3-2 Chapter 5 Memory

7/28/2019 3-2 Chapter 5 Memory

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Chapter 5

Memory


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An Interesting Phenomenon:Flashbulb Memories

See in class!


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Topics to Explore

1. Stages of Memory

2. Encoding Information into Memory

3. Retrieving Information from Memory

4. Improving Memory


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Part 1Stages of Memory


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Memory: Active system that stores, organizes, alters, and

recovers (retrieves) information

Encoding: Converting information into a useable form

Storage: Holding this information in memory

Retrieval: Taking memories out of storage

Memory: Key Terms


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Stages of Memory

1. Sensory Memory

2. Short-Term Memory3. Long-Term Memory


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Sensory Memory: Storing an exact copy of incoming

information for less than a second; the first stage of memory

Icon: A fleeting mental image or visual representation

Echo: After a sound is heard, a brief continuation of the sound

in the auditory system

Sensory Memory


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A Little Demonstration ofSensory Memory

See in class!


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A Little Demonstration ofSensory Memory

See in class!


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Short-Term Memory (STM): second stage of memory; stores

small amounts of information briefly; very sensitive to

interruption or interference

Phonetically: Storing information by sound; how most thingsare stored in STM

Memory Span: STM is limited to holding seven (plus or minus

two) information bits at once

Chunk: Meaningful units of information in memory

Short-Term Memory (STM)


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Recoding: Reorganizing or modifying information in STM

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

Storing Info in STM


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A Little Demonstration ofShort-Term Memory

See in class!


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A Little Demonstration ofShort-Term Memory

See in class!


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A Little Demonstrationof Chunking

See in class!


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Long-Term Memory (LTM)

Storing information relatively permanently

Stored on basis of meaning and importance

Long-Term Memory (LTM)


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Explicit (declarative) memory (facts): factual knowledge &

personal experiences

Semantic Memory: Impersonal facts and everyday

knowledge

Episodic Memory: Personal experiences linked with

specific times and places

Implicit (procedural) Memory (skills): Long-term memories

of conditioned responses and learned skills, e.g., driving

Types of Long-Term Memory


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Example: Skill vs. Fact Memory

Amnesiac patient was able to solve tower puzzle in 31 moves(minimum possible), but each time he began, he swore he

couldnt solve the puzzle. Evidence that skill memory and fact

memory are separate and distinct.


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Graphic: Patterns of Blood Flowin Cerebral Cortex

Front of brain is related to episodic memory.

Back of brain is related to semantic memory.


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Memory Organizational Chart


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Loss of Memory

Anterograde amnesia: the inability to form new explicit long-

term memories for events following brain trauma or surgery.

Explicit memories formed before are left intact. Cause possibly

is damage to hippocampus

Retrograde amnesia: the disruption of memory for the past,especially espisodic memory. After brain trauma or surgery,

there often is retrograde amnesia for events occurring just

before.

Infantile/child amnesia: the inability as adults to remember

events that occurred in our lives before about 3 years of age.

Due possibly to fact that hippocampus is not fully developed.


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Recall: Direct retrieval of facts or information

Serial Position Effect:

Hardest to recall items in the middle of a list

Primacy effect: easier to remember items first in a list than

items in the middle, because first items are studied the most

Recency effect: easier to remember items last in a list

than items in the middle, because the last items were laststudied

Serial Position Effect


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Graphic: Serial Position Effect


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A Little Demonstration:Serial Position Effect

See in class!


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A Little Demonstration:Serial Position Effect

See in class!


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Graphic: Stages of Memory


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Comparison ofThree Stages of Memory

Sensory

1. Large capacity

2. Contains sensory

information3. Very brief

retention (1/2 sec

for visual; 2 secs

for auditory)

Short Term

1. Limited capacity

2. Acoustically

encoded3. Brief storage (up

to 30 seconds

w/o rehearsal)

4. Conscious

processing of

information

Long Term

1.Unlimited

capacity

2.Semanticallyencoded

3.Storage

presumed

permanent

4.Information highly

organized


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Part 2Encoding Information into Memory


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Types of Processing

Automatic processing: memory processing that occurs

subconsciously and does not require attention.

Example: How many of you can sing the theme song for

Gilligans Island? How many learned it on purpose?

Effortful processing: memory processing that occurs

consciously and requires attention

Example: How many of you can name all of the divisions of

the nervous system? How many learned it on purpose?


