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Transcript of Memory Memory is the basis for knowing your friends, your neighbors, the English language, the...
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Memory
Memory is the basis for knowing your friends, your neighbors, the English language, the
national anthem, and yourself.
If memory was nonexistent, everyone would be a stranger to you; every language foreign; every task new; and even you yourself would be a
stranger.
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The Phenomenon of Memory
Memory is any indication that learning has persisted over time. It is our ability to store and
retrieve information.
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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.R
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Information Processing
The Atkinson-Schiffrin (1968) three-stage model of memory includes a) sensory memory, b) short-
term memory, and c) long-term memory.B
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Memory
Sensory Memorythe immediate, initial recording of
sensory information in the memory system
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Memory Short-Term Memory
activated memory that holds a few items brieflylook up a phone number, then quickly dial before the information is forgotten
Long-Term Memorythe relatively permanent and limitless
storehouse of the memory system
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Working Memory (Short-term Memory)
Working memory, the new name for short-term memory, has a limited capacity (7±2) and a short
duration (20 seconds).
Sir George Hamilton observed that he could accurately remember upto 7 beans thrown on the floor. If there were more beans, he guessed.
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Short-Term Memory Function—conscious processing of information
• where information is actively worked on
Capacity—limited (holds 7+/-2 items) Duration—brief storage (about 30 seconds)
Working orShort-term
Memory
Sensory
Input
Sensory Memory
Attention
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Long-Term Memory
Function—organizes and stores information
• more passive form of storage than working memory Unlimited capacity Duration—thought by some to be permanent
Long-term memory
Working orShort-term
Memory
Sensory
Input
Sensory Memory
AttentionEncoding
Retrieval
Maintenance Rehearsal
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A Simplified Memory Model
Externalevents
Sensorymemory
Short-termmemory
Long-termmemory
Sensory inputAttention to importantor novel information
Encoding
Encoding
Retrieving
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Stages of Memory
Keyboard(Encoding)
Disk(Storage)
Monitor(Retrieval)
Sequential Process
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Encoding
Encoding—process that controls movement from working to long-term memory store; input of memory
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Automatic Processing unconscious encoding of incidental information
space
time
frequency
well-learned informationword meanings
we can learn automatic processing reading backwards
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Automatic vs. Effortful Encoding
Automatic processing• Examples:
• What did you eat for lunch today?
• Was the last time you studied during the day or night?
• You know the meanings of these very words you are reading. Are you actively trying to process the definition of the words?
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Sensory Memory
Divided into two types:• iconic memory– visual
information
• echoic memory– auditory information
Sensory
InputSensoryMemory
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Sensory Memory Duration—very brief
retention of images• .3 sec for visual info
• 2 sec for auditory info
• Hearing is remembered betterSensory
InputSensoryMemory
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Sensory Memories
Function—holds information long enough to be processed for basic physical characteristics
Capacity—large• can hold many items at
once
Sensory
InputSensoryMemory
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Sensory Memories
Iconic0.5 sec. long
Echoic3-4 sec. long
Hepatic< 1 sec. long
The duration of sensory memory varies for the different senses.
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Encoding
Effortful Processingrequires attention and conscious
effort
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Effortful Processing
Committing novel information to memory requires effort just like
learning a concept from a textbook. Such
processing leads to durable and accessible
memories.
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Rehearsal
Effortful learning usually requires
rehearsal or conscious repetition.
Ebbinghaus studied rehearsal by using
nonsense syllables: TUV YOF GEK XOZ
Hermann Ebbinghaus(1850-1909)
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Encoding
Ebbinghaus used nonsense syllables TUV ZOF GEK WAV
the more times practiced on Day 1, the fewer repetitions to relearn on Day 2
Spacing Effectdistributed practice yields better long-
term retention than massed practice
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Rehearsal
The more times the nonsense syllables were practiced on
Day 1,the fewer repetitions
were required to remember them on
Day 2.
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Memory Effects
1. Next-in-line-Effect: When you are so anxious about being next that you cannot remember what the person just before you in line says, but you can recall what other people around you say.
