Chapter 7: Human Memory

12/1/14

PICK UP A SLIP FROM THE FRONT

End of the Year Calendar Review (1 Chapter to go!)

Vocabulary Assignment Memory Activity Notes

VII. Cognition (8–10%) AP students in psychology should be able to do the following: • Compare and contrast various cognitive processes:

▪ — effortful versus automatic processing;▪ — deep versus shallow processing;▪ — focused versus divided attention.

• Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory). • Outline the principles that underlie effective encoding, storage, and construction of memories. • Describe strategies for memory improvement. • Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language. • Identify problem-solving strategies as well as factors that influence their effectiveness. • List the characteristics of creative thought and creative thinkers. • Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller).

Human Memory: Basic Questions

How does information get into memory? How is information maintained in

memory? How is information pulled back out of

memory?

Figure 7.2 Three key processes in memory

Encoding: Getting Information Into Memory

The role of attention Focusing awareness Selective attention = selection of input

Filtering: early or late? https://www.youtube.com/watch?v=fO7WcGsKhFU

Figure 7.3 Models of selective attention

Levels of Processing:Craik and Lockhart (1972)

Incoming information processed at different levels

Deeper processing = longer lasting memory codes

Encoding levels: Structural = shallow Phonemic = intermediate Semantic = deep

Figure 7.4 Levels-of-processing theory

Figure 7.5 Retention at three levels of processing

Enriching Encoding: Improving Memory

Elaboration = linking a stimulus to other information at the time of encoding Thinking of examples

Visual Imagery = creation of visual images to represent words to be remembered Easier for concrete objects: Dual-

coding theorySelf-Referent Encoding

Making information personally meaningful

12/2/14

START RESEARCHING METHODS OF HOW TO EFFECTIVELY STUDY VOCABULARY

Have out your notes and a blank piece of paper!

Sensory & Short Term & Long Term Memory George Miller “Magic Number 7” Activities Common Memory Phenomena

Baddeley’s 3 Systems

VII. Cognition (8–10%) AP students in psychology should be able to do the following: • Compare and contrast various cognitive processes: — effortful versus automatic processing; — deep versus shallow processing; — focused versus divided attention. • Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory). • Outline the principles that underlie effective encoding, storage, and

construction of memories. • Describe strategies for memory improvement. • Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language. • Identify problem-solving strategies as well as factors that influence their effectiveness. • List the characteristics of creative thought and creative thinkers. • Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller).

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Storage: Maintaining Information in Memory

Analogy: information storage in computers ~ information storage in human memory

Information-processing theories Subdivide memory into 3 different stores

▪ Sensory, Short-term, Long-term

Figure 7.7 The Atkinson and Schiffrin model of memory storage

Sensory Memory

Brief preservation of information in original sensory form

Auditory/Visual – approximately ¼ second George Sperling (1960)

▪ Classic experiment on visual sensory store▪ Iconic memory and cued recall

Figure 7.8 Sperling’s (1960) study of sensory memory

MEMORY GAMES

Short Term Memory (STM)

Limited capacity – magical number 7 plus or minus 2 Chunking – grouping familiar

stimuli for storage as a single unit Limited duration – about 20

seconds without rehearsal Rehearsal – the process of

repetitively verbalizing or thinking about the information

https://faculty.washington.edu/chudler/stm0.html

George Miller’s “The Magical Number 7-Plus or Minus 2”

Figure 7.9 Peterson and Peterson’s (1959) study of short-term memory

Short-Term Memory as “Working Memory”

STM not limited to phonemic encoding Loss of information not only due to

decay Baddeley (1986) – 3 components of

working memory Phonological rehearsal loop Visuospatial sketchpad Executive control system

Long-Term Memory: Unlimited Capacity

Permanent storage? Flashbulb memories Recall through hypnosis

Debate: are STM and LTM really different? Phonemic vs. Semantic encoding Decay vs. Interference based

forgetting

How is Knowledge Representedand Organized in Memory?

Clustering and Conceptual Hierarchies Schemas and Scripts Semantic Networks Connectionist Networks and PDP Models

Memory Loci- MEMORY PALACE OMG http://www.ted.com/talks/joshua_foer_feats_of_memory_an

yone_can_do

Retrieval: Getting InformationOut of Memory

The tip-of-the-tongue phenomenon – a failure in retrieval Retrieval cues

Recalling an event Context cues

Reconstructing memories Misinformation effect

▪ Source monitoring, reality monitoring▪ https://www.youtube.com/watch?v=gCswq5JDTaw

▪ https://www.youtube.com/watch?v=x6fRH5MLBIU

Ferguson

http://www.pbs.org/newshour/updates/newly-released-witness-testimony-tell-us-michael-brown-shooting/

Grouchy Gabby Fearful Smiley Jumpy Hopeful Sleepy Shy Droopy Dopey Sniffy Wishful Puffy Dumpy Lazy Pop

Grumpy Bashful Cheerful Teach Shorty Sneezy Nifty Happy Doc Wheezy Stubby Shambly Ugly Fatty Crazy Sleezy

Forgetting: When Memory Lapses

Retention – the proportion of material retained Recall Recognition Relearning

Ebbinghaus’s Forgetting Curve

Figure 7.16 Ebbinghaus’ forgetting curve for nonsense syllables

Figure 7.17 Recognition versus recall in the measurement of retention

Why Do We Forget?

Ineffective EncodingDecay theory Interference theory

Proactive Retroactive

Figure 7.19 Retroactive and proactive interference

Figure 7.20 Estimates of the prevalence of childhood physical and sexual abuse

Retrieval Failure

Encoding Specificity Transfer-Appropriate Processing Repression

Authenticity of repressed memories? Memory illusions Controversy

Figure 7.22 The prevalence of false memories observed by Roediger and McDermott (1995)

The Physiology of Memory

Biochemistry Alteration in synaptic transmission

▪ Hormones modulating neurotransmitter systems

▪ Protein synthesisNeural circuitry

Localized neural circuits▪ Reusable pathways in the brain▪ Long-term potentiation

The Physiology of Memory

Anatomy Anterograde and Retrograde Amnesia

▪ Cerebral cortex, Prefrontal cortex, Hippocampus,

▪ Dentate gyrus, Amygdala, Cerebellum

Figure 7.23 The anatomy of memory

Figure 7.25 Retrograde versus anterograde amnesia

Are There Multiple Memory Systems?

Declarative vs. Procedural Semantic vs. Episodic Prospective vs. Retrospective

Figure 7.26 Theories of independent memory systems

Improving Everyday Memory

Engage in adequate rehearsal Distribute practice and minimize

interference Emphasize deep processing and

transfer-appropriate processing Organize information Use verbal mnemonics Use visual mnemonics