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Chapter 7: Human Memory
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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
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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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Human Memory: Basic Questions
How does information get into memory? How is information maintained in
memory? How is information pulled back out of
memory?
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Figure 7.2 Three key processes in memory
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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
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Figure 7.3 Models of selective attention
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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
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Figure 7.4 Levels-of-processing theory
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Figure 7.5 Retention at three levels of processing
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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
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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
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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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107
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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
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Figure 7.7 The Atkinson and Schiffrin model of memory storage
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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
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Figure 7.8 Sperling’s (1960) study of sensory memory
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MEMORY GAMES
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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”
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Figure 7.9 Peterson and Peterson’s (1959) study of short-term memory
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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
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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
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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
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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
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Ferguson
http://www.pbs.org/newshour/updates/newly-released-witness-testimony-tell-us-michael-brown-shooting/
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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
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Forgetting: When Memory Lapses
Retention – the proportion of material retained Recall Recognition Relearning
Ebbinghaus’s Forgetting Curve
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Figure 7.16 Ebbinghaus’ forgetting curve for nonsense syllables
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Figure 7.17 Recognition versus recall in the measurement of retention
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Why Do We Forget?
Ineffective EncodingDecay theory Interference theory
Proactive Retroactive
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Figure 7.19 Retroactive and proactive interference
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Figure 7.20 Estimates of the prevalence of childhood physical and sexual abuse
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Retrieval Failure
Encoding Specificity Transfer-Appropriate Processing Repression
Authenticity of repressed memories? Memory illusions Controversy
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Figure 7.22 The prevalence of false memories observed by Roediger and McDermott (1995)
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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
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The Physiology of Memory
Anatomy Anterograde and Retrograde Amnesia
▪ Cerebral cortex, Prefrontal cortex, Hippocampus,
▪ Dentate gyrus, Amygdala, Cerebellum
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Figure 7.23 The anatomy of memory
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Figure 7.25 Retrograde versus anterograde amnesia
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Are There Multiple Memory Systems?
Declarative vs. Procedural Semantic vs. Episodic Prospective vs. Retrospective
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Figure 7.26 Theories of independent memory systems
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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