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Memory

Memory. PSY 2012. Claudia Stanny. What is Memory?. Capacity to encode, store, and retrieve information. Types of Memory. Declarative Memory Facts & Events Memories can be talked about Demonstrated by recall or recognition Procedural Memory Skilled behavior

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Memory

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  1. Memory PSY 2012 Claudia Stanny

  2. What is Memory? • Capacity to encode, store, and retrieve information

  3. Types of Memory • Declarative Memory • Facts & Events • Memories can be talked about • Demonstrated by recall or recognition • Procedural Memory • Skilled behavior • Memories can not be talked about • Demonstrated by action

  4. Types of Declarative Memory • Episodic Memory • Memory for events • Events that occur at a specific time and place • Autobiographical memories • Semantic Memory • Knowledge • Meanings of words, math facts, geography facts • Abstract – not tied to personal experiences

  5. Memory Processes Long-Term Memory Sensory Memory Working Memory (includes short-term memory)

  6. Sensory Memory • Iconic Memory • Memory for visual information • Echoic Memory • Memory for auditory information

  7. Report What You Saw

  8. +

  9. W7K 1 LV PF RXBMC 5 U 3 A JY 4ZT8D

  10. Recall

  11. Performance on Whole and Partial Report Tasks

  12. Study the following letter pairs. Try to remember as many pairs as you can.

  13. IB MC IA BM WF BI UW FM CI VF WL BJ

  14. ???

  15. Study the following letter triads. Try to remember as many triads as you can.

  16. IBM CIA BMW FBI UWF MCI VFW LBJ

  17. ???

  18. Chunking • Combines information to create larger units • Increases the capacity of immediate memory

  19. Working Memory • Central Executive • similar to Short-Term Memory • Phonological Loop • acoustic, speech-based information • disrupted by speaking • disrupted by listening to irrelevant speech • Visuospatial Sketchpad • representation of images • disrupted by visual processing

  20. Long Term Memory • “Permanent” or very long duration memories • Importance of encoding & retrieval processes for storage in LTM • levels of processing • encoding specificity • importance of distinctive retrieval cues

  21. Application: Improving Study Skills • Depth of processing • Process Deeply • Use elaborative rehearsal instead of rote rehearsal • Organize the material • Form connections among to-be-remembered information • Organization can act as a retrieval cue • Form connections to existing knowledge • Metamemory • Evaluate your knowledge with self-tests • Give additional study to items you have trouble recalling

  22. Application: Eyewitness Memory • Memory as a reconstruction • Memory is not like a video or photograph • Influence of prior knowledge • Role of schemas and scripts in eyewitness recall • Influence of postevent information • Distortions introduced by biased wording of questions • Distortion introduced by exposure to new information • Influence of inferences • Distortions introduced by leading questions

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