2. Spacing Effect: We retain information better when we rehearse over time.
3. Serial Position Effect: When your recall is better for first and last items on a list, but poor for middle items.
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Spacing Effect
Distributing rehearsal (spacing effect) is better than practicing all at once. Robert Frost’s poem could be
memorized with fair ease if spread over time.
ACQUAINTED WITH THE NIGHTRobert Frost
I have been one acquainted with the night.I have walked out in rain — and back in rain.
I have outwalked the furthest city light. … …
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Serial Position Effect
1. TUV2. ZOF3. GEK4. WAV5. XOZ6. TIK7. FUT8. WIB9. SAR10. POZ11. REY12. GIJ
Better recall
Better recall
Poor recall
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Encoding Mnemonics
memory aids
especially those techniques that use vivid imagery and organizational devices
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Encoding Method of Loci
As an aid to memorizing lengthy speeches, ancient Greek orators would visualize themselves moving through familiar locations
Peg Word SystemMemorize a jingle: “one is a bun, two is a
shoe…”
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Method of Loci
List of Items
CharcoalPensBed SheetsHammer...Rug
Imagined Locations
BackyardStudyBedroomGarage...Living Room
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Link Method
Involves forming a mental image of items to be remembered in a way that links them together.
List of Items
NewspaperShaving creamPenUmbrella...Lamp
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Fig. 7-29a, p. 292
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Break down complex information into broad concepts and further subdivide them into
categories and subcategories.
Organizing Information for Encoding
1. Chunking2. Hierarchy
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Encoding
Chunking organizing items into familiar, manageable units
like horizontal organization--1776149218121941
often occurs automatically
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Chunking
Acronyms are another way of chunking information to remember it.
HOMES = Huron, Ontario, Michigan, Erie, Superior
PEMDAS = Parentheses, Exponent, Multiply, Divide, Add, Subtract
ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet
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Chunking
Organizing items into a familiar, manageable unit. Try to remember the numbers below.
1-7-7-6-1-4-9-2-1-8-1-2-1-9-4-1
If you are well versed with American history, chunk the numbers together and see if you
can recall them better. 1776 1492 1812 1941.
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Chunking
F-B-I-T-W-A-C-I-A-I-B-M
The capacity of the working memory may be increased by “Chunking.”
FBI TWA CIA IBM
4 chunks
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A friend gave you this list of ingredients for muffins. How might you rearrange the ingredients so you can remember them better?
salt, eggs, raisins, wheat flour, honey, milk, margarine, nuts, white flour, baking powder, baking soda
Chunking
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Try dividing (chunking) the ingredients into dry ingredients and liquid (or wet) ingredients.
Dry Ingredients
saltnutsraisinswhite flourwheat flourbaking sodabaking powder
Wet or Liquid Ingredients
eggsmilkhoneymargarine
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Hierarchy
Complex information broken down into broad concepts and further subdivided into categories
and subcategories.
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Storing Memories in the Brain
1. Storage-retain in the brain; file system of memories; hard drive of the mind
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Storage:Long-Term Memory
How does storage work?Karl Lashley (1950)
rats learn maze
lesion cortex
test memory
Synaptic changes Long-term Potentiation
increase in synapse’s firing potential after brief, rapid stimulation
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Synaptic Changes
Long-Term Potentiation (LTP) refers to synaptic
enhancement after learning (Lynch, 2002).
An increase in neurotransmitter release
or receptors on the receiving neuron indicates
strengthening of synapses.
Both
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Biological Basis of Memory
Karl Lashley searched for a localized memory trace or engram
Found that maze-learning in rats was distributed throughout the brain
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Synaptic Changes
In Aplysia, Kandel and Schwartz (1982) showed that serotonin release from neurons increased
after conditioning.
Ph
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Fig. 7-26, p. 288
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Storing Implicit & Explicit Memories
Explicit Memory refers to facts and experiences that one can consciously know and declare (conscious recall).
