

memoryLong-termmemory

Atten

ded

to

Enco

ded

and

stor

ed

Not attended toNot attended to Forgotten if not rehearsed

or encoded

Forgotten if not rehearsed

or encoded

InterferenceInterference

Sensory Memory

Stores an exact copy of incoming information for a few seconds or less; the first stage of memory.

Eg taste, feeling, smell, sight, sound etc Depends upon selective attention.

Iconic Memory

Iconic Memory

Iconic: A fleeting mental image or visual representation .

This mental image persists for about 1/3rd of a second.

Iconic Memory

George Sperling - 1960s.

Using a tachistoscope, Sperling showed his test subjects letters arranged to form a box shape, three letters tall and four letters across.

The tachistoscope, invented in 1859 and used to increase memory or reading speed, is a projector apparatus that flashes images on a screen for only a fraction of a second.

http://sandfly.net.nz/apps/wordup/

Sperling recorded how many blocked letters subjects could read during the visual flash. Generally, participants could read three or four letters during the iconic memory test.

.

Sperling’s results: Iconic store is transient, decaying to less

than 50% of peak performance within one second.

All items in the array are placed in the iconic store.

Iconic memory Testhttp://playwithyourmind.com/memory-workout-program/iconic-memory-game/

Iconic Memory

JRT - 8467

Why study Iconic Memory?

Echoic Memory

Echoic: After a sound is heard, a brief continuation of the sound in the auditory system.

Lasts for 2-4 seconds. Helps us understand speech.

Echoic memory is dramatically lower after 2 seconds, and disappears by 5 seconds.

Short-Term Memory (STM)

Holds small amounts of information briefly

Effectively retained for about 6s, declines after 12, gone after 20s

Often called “working memory”

Short-Term Memory (STM)

Google: short term memory testhttp://faculty.washington.edu/chudler/stm0.html

Short-Term Memory (STM)

Write a hypothesis Conduct the experiment and collect the data Describe any uncontrolled variables Describe any ethical considerations that would

need to be taken into account if this was conducted as a formal experiment using participants

STM Test - Storing Information

Short-term memory is characterised by its limited capacity and quick loss of information. In a test of capacity, such as a digit span task, it can hold only approximately seven (+ or - 2) items.

Chunking

You can increase the amount of information stored in the STM by using chunking.

Eg Remember 18952012

Chunking

Remember 1895 2012

http://www.youtube.com/watch?v=jDbAYMUXpcA

Short-Term Memory (STM)

Why is some information in short-term memory lost and can only be held in storage for a short time?

Short-Term Memory (STM)

Information in short-term memory is lost quickly; it can only be held in storage for a short time.

Short-Term Memory (STM)

1. Decay - information is slowly lost, (memories fade away over time).

2. Interference, the information pushes memories out of the short-term storage. Two types of interference: proactive and retroactive.

Short-Term Memory (STM)

Proactive Interference: Older memories make it more difficult to

encode new ones. Eg I have trouble recalling my new phone

number, because I get it mixed up with my old number. (My old memories project (interfere) with my new memories. )

A student finds a new concept to be hard to understand because she confuses it with similar ideas she has already learned.

Short-Term Memory (STM)

Retroactive Interference: New memories disrupt and "push out" older

memories. I have trouble recalling my old phone number,

because I get it mixed up with my new number. A student understood a concept two weeks

ago, but can no longer discuss the concept correctly, because he confuses it with a new concept he studied yesterday.

Rehearsal

Maintenance Rehearsal: Repeating information silently to prolong its presence in STM

Elaborative Rehearsal: Links new information with existing memories and knowledge in LTM Good way to transfer STM information into LTM

Youtubes

Finding nemohttp://www.youtube.com/watch?v=KuvF113uty4Short term memoryhttp://www.youtube.com/watch?v=YrI8ibsiiZ4Long term memoryhttp://www.youtube.com/watch?v=sQqhJXfK5dg&feature=video_response

Long-Term Memory (LTM)

Storing information relatively permanently Stored on basis of meaning and importance After a test how much information do you

remember –a) After 5 minutes?b) After 5 hours?c) After 5 days?

Long-Term Memory (LTM)

Forgetting curve

The stronger the memory, the longer period of time that a person is able to recall it. The forgetting curve shows that humans tend to halve their memory of newly learned knowledge in a matter of days or weeks unless they consciously review the learned material.

Relearning

Learning again something that was previously learned Used to measure memory of prior learning

Savings Score: Amount of time saved when relearning information

Types of Long-Term Memories

1. Procedural: Long-term memories of conditioned responses and learned skills –eg playing the piano, driving, sending an SMS

list 3 more

Types of Long-Term Memories

2. Declarative: LTM section that contains factual information.

a. Semantic Memory: Facts and everyday knowledge-

Melbourne is the capital of Victoria

b. Episodic: Personal experiences linked with specific times and places –

Remembering your holiday to Melbourne

Recall

Supply or reproduce facts or information with a minimum of external cues; direct retrieval of facts or information Hardest to recall items in the middle of a list;

known as Serial Position Effect Easiest to remember last items in a list

because they are still in STM

Serial Position Effect

http://www.essex.ac.uk/psychology/experiments/memtask.html

Serial Position Effect

Recency Effect - Easiest to remember last items in a list because they are still in STM

Primacy effect – Next easiest is to remember items at the beginning of the list

Hardest to recall items in the middle of a list;

Mnemonic

http://www.youtube.com/watch?v=6vsYCSmBcM0

A mnemonic device is a mind memory and/or learning aid. Commonly, mnemonics are verbal—such as a very short poem or a special word used to help a person remember something—but may be visual, kinesthetic or auditory.

