Transcript chamberlainMemoryx

Memory
 How
do we picture what is happening
when we are learning and remembering?
Information-Processing
computer
 To
Model: like a
remember we must:
Encode:
Store:
get the information to our brain
retain the information
Retrieve:
Get the information back out
But not quite a computer….
 We
can process simultaneously(sometimes
unconsciously)!
Parallel
Processing/2 Track
Connectionism:
views memories as
interconnected neural networks. Every time that
learning occurs these connections are made or
strengthened.
The 3 Step Process
1.
Record and encode information that
we want to remember as soon-todisappear sensory memory.
2.
Process the information into our
short-term/working memory
~Here we encode through rehearsal
and retrieval (making connections)
3.
Move the information into long-term
memory
1. Sensory Memory
 External
events and stimuli are
‘picked up’ by our five senses
 Very
short, but extremely
accurate
 Iconic
Memory: visual memory that
lasts no more than a few tenths of a
second
 Echoic
Memory: auditory memory
that lasts for 3 or 4 seconds
 Information
moved on
can be encoded and
Short-Term/Working Memory
 Originally
seen as a small storage
space for recent thoughts and
experiences
 Now
viewed as an active ‘desktop’
where your brain makes sense of
new input and links it with things that
are already in long-term memory
 ‘I
A
scream’ v. ice cream
“central executive” focuses your
attention. Without it, information
fades.
Short-Term/Working Memory

Still have limits
 Miller
and the Magical 7 (+/- 2) (phone numbers
and license plates anyone?)

Without active processing, limited life span

Working memory capacity seems to reflect
intelligence level.

Maintenance Rehearsal ‘resets the timer’
 Repeating

a phone number over and over
Here again, information can continue to be
encoded and moved to Long-Term
memory
Long-Term Memory

Limitless storage, mostly permanent.
Knowledge, skills, and experiences are
all stored here.

Some consolidation of short-term
memories can occur (making one
memory of a dinner party, instead of
just the sights, just the sounds etc.)

More on Long-Term later….
The ‘Back Door’ short cut:
Automatic Processing

Without consciously attending to it, our brains store some
information automatically

This is the ‘second-track’ of our two track minds
 Space-relationships:
“It’s around here somewhere..” You know what the
page looks like that that one fact is on
 Time:
Your brain automatically tracks the sequence of your day. This is
how you back-track to find your jacket
 Frequency:
already!”
How often an event happens. “I’ve done this twice

Classical Conditioning

Motor and Cognitive Skills (Procedural Memory)
How to make it stick: : how to form
new memories & increase our
ability to retrieve it later
1.
Effortful Processing
Strategies
Ready to play?
V
T
S
N
R
W
G
Write what you remember…..
WGV-SRMT
Write what you remember…..
Chunking
 Organizing
information into familiar and
manageable units
 Increases
 Try
recall
again?
VRESLI UEGBN GSORNW
CDOUL LWLE NTOD WTO
Write what you remember…..
SILVER BEGUN WRONGS
CLOUD DONT TWO
Write what you remember…..
What information is represented in
the following?
A. ROY G. BIV
B. My very excellent mother just
served us nine pizzas
C. HOMES
Mnemonics
 Can
be acronyms (like HOMES) but it’s
any use of vivid mental imagery to help
strengthen memories
 First used by Greeks to help remember
the epics
 We remember image words more than
abstract concepts
 Peg-word System: tool of world memory
champs
Ready to play again? Remember
as much as you can…
Grapes
Cucumber
Lettuce
Peas
Banana
Potato
Apple
Carrot
Onion
Pomegranate
Strawberry
Cabbage
Green Beans
Pepper
Watermelon
Broccoli
Write what you remember…..
Fruits
Grapes
Banana
Apple
Pomegranate
Strawberry
Water
Vegetables
Cucumber
Lettuce
Peas
Potato
Carrot
Onion
Cabbage
Green Beans
Pepper
Broccoli
Write what you remember…..
Hierarchies
 Type
of chunking
 Allows
 Study
us to retrieve information efficiently
tip: Read headings and outlines to
provide the structure as you read
Distributed Practice

Spacing effect: information encoded over time has higher
retention rates

Massed practice (cramming) = short term gain and feelings
of confidence but little long term gain

