Unit 2: Memory (Cognition)

1. WHS AP Psychology Unit 2: Memory (Cognition) Essential Task 2-2: Outline principles that help improve memory functioning at each stage: encoding - attention, chunking, serial positioning effect, deep versus shallow processing, and rote rehearsal storage - decay theory, elaborative rehearsal, spacing effect, method of loci, and link method retrieval - retroactive interference, proactive interference

2. Information Processing Model We are here gone 1. Encoding Long Term Memory 2. Storage 3. Retrieval All the rest Retrieval Sensory Registers ExternalStimuli Attention Short Term Memory

3. Essential Task 2-2: Outline • Improving Encoding • attention • chunking • serial positioning effect • Schemata and Hierarchy • deep versus shallow processing • Improving storage • decay theory • spacing effect • Rote rehearsal vs. elaborative rehearsal • Mnemonics like method of loci and link method • Retrieval • Retrieval Cues and Priming • Situational factors • State dependent • Allow for Parallel Processing

4. Improving Encoding Outline

5. Attention? Pay Attention • You can consciously decide to pay attention to something. • If you don’t pay attention it won’t enter your STM and never get to your IPM. Outline

6. Chunking • The grouping of information into meaningful units for easier handling by short term memory. • M-S-N-N-A-S-A-C-I-A-C-O-M Or • MSN NASA CIA COM Outline

7. Conduct Inclusive Memory Activity Now

8. Serial Position Effect • People tend to recall the first items (primacy effect) and last items (recency effect) in a list • Demonstrates how short- and long-term memory work together • Primacy effect reflects long-term memory • Recency effect reflects short-term memory Outline

9. Serial Position Effect Outline

10. Schemata • A schema is a set of beliefs or expectations about something based on past experience • Incoming information is fit with existing schemata • (concept maps) • Schemata can also influence the amount of attention paid to a given event • Reconstruction • Memories can be altered with each retrieval • We do this to keep the schemata of our self and our environment Outline

11. Hierarchy Complex information broken down into broad concepts and further subdivided into categories and subcategories.

12. Encoding Summarized in a Hierarchy

13. Conduct Processing Activity Now Outline

14. Deep Versus Shallow Processing Deep Processing analyzes meaning Shallow processing does not Outline Outline

15. Improving Storage Outline

16. Decay Theory • The decay theory argues that the passage of time causes forgetting. • The longer information is not accessed, increases the chances of forgetting it. Outline

17. Distributed Practice • Distributing rehearsal (spacing effect) is better than practicing all at once (massed practice). You can memorize a poem a lot easier if you break it down into 5 parts over 5 days instead of all at once. • Use the Testing effect – repeated self-testing. Hence the questions at the end of our readings.

18. Maintaining Long-Term Memory • Rote rehearsal • Repetition can result in long-term memory • Only effective if there is intent to learn material • Example: What does a penny look like? Outline

19. Maintaining Long-Term Memory • Elaborative rehearsal • Process of relating new information to information already stored in memory • Meaning is assigned to new information and then linked to as much existing knowledge as possible • Hence Psych Immersions Outline

20. Link Method • First imagine a silly, memorable image that represents the type of list you want to remember. Also include in this image the first item on the list (see below for example). This image is your header for the list. • Think of another silly, memorable image that links the first item on the list to the second item and so on. Outline

21. Method of Loci • In this technique the subject memorizes the layout of some building, or the arrangement of shops on a street, or any geographical entity which is composed of a number of discrete loci. When desiring to remember a set of items the subject literally 'walks' through these loci and commits an item to each one by forming an image between the item and any distinguishing feature of that locus. Outline

22. Improving Retrieval Outline

23. Retrieval Cues Memories are held in storage by a web of associations. These associations are like anchors that help retrieve memory. water smell hose Fire Truck fire smoke truck heat red

24. 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.

25. Where and when matters • Situational factors • Recall of information is better if environment is the same as when information was learned • State-dependent memory • Recall of information is better if person is in the same physiological state as when information was learned

26. Parallel Processing • Tip of the Tongue Phenomenon is when you can almost recall something, but can’t quite get it. • If you leave it your brain will continue to work on this problem eventually surfacing with the answer. • Thus you later yell out the name of the actor and everyone looks at you like you are odd.

27. Schemata • A schema is a set of beliefs or expectations about something based on past experience • Incoming information is fit with existing schemata • Schemata can also influence the amount of attention paid to a given event • Reconstruction • Memories can be altered with each retrieval • We do this to keep the schemata of our self and our environment Outline