Mnemonics: Memory “Tricks”

Use mental pictures Make things meaningful Make information familiar Form bizarre, unusual or exaggerated mental

associations Keyword Method: Memory aid; using a

familiar word or image to link two items

Using Mnemonics to Remember Things in Order

Form a Story or Chain: Remember lists in order, forming an exaggerated association connecting item one to two, and so on

Take a Mental Walk: Mentally walk along a familiar path, placing objects or ideas along the path

Use a system

Mnemonic

http://www.youtube.com/watch?v=grZuwo_YlY0&feature=related

Eyewitness testimony

Very persuasive in court

Often faulty due to

High arousal levels Lack of attentional focus LTM can alter memories (eg false

memories)

Eyewitness testimony

Police line-up evidence tainted due to Witness being “led” by police Witness eagerness to please police The false belief that the perpertrator is

present in the line-up.

Eyewitness testimony

Bomber on the roof http://www.youtube.com/watch?v=D7EpYlKaBM8

Line-up

http://www.youtube.com/watch?v=oZPOHIndSVQ&feature=related

Schemas

The theory that information stored in LTM sometimes changes over time to become more consistent with our beliefs, knowledge, and expectations.

http://www.youtube.com/watch?v=mzbRpMlEHzMhttp://www.youtube.com/watch?v=bfhIuaD183I

False Memories

False memories (confabulations) are as “real” as real memories.

Some memories may be distorted through influences such as the incorporation of new information. 

False Memories

some are the result of the prodding, leading, and suggestions of therapists and counselors.

Some are the result of brain damage or lesions – (Korsakoff's syndrome)

False Memories

Dr. Elizabeth Loftus has shown it is relatively easy to implant false memories, especially in an individual with an internal desire to please or to conform. http://www.youtube.com/watch?v=PQr_IJvYzbA Wrongful convictionhttp://www.youtube.com/watch?v=2QtEZYJRq7s

Flashbulb Memories

Memories created during times of personal tragedy, accident, or other emotionally significant events that are especially vivid Where were you when you heard that the USA

was attacked on September 11th, 2001? Includes both positive and negative events Not always accurate Great confidence is placed in them even

though they may be inaccurate

Flashbulb Memories

http://www.youtube.com/watch?v=evj6q0eCdd8

Memory Structures

Hippocampus: Brain structure associated with information passing from short-term memory into long-term memory; also associated with emotion If damaged, person can no longer “create”

long-term memories and thus will always live in the present

Memories prior to damage will remain intact

Ways to Improve Memory

Knowledge of Results: Feedback allowing you to check your progress

Recitation: Summarizing aloud while you are rehearsing material

Rehearsal: Reviewing information mentally (silently)

Elaborative Rehearsal: Look for connections to existing knowledge

More Ways to Improve Memory

Selection: Selecting most important concepts to memorize

Organization: Organizing difficult items into chunks; a type of reordering

Memory - Learning Objectives

1. Identify the operations involved in the information-processing view of memory and understand the three-stage theory of memory.

2. Know the characteristics of the sensory registers (ionic, echoic).3. Define short-term memory and understand how its life span and capacity can

be influenced.4. Discuss the ways in which long-term memory differs from short-term memory.5. Describe the three kinds of long-term memory: procedural, declarative -

episodic and declarative- semantic.6. Explain the effect of maintenance and elaborative rehearsal and the uses of

mnemonics in storage of information in LTM

Memory - Learning Objectives

9. Explain the serial position effect10. Distinguish between deep and shallow processing in the levels of

processing model and understand the role of elaboration.11. Distinguish among the major theories of forgetting: decay theory,

interference theory (proactive and retroactive inhibition), and motivated forgetting.

12. Understand how information is organized in long-term memory.

13. Understand the purpose of schemas.14. Describe the formation of false memories and flashbulb memories.15. Understand the results of research relating eyewitness testimony and

memory.

A nice ppt overview

http://www.youtube.com/watch?v=8OEt2apYxU0

Discovering Psychology

Scroll down to episode 9 , click on Vod box (video on demand)

9. Remembering and Forgetting This program looks at the complex process called memory: how images, ideas, language, and even physical actions, sounds, and smells are translated into codes, represented in the memory and retrieved when needed.

http://www.learner.org/resources/series138.html?pop=yes&pid=1528

More stuff... interesting

Horizon Documentary part 1 - 5http://www.youtube.com/watch?v=pxVb6M8UPTQhttp://www.youtube.com/watch?v=HGXbY3fUOlg&feature=relatedhttp://www.youtube.com/watch?v=PBfKbOEWR6I&feature=relatedhttp://www.youtube.com/watch?v=gyMAtDPA4uM&feature=relatedhttp://www.youtube.com/watch?v=pikAnZw38CI&feature=related

Websites

http://quizlet.com/28825/psychology-memory-flash-cards/

Other memory tests http://faculty.washington.edu/chudler/chmemory.html