memory chapter 9
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MEMORY Chapter 9. GabbyHopeful DocWheezy ScaredySleepy HappyStubby PuffyPop DopeyBashful SniffyLazy WishfulShorty SloppyDroopy Teach Grumpy SmileyClumsy Bob Cheerful JumpyPuffy SneezyShy. Happy. Sneezy. Dopey. Doc. Bashful. Grumpy. Sleepy. - PowerPoint PPT PresentationTRANSCRIPT
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MEMORYChapter 9
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Gabby Hopeful
Doc Wheezy
Scaredy Sleepy
Happy Stubby
Puffy Pop
Dopey Bashful
Sniffy Lazy
Wishful Shorty
Sloppy Droopy
Teach Grumpy
Smiley Clumsy
Bob Cheerful
Jumpy Puffy
Sneezy Shy
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Doc
Grumpy
Happy
Sleepy
Sneezy
Bashful
Dopey
two D’s, two S’s & three Emotions
Doc, Dopey, Sleepy, Sneezy, Grumpy, Happy & Bashful
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The Phenomenon of Memory
Memory is any indication that learning has persisted over time. It
is our ability to encode, store and retrieve information.
The Persistence of Memory – Salvador Dalí, 1931
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Interesting Memory Phenomena
• Flashbulb (Episodic) Memory = clear, strong, persistent memory usually caused by a unique/highly emotional moment.– Not free from errors, however
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Interesting Memory Phenomena
• Eidetic (Photographic) Memory – the research is mixed as to whether this is a real phenomenon or not
Kim Peek – the real “Rain Man”
Daniel Tammet (Brain Man) - Synesthesia
http://abcnews.go.com/2020/video/brain-man-explains-synaesthesia-10765484
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Basic Tasks of Memory
Keyboard(Encoding)
Disk(Storage)
Monitor(Retrieval)
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Information Processing
The Atkinson-Schiffrin three-stage model of memory includes a) sensory memory, b) short-
term memory, and c) long-term memory.
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Atkinson-Shiffrin Three-Stage Processing Model
Sensory memory has 2 parts:– Iconic store = visual information– Echoic store = sound information
Since we cannot focus all the sensory information in the environment, we select information that is important to us (through selective attention).
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Working Memory
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Encoding: Getting Information In
How We Encode
1. Some information (route to your school) is automatically processed.
2. However, new or unusual information (friend’s new cell-phone number) requires attention and effort.
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Automatic/Parallel Processing
We process an enormous amount of information effortlessly, such as the
following:
1. Space: While reading a textbook, you automatically encode the place of a picture on a page.
2. Time: We unintentionally note the events that take place in a day.
3. Frequency: You effortlessly keep track of things that happen to you.
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Effortful/Serial 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 (conscious repetition).
Ebbinghaus studied rehearsal by using nonsense syllables:
TUV YOF GEK XOZHermann Ebbinghaus
(1850-1909)
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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. This is why long-term studying is better than cramming!!!
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 Meaning
Q: Did the word begin with a capital letter?
StructuralEncoding
Q: Did the word rhyme with the word “weight”?
Q: Would the word fit in the sentence? He met a __________ in the street.
PhonemicEncoding
SemanticEncoding
“Whale”
Intermediate
Deep
Shallow
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Results
We tend to remember things better and easier when we attach relevance and meaning of that information
to ourselves.
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Visual EncodingMental pictures (imagery) are a powerful aid
to effortful processing, especially when combined with semantic encoding.
Showing adverse effects of tanning and smoking in a picture may be more powerful than simply talking about it.
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Mnemonics
Imagery is at the heart of many memory aids. Mnemonic techniques use vivid imagery in
aiding memory.
Method of Loci = using visual place cues
(either real or imagined) to
help remember topics.
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Break down complex information into broad concepts and further subdivide
them into categories and subcategories.
Organizing Information for Encoding
1. Chunking
2. Hierarchy
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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
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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Hierarchy
Complex information broken down into broad concepts and further subdivided
into categories and subcategories. (Which is why I took notes in outline form
when I was a student).
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Storage: Retaining Information
Storage is at the heart of memory. Three stores of memory are shown
below:SensoryMemory
WorkingMemory
Long-termMemory
Encoding
RetrievalEncoding
Events
Retrieval
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Sensory Memory
SensoryMemory
WorkingMemory
Long-termMemory
Encoding
RetrievalEncoding
Events
Retrieval
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Sensory Memory
20
40
60
80
Perc
en
t R
ecog
niz
ed
0.15 0.30 0.50 1.00
Time (Seconds)The longer the delay, the greater the memory loss.
R G TF M QL Z S
The exposure time for the stimulus is so smallthat items cannot be rehearsed.
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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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Working Memory
SensoryMemory
WorkingMemory
Long-termMemory
Encoding
RetrievalEncoding
Events
Retrieval
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Working Capacity
You should be able to
recall 7±2 letters.
Working memory, the new name for short-term memory, has a limited capacity (7±2) and a short
duration (~20 seconds).
