Myers’ PSYCHOLOGY (6th Ed)

1. Myers’ PSYCHOLOGY (6th Ed) Chapter 9 Memory James A. McCubbin, PhD Clemson University Worth Publishers

2. Droodles and Common Cents • http://www.exploratorium.edu/memory/index.html

3. Memory • Memory • persistence of learning over time via the storage and retrieval of information • Flashbulb Memory • a clear memory of an emotionally significant moment or event

4. Memory • Memory as Information Processing • similar to a computer • write to file • save to disk • read from disk • Encoding • the processing of information into the memory system

5. Memory • Storage • the retention of encoded information over time • Retrieval • process of getting information out of memory

6. Memory • Sensory Memory • the immediate, initial recording of sensory information in the memory system • Working Memory • focuses more on the processing of briefly stored information

7. Memory • Short Term Memory • activated memory that holds a few items briefly • look up a phone number, then quickly dial before the information is forgotten • Long Term Memory • the relatively permanent and limitless storehouse of the memory system

8. Attention to important or novel information Sensory input Encoding External events Sensory memory Short-term memory Long-term memory Encoding Retrieving A Simplified Memory Model

9. Encoding Effortful Automatic Encoding- Getting Information In

10. Encoding • Automatic Processing • unconscious encoding of incidental information • space • time • frequency • well-learned information • word meanings

11. Encoding • Effortful Processing • requires attention and conscious effort • Rehearsal • conscious repetition of information • to maintain it in consciousness • to encode it for storage

12. Encoding • Ebbinghaus used nonsense syllables • TUV ZOF GEK WAV • the more times practiced on Day 1, the fewer repetitions to relearn on Day 2 • Spacing Effect • distributed practice yields better long term retention than massed practice

13. Time in minutes taken to relearn list on day 2 20 15 10 5 0 8 16 24 32 42 53 64 Number of repetitions of list on day 1 Encoding

14. 90 Percentage of words recalled 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 12 Position of word in list Encoding-Serial Position Effect

15. What Do We Encode? • Semantic Encoding • encoding of meaning • including meaning of words • Acoustic Encoding • encoding of sound • especially sound of words • Visual Encoding • encoding of picture images

16. Encoding

17. Encoding • Imagery • mental pictures • a powerful aid to effortful processing, especially when combined with semantic encoding • Mnemonics • memory aids • especially those techniques that use vivid imagery and organizational devices

18. Encoding • Chunking • organizing items into familiar, manageable units • like horizontal organization- 1776149218121941 • often occurs automatically • use of acronyms • HOMES- Huron, Ontario, Michigan, Erie, Superior • ARITHMETIC- ARat In Tom’s House Might Eat Tom’s Ice Cream

19. Encoding- Chunking • Organized information is more easily recalled

20. Encoding (automatic or effortful) Meaning (semantic Encoding) Imagery (visual Encoding) Organization Chunks Hierarchies Encoding • Hierarchies • complex information broken down into broad concepts and further subdivided into categories and subcategories

21. Storage-Retaining Information • Sensory Memory • the immediate, initial recording of sensory information in the memory system • Iconic Memory • a momentary sensory memory of visual stimuli • a photographic or picture image memory lasting less than a second. • Registration of exact representation of a scene • Echoic Memory • momentary sensory memory of auditory stimuli

22. Storage-Short Term Memory • Short Term Memory • limited in duration and capacity • “magical” number 7+/-2

23. Percentage who recalled consonants 90 80 70 60 50 40 30 20 10 0 3 6 9 12 15 18 Time in seconds between presentation of contestants and recall request (no rehearsal allowed) Storage-Short Term Memory

24. Storage-Long Term Memory • How does storage work? • Karl Lashley (1950) • rats learn maze • lesion cortex • test memory • Synaptic changes • Long-term Potentiation • increase in synapse’s firing potential after brief, rapid stimulation • Strong emotions make for stronger memories • some stress hormones boost learning and retention

25. Storage-Long Term Memory • Amnesia- the loss of memory • Explicit Memory • memory of facts and experiences that one can consciously know and declare • hippocampus- neural center in limbic system that helps process explicit memories for storage • Implicit Memory • retention without conscious recollection • motor and cognitive skills • dispositions- conditioning

26. Types of long-term memories Explicit (declarative) With conscious recall Implicit (nondeclarative) Without conscious recall Personally experienced events (“episodic memory”) Dispositions- classical and operant conditioning effects Facts-general knowledge (“semantic memory”) Skills-motor and cognitive Storage- Long Term Memory Subsystems

27. Hippocampus Storage-Long Term Memory • MRI scan of hippocampus (in red)

28. Retrieval- Getting Information Out • Recall • the ability to retrieve info learned earlier and not in conscious awareness-like fill in the blank test • Recognition • the ability to identify previously learned items-like on a multiple choice test