Implicit memory involves our memories of how to do things; procedures (without conscious recall).
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Hippocampus
Hippocampus – a neural center in the limbicsystem that processes explicit memories.
Weidenfield &
Nicolson archives
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Fig. 7-23, p. 286
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Cerebellum
Cerebellum – a neural center in the hindbrain that processes implicit memories.
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Biological Basis of Memory
Amnesia— severe memory loss Retrograde amnesia— inability to
remember past episodic information; common after head injury; need for consolidation
Anterograde amnesia— inability to form new memories; related to hippocampus damage
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No New Memories
Anterograde Amnesia
AnterogradeAmnesia
(HM)
Surgery
After losing his hippocampus in surgery, patient Henry M. (HM) remembered everything before the operation but cannot make new memories. We call
this anterograde amnesia.
Memory Intact
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Implicit Memory
HM learned the Tower of Hanoi (game) after his surgery. Each time he plays it, he is unable to remember the fact that he has already
played the game.
HM is unable to make new memories that aredeclarative (explicit), but he can form new
memories that are procedural (implicit).
CBA
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Retrieval: Getting Information Out
Retrieval refers to getting information out of the memory store.
Spanky’s Y
earbook Archive
Spanky’s Y
earbook Archive
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Measures of Memory
In recognition, the person must identify an item amongst other choices. (A multiple-choice test
requires recognition.)
1. Name the capital of France.
a. Brusselsb. Romec. Londond. Paris
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Measures of Memory
In recall, the person must retrieve information using effort. (A fill-in-the blank test requires
recall.)
1. The capital of France is ______.
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Measures of Memory
In relearning, the individual shows how much time (or effort) is saved when learning material
for the second time.
ListJetDaggerTreeKite…SilkFrogRing
It took 10 trialsto learn this list
ListJetDaggerTreeKite…SilkFrogRing
It took 5 trialsto learn the list
1 day laterSaving
OriginalTrials
RelearningTrials
RelearningTrials
10 510
50%
X 100
X 100
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Retrieval Cues
Memories are held in storage by a web of associations. These associations are like
anchors that help retrieve memory.
Fire Truck
truck
red
fire
heatsmoke
smellwater
hose
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Priming (William James)
To retrieve a specific memory from the web of associations, you must first activate one of the strands that leads to it. This process is called
priming.
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Context Effects
Scuba divers recall more words underwater if they learned the list underwater, while they recall more
words on land if they learned that list on land (Godden & Baddeley, 1975).
Fred M
cConnaughey/ P
hoto Researchers
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Context Effects
After learning to move a mobile by kicking, infants most strongly respond when retested in the same context rather than in a different context (Butler &
Rovee-Collier, 1989).
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Déja Vu
Déja Vu means “I've experienced this before.” Cues from the current situation may unconsciously trigger retrieval of an
earlier similar experience.
© T
he New
Yorker C
ollection, 1990. Leo C
ullum from
cartoonbank.com
. All R
ights Reserved
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Context Effects Deja Vu (French)--already seen
cues from the current situation may subconsciously trigger retrieval of an earlier similar experience
"I've experienced this before." Mood-congruent Memory
tendency to recall experiences that are consistent with one’s current mood
memory, emotions, or moods serve as retrieval cues State-dependent Memory
what is learned in one state (while one is high, drunk, or depressed) can more easily be remembered when in same state
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Forgetting
An inability to retrieve information due to poor encoding, storage, or retrieval.
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Encoding Failure
We cannot remember what we do not encode.
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Which penny is real?
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Retrieval Failure
Although the information is retained in the memory store, it cannot be accessed.
Tip-of-the-tongue (TOT) is a retrieval failure phenomenon. Given a cue (What makes blood cells red?) the subject
says the word begins with an H (hemoglobin).
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Interference
Learning some new information may disrupt retrieval of other information.
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Forgetting as Interference Learning some items may disrupt
retrieval of other informationProactive (forward acting) Interference
disruptive effect of prior learning on recall of new information
Retroactive (backwards acting) Interferencedisruptive effect of new learning on recall of old
information
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Motivated Forgetting
Motivated Forgetting: People unknowingly revise their memories.
