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Memory

Memory. Psychology 1106. Introduction. What is memory? Basically some indication that learning has persisted over time Early on lots of study went into memory Ebbinghaus and nonsense syllables Found savings. A teensy bit of history. Then along came the behaviourists

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Memory

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  1. Memory Psychology 1106

  2. Introduction • What is memory? • Basically some indication that learning has persisted over time • Early on lots of study went into memory • Ebbinghaus and nonsense syllables • Found savings

  3. A teensy bit of history • Then along came the behaviourists • Nobody wanted to talk about memory • WWII, information theory • Cognitive revolution • Today we study memory extensively

  4. A framework • Information theory talks about inputs and outputs • Basically encoding, storage and retreival • Information processing approach to memory • Atkinson and Shiffrin

  5. The Atkinson Shiffrin Model Sensory Register Short Term Memory Long Term Memory

  6. Encoding • Automatic vs. Effortful processing • Massed vs Distributed practice • The Spacing effect • Serial position effect • Early and later stuff better remembered

  7. More encoding • Semantic vs. acoustic vs. visual • Meaning vs. sensory properties • AKA conceptually driven vs. data driven processing • We may encode imagery • Al Paivio’s ideas • Concrete vs. abstract words

  8. Encoding still…. • The key may be meaning • (Bransford and Johnson, 1972) If the balloons popped, the sound wouldn’t be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying, since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course, the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem is that a string could break on the instrument. Then there could be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face to face contact, the least number of things could go wrong.

  9. Context is the key • People remembered the passage much better with the picture on the left • The one on the right does not fit though it has all the same images

  10. Encode this • By the way, those data show how important it probably is to read the chapters BEFORE coming to class • We organize information in chunks and hierarchies • A chunk is the smallest unit of information we can remember • Phone numbers for example • Experts are better chunkers than non experts • Some forgetting is a failure of encoding

  11. Storage • Sensory memory or register • Icon • Echo • Information lasts for a very short time in the sensory register • Information is raw in a way

  12. The icon JHGF MNBV PUYT X People can’t report the G, but can report the H and the F! Lasts maybe a second or so

  13. Storage in STM • Again, pretty brief if information is not processed at all • A couple of seconds • 7 +/- 2 chunks • Interference • Working memory • Visuo spatial sketchpad and phonological loop

  14. Storage in LTM • Essentially limitless capacity • Episodic vs. semantic memory • Tulving • Dissociable

  15. Flashbulb Memories • Seem to be hyper accurate • Seem to be super detailed • Almost always about shared cultural experiences • But they are NOT as accurate as they seem

  16. How is stuff stored? • Long Term Potentiation (LTP)? • New Connections? • Seems sensible, but, not clear yet • Hormonal effect on memory • Chemical effects • Stronger emotions often lead to stronger memories

  17. Forms of memory • Episodic vs. Semantic (Tulving) • Declarative vs. Procedural (Squire) • Hippocampus is probably key • Removal of Hp leads to loss of ability to encode • Hmm • Implicit vs. Explicit Memory

  18. Priming • Priming of implicit memory • Even amnesiacs show normal priming! • Recently been shown in non humans • (Brodbeck, 1997)

  19. Retrieval • So, how do we get stuff out of memory? • Recognition failure of recall • Why do we recognize stuff better than we recall it? • Retrieval cues

  20. Retrieval Cues • Context effects • May very well explain deja vu • State dependent learning • Drug states act as retrieval cues • Emotional states act as retrieval cues • Keeps you sad, or happy

  21. Interference • So, forgetting may be a failure of recall • Proactive interference • Retroactive interference • Then again, competing information can help • Transfer of training, savings

  22. Please just listen • Pin • Inoculation • Haystack • Sharp • Pointy • Knitting • phonograph

  23. Memory construction • Our memories are not perfect • Its not a VCR • We fill in gaps with reasonable guesses • Like we do with ‘flashbulb memories’ • Eyewitnesses can be affected by the wording of questions • Young kids are prone to this • Though adults are too • We do not forget the traumatic

  24. Raise you hand if you heard this word earlier • Pin • Book • Chair • Ceiling • Sharp • Pointy • Haystack • needle

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