29. Retrieval • Relearning • amount of time saved when relearning previously learned information • Priming • activation, often unconsciously, of particular associations in memory

30. Retrieval Cues • Reminders of information we could not otherwise recall • Guides to where to look for info • Context Effects • memory works better in the context of original learning

31. Percentage of words recalled 40 30 20 10 0 Water/ land Land/ water Water/ water Land/ land Different contexts for hearing and recall Same contexts for hearing and recall Retrieval Cues

32. Retrieval Cues • Deja Vu- (French) already seen • cues from the current situation may subconsciously trigger retrieval of an earlier similar experience • "I've experienced this before" • Mood Congruent Memory • tendency to recall experiences that are consistent with one’s current mood • memory, emotions or moods serve as retrieval cues • State Dependent Memory • what is learned in one state (while one is high, drunk or depressed) can more easily be remembered when in same state

33. Retrieval Cues • After learning to move a mobile by kicking, infants had their learning reactivated most strongly when retested in the same rather than a different context (Butler & Rovee-Collier, 1989).

34. Forgetting • Forgetting as encoding failure • Information never enters the memory system • Attention is selective • we cannot attend to everything in our environment • William James said that we would be as bad off if we remembered everything as we would be if we remembered nothing

35. Attention External events Sensory memory Short- term memory Long- term memory Encoding Encoding Encoding failure leads to forgetting Forgetting as Encoding Failure

36. Percentage of list retained when relearning 60 50 40 30 20 10 0 1 2 3 4 5 10 15 20 25 30 Time in days since learning list Forgetting • Ebbinghaus- forgetting curve over 30 days • initially rapid, then levels off with time

37. 100% 90 80 70 60 50 40 30 20 10 0 Percentage of original vocabulary retained Retention drops, then levels off 1 3 5 9½ 14½ 25 35½ 49½ Time in years after completion of Spanish course Forgetting • The forgetting curve for Spanish learned in school

38. Attention Encoding External events Sensory memory Short-term memory Long-term memory Encoding Retrieval Retrieval failure leads to forgetting Retrieval • Forgetting can result from failure to retrieve information from long-term memory

39. Forgetting as Interference • Learning some items may disrupt retrieval of other information • Proactive(forward acting) Interference • disruptive effect of prior learning on recall of new information • Retroactive (backwards acting) Interference • disruptive effect of new learning on recall of old information

40. Forgetting as Interference

41. 90% 80 70 60 50 40 30 20 10 0 Without interfering events, recall is better Percentage of syllables recalled After sleep After remaining awake 1 2 3 4 5 6 7 8 Hours elapsed after learning syllables Forgetting • Retroactive Interference

42. Forgetting • Forgetting can occur at any memory stage • As we process information, we filter, alter, or lose much of it.

43. Sensory memory - the senses momentarily register amazing detail Short term memory - a few items are both noticed and encoded Long-term storage - Some items are altered or lost Retrieval from long-term memory - depending on interference, retrieval cues moods and motives, some things get retrieved, some don’t Information bits Forgetting

44. Forgetting- Interference • Motivated Forgetting • people unknowingly revise history • Repression • defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories • Positive Transfer • sometimes old information facilitates our learning of new information • knowledge of Latin may help us to learn French

45. Memory Construction • We filter information and fill in missing pieces • Misinformation Effect • incorporating misleading information into one's memory of an event • Source Amnesia • attributing to the wrong source an event that we experienced, heard about, read about, or imagined (misattribution)

46. Depiction of actual accident Leading question: “About how fast were the cars going when they smashed into each other?” Memory construction Memory Construction • Eyewitnesses reconstruct memories when questioned

47. Memory Construction • People fill in memory gaps with plausible guesses and assumptions • Imagining events can create false memories • Children's eyewitness recall • Child sexual abuse does occur • Some innocent people suffer false accusations • Some guilty cast doubt on true testimony

48. Memory Construction • Memories of Abuse • Repressed or Constructed? • Child sexual abuse does occur • Some adults do actually forget such episodes • False Memory Syndrome • condition in which a person’s identity and relationships center around a false but strongly believed memory of traumatic experience • sometimes induced by well-meaning therapists

49. Memory Construction • Most people can agree on the following: • Injustice happens • Incest happens • Forgetting happens • Recovered memories are commonplace • Memories recovered under hypnosis or drugs are unreliable • Memories of things happening before age 3 are unreliable • Memories, whether false or real, are upsetting

50. Improve Your Memory • Study repeatedly to boost recall • Spend more time rehearsing or actively thinking about the material • Make material personally meaningful • Use mnemonic devices • associate with peg words- something already stored • make up story • chunk-acronyms • SQ3R: Survey, Question, Read, Rehearse, Review