MemoryMemoryMemory

MemoryMemory

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NetworksLTMSTMAttentionSensoryModels Processes

Section 1

Learning Goals

• Students should be able to answer the following:

1. How do psychologists describe the human memory

system?

2. What information do we encode automatically? What

information do we encode effortfully, and how does the

distribution of practice influence retention?

3. What effortful processing methods aid in forming

memories?

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Facts or Falsehoods: Memory

1. Memory storage is never automatic, it always takes effort.

2. When people go around a circle saying their names, their poorest memories are for what was said by the person just before them.

3. Memory aids are no more useful than simple rehearsal of information.

4. Only a few people have photographic memory.

5. Although our capacity for storing information is large, we are still limited in the number of memories we can form.

6. When people learn something while intoxicated, they recall it best when they are intoxicated again.

7. The hour before sleep is a good time to commit information to memory.

8. How confident eyewitnesses are about what they saw is an important predictor of their accuracy.

Mr. Burnes 4

System

that

senses,

organizes,

alters,

stores, &

retrieves

information

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Pulling information from

storage

“Holding on” to

encoded information

Converting environmental &

mental stimuli into

memorable brain codes

What is Memory?LO 6.1 What are the three processes and different models of memory?

Retrieval Storage

Encoding

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Information Processing Model

• Click to add Text

• Click to add Text

• Click to add Text

SENSORY

MEMORY

SHORT TERM

MEMORY

LONG TERM

MEMORY

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Three Box Model of Memory

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Problems with Information Processing Model

1. Some information skips the first two stages and enters long-term memory automatically.

2. Since we cannot focus all the sensory information in the environment, we select information (through attention) that is important to us.

3. The nature of short-term memory is more complex.

Mr. Burnes 9

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Theory # 2: Working Memory Model

Mr. Burnes 10

• Developed by Alan

Baddeley in the

1970s

• The key is the central

executive

• Takes into account the

complexities of

memory

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How We Encode (Acquire Information)

Automatic Processing

- Space: location of items

- Time: sequence of the day’s events

- Frequency: how many times things have happened

Effortful Processing

- Maintenance Rehearsal: - Simple Repeating keeps it STM

- Elaborate Rehearsal: - Thinking & Making connections to other

learned ideas

Mr. Burnes 11

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Serial Position Effect

• Primacy Effect

– Recall items better at the beginning of the list

– Better in the long run

• Recency Effect

– Recall items better at the end of the list

– Better in the short term

Mr. Burnes 12

1. TUV2. ZOF3. GEK4. WAV5. XOZ6. TIK7. FUT8. WIB9. SAR10. POZ11. REY12. GIJ

Better recall

Better recall

Poor recall

Created by the father of

memory:

Hermann Ebbinghaus

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Other Issues in Encoding

Next-in-line Effect

- Tend to not recall information of person before your turn in line because you focus on our own performance

Spacing Effect (Distributed Guided Practice)

- We retain information better when it is distributed over time

- Spread out our learning (cramming = dump and forget)

Mr. Burnes 13

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How We Encode

- Visual Encoding (imagery)

- Acoustic Encoding (sounds)

- Semantic Encoding (meaning)

* We can recall information we can relate to ourselves (self-reference effect)

Mr. Burnes 14

Remember the word: nelipot

Group 1: Does it have capital

letters?

Group 2: What does it sound like?

Group 3: The _____ liked walking

on the beach.

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Using Mnemonic Devices to Encode

MNEMONIC DEVICES

Memory aids that use organizational devices or imagery to recall memories

1. METHOD OF LOCI

- Imagine walking through familiar locations and linking each place with what is to be remembered; used by actors to remember lines

2. PEG-WORD

- Remember a list through a jingle (1- bun, 2- shoe, 3- tree)

3. ACRONYMS

* HOMES = Huron, Ontario, Michigan, Erie, Superior

• ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet

4. CHUNKING

Cluster information into familiar, manageable units, such as words into sentences.

Mr. Burnes 15

Try to remember the following letters!

Good luck

GO!

•XIBMCIAFBICBSMTV

Ok Write it down

•Let’s see if you can remember these.

•Hopefully no false memories.

CHUNKING!

• Maybe it’s easier to remember them in chunks like this:

• X• IBM• CIA• FBI• CBS• MTV• Now instead of 16 items it’s only 6!

NICE!

Encoding Test

• Recall as many presidents as

you can in ANY order.