M U T G I K T L R S Y P
Ready?
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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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Long-Term Memory
SensoryMemory
WorkingMemory
Long-termMemory
Encoding
RetrievalEncoding
Events
Retrieval
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Long-Term MemoryUnlimited capacity store. Estimates on
capacity range from 1000 billion to 1,000,000 billion bits of information
The Clark’s nutcracker can locate 6,000 caches of
buried pine seeds during winter and spring.
AP Psych Rocks!
WOW!
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Memory Feats
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Memory Stores
FeatureSensoryMemory
Working Memory
LTM
Encoding Echoic Chunking Semantic
Capacity ~15 items7±2
ChunksUnlimited
Duration 1/4 second 1 minute Years
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Stress Hormones & Memory
Heightened emotions (stress-related or otherwise) make for stronger memories of specific events. However, continued stress may disrupt memory
(which is another reason why cramming the night before doesn’t really work).
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Storing Implicit & Explicit Memories
Explicit Memory (declarative memory-conscious) refers to facts and experiences that one can consciously know and
declare. Implicit memory (procedural memory-unconscious) involves
learning an action while the individual does not know or declare what she knows.
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Hippocampus
Hippocampus – a neural center in the limbicsystem is the site of temporary
processing of explicit memories.
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No New Memories
Anterograde Amnesia
AnterogradeAmnesia
- old memory intact but loss of new
memories
Surgery
After losing his hippocampus in surgery, the patient remembered everything before the operation but cannot make new memories.
We call this anterograde amnesia.
Memory Intact
Retrograde Amnesia = can form new memories but loss of old memories occurs
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Cerebellum
Cerebellum – a neural center in the hindbrain that processes implicit memories.
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Retrieval: Getting Information Out
Retrieval refers to getting information out of the memory store.
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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
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 (which is
related to implicit memory).
1) __ h __ p __ __ __ k 3) __ o g __ y __ __ n
2) __ c __ __ __ us 4) __ l __ __ a t __
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Context EffectsScuba 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 (this is why Walton always offers the SAT).
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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.
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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.
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State-Dependent MemoryThe idea of state-dependentmemory proposes that internalcues are also a factor inremembering (people
rememberbetter when their internal
statesmatches when theylearned/experienced theinformation).
1. Mood-congruence2. Situations/feelings3. Chemically altered states of
consciousness
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Daniel Schacter’s “7 Sins of Memory Failure”
1. Absent-mindedness – encoding failure by lack of attention to detail
2. Transience – storage decay over time3. Blocking – cannot get to stored info4. Misattribution – confusing the source with
something/someone else5. Suggestibility – misinformation causes
misidenitification/false memories6. Bias – personal beliefs affect memories7. Persistence – haunted by unwanted memories
forg
ettin
gdi
stor
tion
intr
usio
n
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Encoding FailureWe cannot remember what we do not
encode.
Forgetting = an inability to retrieve information due to poor encoding, storage,
or retrieval.
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Which penny is real?
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Storage Decay
Poor durability of stored memories leads to their decay. Ebbinghaus showed this with his forgetting
curve.
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Ebbinghaus Forgetting CurveSpanish
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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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Proactive (forget new) and Retroactive ( forget new)
InterferenceLearning some new information may disrupt
retrieval of other information.
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Retroactive Interference
Sleep prevents retroactive interference. Therefore, it leads to better recall.
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Motivated Forgetting
Motivated Forgetting: People unknowingly revise their memories.
Repression: A Freudian/psychodynamic defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness.
Sigmund Freud
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Why do we forget?
Forgetting can occur at any memory stage. We
filter, alter, or lose much
information during these
stages.
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Memory Construction
While tapping into 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.Imagination Effect: Repeated imaginations of things/events can create false memories
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Loftus & Palmer: Memory
Hypothesis & Methodology
• Hypothesis: People will remember a car accident differently if given different language cues (words) about the accident
• Students watched a film of two cars colliding• Collision was moderate with no broken glass• Asked questions about speed
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Loftus & Palmer: Results
• People reported the fastest speeds if the researchers had used the word “smashed” in the question
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 & Palmer: Results & Implications
• 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
• People remember things differently depending on the language used to describe an event (“smashed” versus “hit”)
• This demonstrates the Misinformation effect
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Source Amnesia (a.k.a. source misattribution).: Attributing an event to the wrong source that we
experienced, heard, read, or imagined.
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.
http://www.msnbc.msn.com/id/39166049/ns/us_newsthe_new_york_times/?GT1=43001
False Memories
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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
sometimes be constructed (power of suggestion).
Memories of Abuse
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Types of Neurobiological Disorders that can lead to
Memory Distortion
• Anterograde Amnesia = old information remembered but new memory formation not possible (lose new memory)
• Retrograde Amnesia = can form new memories but loss of old memories occurs (lose old memory)
• Infantile Amnesia = lack of many but not all memories before the age of 3 or 4 (and is completely normal)
• Alzheimer’s Disease
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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 devices5. 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.