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Levels-of-Processing Theory

Levels-of-processing theory: a theory of information

processing in memory that assumes that semantic processing

leads to better long-term memory

Physical memory processing: encoding the word birthday

by the way it is spelt, b

i

r

t

h

d

a

y

Acoustic memory processing: encoding the word birthday

by the way it sounds

Semantic memory processing: encoding the word birthday

by its meaning, a day of joy and celebration commemoratingthe anniversary of ones birth.


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Factors Affecting Encoding

Encoding specificity principle: the principle that the

environmental cues present at the time information is encoded

into long-term memory serve as the best retrieval cues for the

information.

State-dependent memory: long-term memory retrieval isbest when a persons physiological state at the time of

encoding and retrieval is the same.

Mood-dependent memory: long-term memory retrieval is

best when a persons mood state at the time of encoding and

retrieval is the same.

Mood-congruence effect: long-term memory retrieval is best

for experiences and information that are congruent with a

persons current mood.


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Example: Mood & Memory


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Improving Encoding

Mnemonics: a memory aid

Method of loci: a mnemonic in which sequential pieces of

information are encoded by associating them with sequential

locations in a very familiar room or location.

Peg-word system: a mnemonic in which the items in a list to

be remembered are associated with the sequential items in a

memorized jingle (Every good boy does fine)

Spacing (distributed study) effect: long-term memory is

better when spaced study is used than when massed study(cramming) is used


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Part 3Retrieving Information from Memory


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Recall: a measure of long-term memory retrieval that

requires the reproduction of the information with essentially no

retrieval cues.

Recognition: a measure of long-term memory retrieval that

only requires the identification of the information in the

presence of retrieval cues.

Relearning: the savings method of measuring long-term

memory retrieval, in which the measure is the amount of time

saved when learning information for the second time.

Measuring Retrieval


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Example:Recall versus Recognition

Example of Recall:

The process of storing information in

memory is called ______________.

Example of Recognition:

The process of storing information in

memory is called:

a. rehearsal b. deep processing

c. encoding d. retrieval


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Encoding failure theory: a theory that proposes that

forgetting is due to the failure to encode the information into

long-term memory

Forgetting Due toEncoding Failure?


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A Little Demonstration

See in class!


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Which is the Real Penny?

See in class!


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Storage decay theory: a theory that proposes that forgetting

is due to the decay of physical traces of the information in the

brain; periodically using the information helps to maintain it in

the brain

The Use it or lose it theory!

Forgetting Due toDecay in Storage?


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Graphic: Forgetting Curve


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Interference theory: a theory that proposes that forgetting is

due to other information in memory interfering

Proactive interference: old information interferes with the

retrieval of newly-stored informationRetroactive Interference: newly-stored information interferes

with the retrieval of previously-stored information

Forgetting Due toInterference?


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Retroactive vs. ProactiveInterference


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Graph: Effect of Interference

Percent

recalled

dependent on

number ofprevious lists

memorized


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Cue-dependent theory: a theory that proposes that

forgetting is due to the unavailability of the retrieval cues

necessary to locate the information in long-term memory.

This is one explanation for why we do not seem to havemany memories from early childhood (ages 3 to 6 or so)

Forgetting Due toLoss of Cues?


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Part 4

Improving Memory


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Knowledge of Results: Feedback allowing you to check your

progress

Recitation: Summarizing aloud while you are learning

Rehearsal: Reviewing information mentally (silently)

Selection: Selecting most important concepts to memorize

Organization: Organizing difficult items into chunks; a type ofreordering

Some Ways to Improve Memory


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Whole Learning: Studying an entire package of

information at once, like a poem

Part Learning: Studying subparts of a larger body of

information (like text chapters)

Progressive Part Learning: Breaking learning task into a

series of short sections

Serial Position Effect: Making most errors while

remembering the middle of the list

Overlearning: Studying is continued beyond bare mastery

More Ways to Improve Memory


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Spaced Practice: Alternating study sessions with brief rest

periods

Massed Practice: Studying for long periods without restperiods

Lack of sleep decreases retention; sleep aids consolidation

Hungerdecreases retention

Yet More Ways toImprove Memory


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Memory & Sleep


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Mnemonics: Memory tricks; any kind of memory system

or aid

- Using mental pictures

- Making things meaningful- Making information familiar

- Forming bizarre, unusual or exaggerated mental

associations

A Last Method to Help Memory

3-2 Chapter 5 Memory

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