• 01 Washington, George (1789-1797)

• 02 Adams, John (1797-1801)

• 03 Jefferson, Thomas (1801-1809)

• 04 Madison, James (1809-1817)

• 05 Monroe, James (1817-1825)

• 06 Adams, John Quincy (1825-1829)

• 07 Jackson, Andrew (1829-1837)

• 08 Van Buren, Martin (1837-1841)

• 09 Harrison, William Henry (1841)

• 10 Tyler, John (1841-1845)

• 11 Polk, James Knox (1845-1849)

• 12 Taylor, Zachary (1849-1850)

• 13 Fillmore, Millard (1850-1853)

• 14 Pierce, Franklin (1853-1857)

• 15 Buchanan, James (1857-1861)

• 16 Lincoln, Abraham (1861-1865)

• 17 Johnson, Andrew (1865-1869)

• 18 Grant, Ulysses S. (1869-1877)

19 Hayes, Rutherford Birchard (1877-

1881)

20 Garfield, James Abram (1881)

21Arthur, Chester Alan (1881-1885)

22 Cleveland, Grover (1885-1889)

23 Harrison, Benjamin (1889-1893)

24 Cleveland, Grover (1893-1897)

25 McKinley, William (1897-1901)

26 Roosevelt, Theodore (1901-1909)

27 Taft, William Howard (1909-1913)

28 Wilson, Woodrow (1913-1921)

29 Harding, Warren Gamaliel (1921-1923)

30 Coolidge, Calvin (1923-1929)

31 Hoover, Herbert Clark (1929-1933)

32 Roosevelt, Franklin Delano (1933-

1945)

33 Truman, Harry (1945-1953)

34 Eisenhower, Dwight David (1953-1961)

35 Kennedy, John Fitzgerald (1961-1963)

36 Johnson, Lyndon Baines (1963-1969)

37 Nixon, Richard Milhous (1969-1974)

38 Ford, Gerald Rudolph (1974-1977)

39 Carter, James Earl Jr. (1977-1981

40 Reagan, Ronald Wilson (1981-1989)

41 Bush, George Herbert Walker (1989-

1993) 42 Clinton, William Jefferson (1993-

2001)

43 Bush, George Walker (2001-2009)

44 Obama, Barack Hussein (2009-

present)

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Summary Of Encoding

Mr. Burnes 22

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Section Assessment

1. When a list of words is learned in order, the words most likely to be forgotten are those that are:

(A) At the beginning of the list

(B) At the end of the list

(C) In the middle of the list

(D) Hardest to pronounce

(E) Easiest to spell

2. According to the information-possessing view of memory, the first process of memory involves:

(A) Retrieval

(B) Storage

(C) Rehearsal

(D) Encoding

(E) Transfer

Mr. Burnes 23

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Section 1

Reflect on Learning Goals

• Students should be able to answer the following:

1. How do psychologists describe the human memory system?

2. What information do we encode automatically? What information do

we encode effortfully, and how does the distribution of practice

influence retention?

3. What effortful processing methods aid in forming memories?

Self-Rating Level of Understanding

4.0

I can…

• Identify and describe the terms associated with the learning goal

questions.

• Explain the answer to the learning goal questions with specific details.

• Apply the main concepts of the learning goal to myself or other topics

related to the course.

★ 3.0 ★

I can…

• Identify and describe the terms associated with the learning goal

questions.

• Explain the answer to the learning goal questions with specific details.

2.0

I can…

• Identify and describe the terms associated with the learning goal

questions.

1.0 • I need help in understanding the learning goals!

Alzheimer’sCues FormationForgettingFalseProblemsEyewitness

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Section 2: Storing Memory

Learning Goals

• Students should be able to answer the following:

1. HWhat is sensory memory?

2. What are the duration and capacity of short-term and

long-term memory?

3. How does the brain store memories?

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Sensory Memory

• Iconic memory

-momentary sensory memory of visual stimuli,

a photographic or picture-image memory

lasting for a few tenths of a second.

• Echoic memory

-momentary sensory memory of auditory

stimuli

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Storage: Short-term Memory

WORKING/SHORT TERM MEMORY

- Lasts about 20-30 seconds with no

interference

- Can hold on average 7 +/- 2 (Miller)

- Slightly better for hearing than

seeing

- Slightly better for digits than letters

- Can retain about 4 chunks of

information without rehearsal

- Chunking: remembering more by

chunking things together:

1-9-4-1-1-8-1-2-1-9-9-3-2-0-0-4

Mr. Burnes 27

9 8 2

5 2 1

7 3 9

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Short-Term Visual Memory Test

You Have 30 Seconds to Remember this list

in order:

2 1 6 9 6 4 6 1 5 1 9 9 7 2 5 2 4 6 8 0 1 2 9 6 1 6 0

8 9 4

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Results

• 4-9 = Average

• 10-19 = extraordinary

• 20-30 = brilliant

* Nancy Shulins, Memory Professor

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Storage & Brain Changes

Synaptic Changes

- Long-Term Potentiation (LTP) refers to synaptic

enhancement after learning. An increase in neurotransmitter

release or receptors on the receiving neuron indicates

strengthening of synapse.

Stress Hormones

- Heightening emotions (stress-related or otherwise) make for stronger memories. Continued stress may disrupt memory.

Hippocampus

- Neutral center in the limbic system that processes explicit

memories.

- Damage to the Left: verbal information

- Damage to the Right: visual design & location

Cerebellum

- Neural center in the hindbrain that processes implicit

memories.

