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Preview p.12What would life be like with no memory?
How would you answer the question: How are you today?
Who would you be? How would your identity be affected?
Preview Part 2snow
Memorypp.348 – 363
Notebook p. 13
Objective 1: What is memory? How does flashbulb memory differ from
other memories?
Memory: the persistence of learning over time through the storage and retrieval of information
Flashbulb Memory: a clear memory of an emotionally significant moment or event
Objective 2: What is the Atkinson-Shiffrin’s classic three-stage
processing model of memory?
Objective 2: How does the contemporary model of working memory differ from the classical
model?Working Memory
Some info goes straight to LTMActive role in processingVisual-spatial & auditory rehearsal
Objective 3: What kind of information do we automatically encode?
Automatic Processing: You encode space, time, frequency, and word
meaning without effort. Space: While reading a textbook, you automatically encode
the place of a picture on a page. Time: We unintentionally note the sequence of events that
take place in a day (First, I… then, I…). Frequency: You effortlessly keep track of how many times
things happen to you (this is the third time I’ve tripped over my own feet!).
Well-learned information: see words in native language, perhaps on the side of a delivery truck, you cannot help but register their meanings
Things can become automatic with practice. Helps keep us safe from threats in the environment
Read the following sentence:
Spring is the
The most beautiful
Time of the year.
Objective 4: How is effortful processing different from automatic
processing?
Requires attention and conscious effort
Produces durable and accessible memories
Rehearsal: conscious repetitionthe amount remembered depends on the time
spent learning
Objective 4: How is effortful processing different from automatic
processing?
Effortful processing in AP Psychology:
1. Read concepts in textbook.
2. Take notes on concepts while reading.
3. Lecture on concepts the next day in class.
4. Practice concepts during (and after) class.
5. Application of concepts with vocabulary cards.
6. Review of concepts when studying for the test.
7. Taking the test.
8. Check answers on test.
9. Periodic Vocabulary Drills.
10. Retrieve concepts from LTM when it’s time for the AP exam.
Objective 4: What are the next-in-line, spacing, and serial position effect?
Next-in-line: focus on own performance; fail to remember the comments made before our own
Spacing: retain information better when distributed over time.
Serial position: remember first and last better than the middleprimacy effect – first itemsRecency effect – last items
Class Activity
Objective 5: How do visual, acoustic, and semantic encoding compare in
terms of helping us remember verbal information?
Objective 5: What memory enhancing strategy is related to the self-
referencing effect?
Preview/Process!!!!
Giving examples of concepts in relation to YOUR life.
Objective 6: How does visual encoding aid effortful processing?
We remember concrete words that lend themselves to visual mental images better than abstract, low-imagery words.Double encoding! (semantic & visual)
Mnemonic = memory aidMethod of loci- spatial“peg-word”- visual
Objective 7: How do chunking and hierarchies aid effortful processing?
Chunking: organizing items into meaningful units (letters, words, phrases)AcronymsPhone numbers
Hierarchies: organizing items into logical levelsGeneral specific
Objective 8: How are echoic and iconic memory different?Iconic: photographic memory for a few tenths of
a second
Echoic: remember the last few seconds; echo
Objective 9: How does STM work?
Without rehearsal, info can be forgotten in a matter of seconds
Capacity 7 +/- 2 chunks of info
Chunking Experiment
149217761990200717
Objective 10: How does LTM work?
Limitless!
Process p.12Can you think of three ways to employ the
principles of encoding to improve your own learning and retention of important things?
FRQ PracticeRoger is at a wedding reception where he has been
introduced to over 50 guests whom he has never met. He can remember only a handful of names. Describe the role that sensory storage, short-term memory, and long-term memory play for Roger in this situation.
Analyze what is happening in terms of the three stages of the information processing model of memory: encoding, storage and retrieval.
Finally, identify strategies Roger might use to improve his ability to remember names.