Once there is mastery it is better to walk away and come
back later

This is also true for learning over long periods of time

Spaced ‘practice sessions’=greater memory success

Best example: repeated self-testing. Ask yourself questions
on the material instead of rereading (highlighting and
underlining).
The words will briefly appear, then
you will be asked a question…
Try to remember the words
CHAIR
Was the word in capital letters?
brain
Did the word rhyme with
train?
doll
Would the word fit in this sentence?
The girl put the __________on the table.
Now write down the three words….
Levels of Processing
 Shallow
Processing: encoding on a basic
level…letters or sounds
 Deep
Processing: encoding semantically
(based on the meaning of the word). The
deeper, more meaningful, the more likely
we’ll retain the information
Last time!
Listen to the following passage and
remember as much as you can….
Write what you remember…..
Next step, half the class…..
WASHING
CLOTHES
Write what you remember…..
Make material personally
meaningful!
 Rephrasing
information into meaningful terms
helps us remember
 Meaningful
learning that connects/relates new
information to information already in storage is
more efficient and the best technique
 If
you can relate it to yourself: Self-Reference
Effect. We remember things about us or that are
deemed as ‘relevant to us’, best.
Brain Parts and Memory
*Add to your diagrams or back
page
 Explicit
Memory: Frontal Lobes & Hippocampus
 Recalling
facts or episodes uses the frontal lobes (working
memory area)
 Hippocampus:
acts like a ‘save button’ but doesn’t store it.
If area is damaged or removed no new explicit memories
form. Memories are ‘shifted’ to other storage areas.
Memory consolidation is part of this and sleep supports this.
Memories seem to be shifted to the surrounding cortex.
Hippocampus
Implicit Memories: Cerebellum &
Basal Ganglia

Cerebellum key in forming and storing classical condition memories.

Basal Ganglia: deep brain structures involved in motor movement and
procedural memory. Doesn’t send information back to cortex for
conscious processing. (you remembering how to ride a bike)

Infantile amnesia: As adults no conscious memories of first three years.

Explicit memories use words infants don’t have

Hippocampus one of last brain structures to develop
Amygdala: Emotions and Memory

Emotions =stress hormones ->more fuel for brain activity=telling
the brain something important is happening

Stress hormones=focus. They provoke the Amygdala to initiate a
memory trace in the frontal lobes and basal ganglia and to
boost activity in the brain’s memory areas.
 This
can mean that Emotional Arousal causes certain events get ‘seared
into’ our memories while interfering with neutral ones.
 Emotions
aren’t always consciously in use.
 Dramatic
memories stay with us because we recall them often (good or
bad)
Synapses and Neural Pathways
 The
more activity in a particular pathway, more
interconnections and strengthening is
happening.
 Learning
can increase the number of synapses,
increasing efficiency
 Highly
stimulated neurons need less prompting
to release a neurotransmitter and more
connections are present: Long-Term
Potentiation
Memory Retrieval…on to your boards plz
Memory Retrieval…Cues can help
 Priming:
the often unconscious “waking up” associations
that can set us up to think or remember in certain ways
(picture of rabbit can lead to hare instead of hair)
 Context-Dependent
Memory: Putting the subject back in
the environment in which the memory was created can
prime retrieval
Encoding
Specificity Principal: cues and contexts that
are specific to a particular memory will be the most
effective in aiding recall
Memory Retrieval
 State-Dependent
Memory: Returning to the state we
were in aids recall (drunk hiding $).
Mood
Congruent: The mood you’re in tends to cause
you to remember events that happened when you
were in the same mood OR to tinge your memories
(ex: how are your parents?).
 Serial
Position Effect: our tendency to best recall the first
(primacy effect) and last (recency effect) items in a list.
On your boards…where/how
should we put…..
Priming?
Context
Dependent?
Serial Position Effect?
Forgetting

Much of what we sense
we don’t notice (focus
on) and so we don’t
encode which means no
memory

Encoding Failure

Age can affect
encoding efficiency, but
that’s not necessarily
what’s going on for most
of us
On your boards…where/how
should we put…..
Encoding
Failure?
Forgetting

Even if encoding occurs…

Storage Decay: forgetting
things that were at one
time placed into long-term
memory.

Ebbinghaus Forgetting
Curve: Steep initial dip,
then a leveling off

Caused in part to the
fading physical memory
trace
On your boards…where/how
should we put…..
Storage
Decay?
Forgetting

Storage is fine but….

Retrieval Failure: Failure to access memories
 Tip-of-the-tongue;
T)
 Interference
other’s way)
Sometimes cues can help (it starts with
(new and old learning getting in each
Proactive
Interference: old memories block new (pro)
information recall(locker combo)
Retroactive
Interference: new information blocks old
(retro) information recall(trying to use your old cell or
computer)
On your boards…where/how
should we put…..
Retrieval
Failure?
Pro and Retro Interference?
Amnesia

Causes: physical trauma,
emotional trauma, illness

Source Amnesia-see Bellwork 9/14

Anterograde Amnesia: The inability
to form new memories after the
incident but can still recall the past
(50 First Dates)

Retrograde Amnesia: The inability
to remember information from
before the incident, but can make
new memories (Bourne Movies)