Mr. Burnes 31

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• Amnesia —severe memory loss

• Retrograde amnesia —inability to remember past episodic information; common after head injury

• Anterograde amnesia —inability to form new memories; related to hippocampus damage

• Korsakoff’s Syndrome – has both retrograde and Anterograde amnesia due to excessive use of alcohol

Biological Bases of Memory

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Flashbulb Memory

A unique and highly emotional moment may give rise to a clear, strong, and persistent

memory called flashbulb memory. However, this memory is not free from errors.

President Bush being told of 9/11 attack.

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Episodic Memories

• Memories of episodes

of our lives.

– Example: Going on a

date

– Getting hurt while

doing an activity

– Graduation

– Accidents

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Storage: Types of Long-term Memory

Mr. Burnes 35

Having read a story once, people with hippocampus damage will

read it faster the second time, but will not remember what they have

read. Same thing happens for where is Waldo findings.

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Explicit Memories

• Episodic Memories– the portion of

declarative memory that stores personal experiences.

• Semantic Memories– stores the basic

meanings of words and concepts.

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Storage Review

Mr. Burnes 37

FeatureSensory

Memory

Working Memory

LTM

Encoding Copy Phonemic Semantic

Capacity Unlimited7±2

ChunksVery Large

Duration 0.25 sec. 20 sec. Years

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Section 2: Storing Memories

Reflect on Learning Goals

• Students should be able to answer the following:

1. How do psychologists describe the human memory What is sensory

memory?

2. What are the duration and capacity of short-term and long-term

memory?

3. How does the brain store memories?

Self-Rating Level of Understanding

4.0

I can…

• Identify and describe the terms associated with the learning goal

questions.

• Explain the answer to the learning goal questions with specific details.

• Apply the main concepts of the learning goal to myself or other topics

related to the course.

★ 3.0 ★

I can…

• Identify and describe the terms associated with the learning goal

questions.

• Explain the answer to the learning goal questions with specific details.

2.0

I can…

• Identify and describe the terms associated with the learning goal

questions.

1.0 • I need help in understanding the learning goals!

Alzheimer’sCues FormationForgettingFalseProblemsEyewitness

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Section 3: Retrieval of Memories

Learning Goals

• Students should be able to answer the following:

1. How do we get information out of memory?

2. How do external contexts and internal emotions

influence memory retrieval?

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Section 3 Retrieval of Memories

Reflect on Learning Goals

• Students should be able to answer the following:

1. How do we get information out of memory?

2. How do external contexts and internal emotions influence memory

retrieval?

Self-Rating Level of Understanding

4.0

I can…

• Identify and describe the terms associated with the learning goal

questions.

• Explain the answer to the learning goal questions with specific details.

• Apply the main concepts of the learning goal to myself or other topics

related to the course.

★ 3.0 ★

I can…

• Identify and describe the terms associated with the learning goal

questions.

• Explain the answer to the learning goal questions with specific details.

2.0

I can…

• Identify and describe the terms associated with the learning goal

questions.

1.0 • I need help in understanding the learning goals!

Alzheimer’sCues FormationForgettingFalseProblemsEyewitness

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Section 4: Forgetting Theories

Learning Goals

• Students should be able to answer the following:

1. Why do we forget?

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Section 4: Forgetting Theories

Reflect on Learning Goals

• Students should be able to answer the following:

1. Why do we forget?

Self-Rating Level of Understanding

4.0

I can…

• Identify and describe the terms associated with the learning goal

questions.

• Explain the answer to the learning goal questions with specific details.

• Apply the main concepts of the learning goal to myself or other topics

related to the course.

★ 3.0 ★

I can…

• Identify and describe the terms associated with the learning goal

questions.

• Explain the answer to the learning goal questions with specific details.

2.0

I can…

• Identify and describe the terms associated with the learning goal

questions.

1.0 • I need help in understanding the learning goals!

Alzheimer’sCues FormationForgettingFalseProblemsEyewitness

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Section 5: Misinformation in Memory

Learning Goals

• Students should be able to answer the following:

1. How do misinformation, imagination and source

amnesia influence our memory construction?

2. What is the controversy related to claims of repressed

and recovered memories?

Alzheimer’sCues FormationForgettingFalseProblemsEyewitness

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Section 5: Misinformation in Memories

Reflect on Learning Goals

• Students should be able to answer the following:

1. How do misinformation, imagination and source amnesia influence

our memory construction?

2. What is the controversy related to claims of repressed and recovered

memories?

Self-Rating Level of Understanding

4.0

I can…

• Identify and describe the terms associated with the learning goal

questions.

• Explain the answer to the learning goal questions with specific details.

• Apply the main concepts of the learning goal to myself or other topics

related to the course.

★ 3.0 ★

I can…

• Identify and describe the terms associated with the learning goal

questions.

• Explain the answer to the learning goal questions with specific details.

2.0

I can…

• Identify and describe the terms associated with the learning goal

questions.

1.0 • I need help in understanding the learning goals!