Repression: A defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness.
Sigmund Freud
Culver P
ictures
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Forgetting
Forgetting can occur at any memory stage
As we process information, we filter, alter, or lose much of it
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Memory Construction
While tapping our memories, we filter or fill in missing pieces of information to make our
recall more coherent.
Misinformation Effect: Incorporating misleading information into one's memory of an event.
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Elizabeth Loftus and John Palmer: Memory Experiment and Hypothesis
Hypothesis: People will remember a car accident differently if given different language cues (words) about the accident
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Loftus and Palmer: Methodology
Students watched a film of two cars colliding Collision was moderate with no broken glass Different students asked different questions: hit, smashed,
collided, bumped, contacted
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Loftus and Palmer: Results
People reported the fastest speeds if the researchers had used the word “smashed” in the question
From fastest to slowest reported speeds: smashed, collided, bumped, hit, and contacted groups
VERB MEAN ESTIMATE OF SPEED (MPH)
Smashed 40.8
Collided 39.3
Bumped 38.1
Hit 34.0
Contacted 31.8
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Loftus and Palmer: Results
One week later, subjects were asked if they had seen broken glass
32% of subjects asked the “smashed” question said yes; 14% of subjects asked the “hit” question said yes
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Loftus and Palmer: Results and Implications
People remember things differently depending on the language used to describe an event (e.g., “smashed” versus “hit”)
Misinformation effect
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Eyewitnesses reconstruct their memories when questioned about the event.
Misinformation and Imagination Effects
Depiction of the actual accident.
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Misinformation
Group A: How fast were the cars going when they hit each other?
Group B: How fast were the cars going when they smashed into each other?
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Memory Construction
A week later they were asked: Was there any broken glass? Group B (smashed into) reported
more broken glass than Group A (hit).
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Loftus Results
Word Usedin Question
AverageSpeed Estimate
smashedcollidedbumpedhitcontacted
41 m.p.h.39 m.p.h.38 m.p.h.34 m.p.h.32 m.p.h.
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Constructed Memories
Loftus’ research shows that if false memories (lost at the mall or drowned in a lake) are implanted in
individuals, they construct (fabricate) their memories.
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Memory Construction We filter information and fill in missing
pieces Source Amnesia
attributing to the wrong source an event that we experienced, heard about, read about, or imagined (misattribution)
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Discerning True & False Memories
Just like true perception and illusion, real memories and memories that seem real are
difficult to discern.
When students formed a happy or angry memory ofmorphed (computer blended) faces, they made
the (computer assisted) faces (a), either happier or (b) angrier.
© S
imon N
iedsenthal
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Repressed or Constructed?Some adults actually do forget childhood episodes of abuse.
False Memory SyndromeA condition in which a person’s identity and relationships center around a false but strongly believed memory of a traumatic experience, which is sometimes induced by well-meaning therapists.
False Memories
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Children’s eyewitness recall can be unreliable if leading questions are posed. However, if
cognitive interviews are neutrally worded, the accuracy of their recall increases. In cases of sexual abuse, this usually suggests a lower
percentage of abuse.
Children’s Eyewitness Recall
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Are memories of abuse repressed or constructed?
Many psychotherapists believe that early childhood sexual abuse results in repressed
memories.
However, other psychologists question such beliefs and think that such memories may be
constructed.
Memories of Abuse
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Improving Memory
1. Study repeatedly to boost long-term recall.
2. Spend more time rehearsing or actively thinking about the material.
3. Make material personally meaningful.
4. Use mnemonic devices: associate with peg words — something already
stored
make up a story
chunk — acronyms
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Improving Memory
5. Activate retrieval cues — mentally recreate the situation and mood.
6. Recall events while they are fresh — before you encounter misinformation.
7. Minimize interference:1. Test your own knowledge.2. Rehearse and then determine what you do not yet
know.
© LW
A-D
ann Tardiff/ C
orbis