MemoryMemoryMemory
MemoryMemory
Alzheimer’sCues FormationForgettingFalseProblemsEyewitness
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
Alzheimer’sCues FormationForgettingFalseProblemsEyewitness
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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?
Alzheimer’sCues FormationForgettingFalseProblemsEyewitness
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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!
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