Transcript Memory
Memory http://www.youtube.com/watch?v=zJAH4ZJBi N8 • Goal How do we encode information for memory? • Learning Target: Describe memory in terms of information processing, and explain the encoding process. Take out a piece of paper… • Name the seven dwarves….. Now name them….. Was it easy or hard? • It depends on several things…. • If you like Disney movies? • When was the last time you have seen the movie? • Are people around you being loud pain in the butts so you cannot concentrate? Recall Versus Recognition Recall • you must retrieve the information from your memory • fill-in-the blank or essay tests Recognition • you must identify the target from possible targets • multiple-choice tests The Memory Process Three step process…. 1. Encoding: The processing of information into the memory system. 2. Storage: The retention of encoded material over time. 3. Retrieval: The process of getting the information out of memory storage. Three Box Model of Memory Encoding Process Encoding Effortful Automatic Info-Processing • Automatic – Parallel processing (brain does many things at once) – Remembering space, time, frequency, welllearned info • Effortful – Rehearsal/repetition Ebbinghaus Ebbinghaus used nonsense syllables TUV ZOF GEK WAV the more times practiced on Day 1, the fewer repetitions to relearn on Day 2 http://www.intropsychresources.com/pmwiki/pmwiki/uploads/ResourcesByTopic/allpurpo sedemo.ppt Take out a piece of paper and name all the Presidents… Encoding Information • Primacy Effect • Recency Effect • Serial Positioning Effect Spacing Effect • DO NOT CRAM!!!!!!!!!!!! • Ebbinghaus’s Forgetting Curve The ways we can encode… • Visual Encoding: the encoding of picture images. • Acoustic Encoding: the encoding of sound, especially the sounds of words. • Semantic Encoding: the encoding of meaning. 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 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--A Rat In Tom’s House Might Eat Tom’s Ice Cream Encoding: Chunking Organized information is more easily recalled Encoding Hierarchies (Semantic Networks) complex information broken down into broad concepts and further subdivided into categories and subcategories Encoding (automatic or effortful) Meaning (semantic Encoding) Imagery (visual Encoding) Chunks Organization Hierarchies Peg-Word System • • • • • One is a bun Two is a shoe Three is a tree Four is a door Five is a hive • • • • • Six is sticks Seven is heaven Eight is a gate Nine is swine Ten is a hen Method of Loci • • • • • Honey Dog food Sugar Oranges Ice cream • • • • • Peanut butter Bread Pork chops Milk Potato chips • Goal Describe memory in terms of information processing, and distinguish among sensory, short-term, and longterm memory. Storage: Sensory Memory • Iconic memory – Brief sensory memory of images (tenths of a second) • Echoic memory – Brief sensory memory of sounds (2-4 secs) Storage: Short-Term (STM)/ Working Memory Percentage 90 who recalled consonants 80 70 60 50 40 30 20 10 0 3 6 9 12 15 • Limited duration & capacity • Magical number (7+/2 items) • Events are encoded visually, acoustically or semantically. • We recall digits better than letters. 18 Time in seconds between presentation of contestants and recall request (no rehearsal allowed) Storage: Long-Term Memory (LTM) How does storage work? Karl Lashley (1950) rats learned maze, lesioned cortexes, retested memory still partial memory Synaptic changes Long-term Potentiation increase in synapse’s firing potential after brief, rapid stimulation Storage: Long-Term Memory (LTM) Strong emotions make for stronger memories = FLASHBULB MEMORIES • Mood-congruent memory remember when in same mood as learned/rehearsed • State-dependent memory remember when in same conscious state as learned/ rehearsed Storage: Long-Term Memory Subsystems Types of long-term memories Explicit (declarative) With conscious recall Facts-general knowledge (“semantic memory”) Personally experienced events (“episodic memory”) Implicit (nondeclarative) Without conscious recall Skills-motor and cognitive Dispositionsclassical and operant conditioning effects Storage: Long-Term Memory MRI scan of hippocampus (in red) Hippocampus Retrieval • Recall v. recognition tasks • Relearning - how much less time it takes to learn material the second time • Priming - activation of unconscious associations in memory Retrieval: Context Effects • Godden and Baddeley (1975) Percentage of words recalled 40 30 20 10 0 Water/ Land/ land water Different contexts for hearing and recall Water/ Land/ water land Same contexts for hearing and recall Retrieval: Context & Mood • Déjà Vu (French)-”already seen” • cues from the current situation may subconsciously trigger retrieval of an earlier similar experience • Mood-congruent • memory State-dependent memory • What is the color of the top stripe of the American flag? • Most wooden pencils are not round. How many sides do they typically have? • In what hand does the Statue of Liberty hold her torch? • The White House is pictured on the back of a $20 bill. What is the on the back of a $10 bill? $5 bill? $1 bill? • What four words besides “In God We Trust” appear on most U.S. coins? Forgetting: Encoding Failure • Info never gets to LTM Attention External events Short- Encoding LongSensory term term memory Encoding memory memory Encoding failure leads to forgetting Forgetting: Encoding Failure Forgetting: Storage Decay Percentage of list retained when relearning 60 Ebbinghaus forgetting curve over 30 days-initially rapid, then levels off with time 50 40 30 20 10 0 12345 10 15 20 25 Time in days since learning list 30 Forgetting: Storage Decay The forgetting curve for Spanish learned in school Percentage of 100% original 90 vocabulary 80 retained Retention drops, 70 then levels off 60 50 40 30 20 10 0 1 3 5 9½ 14½ 25 35½ 49½ Time in years after completion of Spanish course Forgetting: Retrieval Failure Forgetting can result from failure to retrieve information from long-term memory Attention External events Sensory memory Encoding Encoding Short-term Long-term memory Retrieval memory Retrieval failure leads to forgetting Forgetting: Interference • Proactive (forward-acting) interference old info disrupts memory of new info • Retroactive (backward-acting) interference new info disrupts memory of old info Forgetting Forgetting can occur at any memory stage As we process information, we filter, alter, or lose much of it Repression? Amnesia • Retrograde amnesia: inability to remember info before a trauma • Anterograde amnesia: inability to remember info after a trauma Amnesia • Infantile amnesia: difficult to remember vivid memories from before ages 2-3 • Dissociative amnesia: inability to remember info due to psychological trauma Forgetting- Interference Motivated Forgetting people unknowingly revise memories Repression defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories 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) Memory Construction Depiction of actual accident Eyewitnesses reconstruct memories when questioned Leading question: “About how fast were the cars going when they smashed into each other?” Memory construction 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 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 especially unreliable Memories of things happening before age 3 are unreliable Memories, whether false or real, are upsetting 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 Improve Your Memory Activate retrieval cues--mentally recreate situation and mood Recall events while they are fresh-before you encounter misinformation Minimize interference Test your own knowledge rehearse determine what you do not yet know