Chapter 8 MEMORY
Chapter 8 MEMORY. possible positive characteristic of no memory. No painful recollections so they won’t have anger. MEMORY. Persistence of learning over time through the storage and retrieval of information. David Myers father and son.
Chapter 8 MEMORY
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Presentation Transcript
possible positive characteristic of no memory • No painful recollections so they won’t have anger
MEMORY • Persistence of learning over time through the storage and retrieval of information
David Myers father and son • Dad could not lay down new memories but had a large ability to remember
Haber’s study • After seeing faces for 10 seconds we are able to recognize 90% later
Unconscious recognition • This is an elephant. You would no for sure if you had seen the full figure earlier because you would remember the similar shape
Encoding • Processing of information into the memory system
Storage • Retention of encoded information over time
retrieval • Process of getting information out of memory storage • Receive email
Atkinson and Schiffrin • Sensory memory • Short-term memory • Long-term memory
Sensory memory • Immediate very brief recording of sensory information in the memory system Momentary photographic memory When George Sperling flashed a group of letters similar to this for one-twentieth of a second, people could recall only about half of the letters. But when signaled to recall a particular row immediately after the letters had disappeared, they could do so with near-perfect accuracy.
short-term memory • activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing, before the information is stored or forgotten
long-term memory • the relatively permanent and limitless store-house of the memory system. Includes knowledge, skills, and experiences
automatic processing • Unconscious encoding of incidental information (space, time, frequency) and of well-learned information (word meaning)
effortful processing • Encoding that requires attention and conscious effort
rehearsal • The conscious repetition of information, either to maintain it unconsciously or to encode it for storage
Ebbinghaus’ study • The more he practiced nonsense syllables on day one , the less he needed to learn on day 2 • The more time we spend learning novel information, the more we retain
spacing effect • The tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice
Why is giving a student 4-5 days to study important? • They will be able to retain more information due to the spacing effect
Testing effect • Repeatedly being tested –more learning than practice
beat cramming • Space out your study to retain more information • Self-assessment
serial position effect • Our tendency to recall best the last and first items in a list
advice to Spanish teacher • They should put the hardest words first • The next difficult words at the end • The easiest words in the middle
recency • Last items are still in working memory, and people briefly recall them especially quickly and well
primary effect • After a delay, recall is best for the first items
visual encoding • Encoding of picture images
acoustic encoding • Encoding of sound (especially words)
semantic encoding • Encoding of meaning (including the meaning of words)
Wickelgren • The time you spend thinking about material, reading, and relating it to previously stored material
self reference effect • Relating new information to previously stored material or experiences
imagery • Mental pictures; powerful aid to effortful processing, especially when combined with semantic encoding
Imagery in visual encoding • It allows us to remember it longer because instead of thinking about it we know exactly what it looks like
rosy retrospection • People tend to recall events more positively than they judged them at the time
Why might a vacation you did not like seem better now than before? • You will most likely just remember the high points
mnemonic device • Memory aids; especially these techniques that use vivid imagery and organizational devices
peg-word system • Memorized jingly so you can count by peg words. We are able to visually associate other things with peg words
chunking • Organizing items into familiar, manageable units, often occurs automatically • EXAMPLES: chess master (recall positions quickly)
How is chunking applied • Creating a word (a form of chunking) to learn it better ROY G BIV
Bower • Organization helps to recall time and accuracy
iconic memory • Momentary sensory memory of visual stimuli, photographic/picture; image memory lasts no more than a few tenths of a second
Sperling’s • Showed all available for recall but only for a couple seconds. Tone sound for which line to read but if delayed recall less.
echoic memory • Momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds
How can a teacher can get tricked? • Kids can recall the last few words because they were unconsciously listening
Peterson and Peterson • After 3 seconds only recalled half of the time after 12 seconds they seldom recalled any of it
George Miller’s 7 plus or minus 2 • STM can usually store 7 pieces of information (give of take 2)
Could people my age remember phone numbers with area codes prior to cell phones? • No, because it is out of the number of short term memory (10 numbers instead of 9)
RajanMadhevan’s memory • Repeat 50 random digits backward • Could recite pi with prompt of 10 numbers
Lashley • Memories are not stored in only one spot
