Transcript Memory Chapter 8 - Bremerton School District

Memory
Chapter 8
Unit 7 ~ Part 1
AP Psychology ~ Ms. Justice
BIG IDEAS
Studying Memory: Information-Processing Models
Encoding: Getting Information In
Storage: Retaining Information
Retrieval: Getting Information Out
Forgetting
Memory Construction
Improving Memory
The Phenomenon of Memory
Memory is any indication that learning has
persisted over time. It is our ability to store and
retrieve information.
1: How do psychologists
describe the human
memory system?
Information Processing Models
Encoding – getting information into the brain
Storage – retaining information
Retrieval – getting information back out
Keyboard
(Encoding)
Disk
(Storage)
Monitor
(Retrieval)
Computers process
information in a
speedy, sequential
process; the human
brain is slower but
does many things at
once
Information Processing
The Atkinson-Schiffrin (1968) three-stage model
of memory includes:
a) sensory memory – an immediate recording of
information
b) short-term memory – activated memory that
holds a few items briefly (info. is either stored
or forgotten)
c) long-term memory – relatively permanent and
limitless storehouse of the memory system
Modifications to the Three-Stage Model
1. Some information skips the first two stages
and enters long-term memory automatically.
2. Since we cannot focus on all the sensory
information received, we select information
that is important to us and process it into our
working memory – short-term memory that
focuses on conscious, active processing of
information.
2: What information do we encode
automatically? What information do
we encode effortfully, and how does
the distribution of practice influence
retention?
Encoding: Getting Information In
How We Encode
1. Some information (route to your school) is
automatically processed.
2. However, new or unusual information (friend’s
new cell-phone number) requires attention and
effort.
Automatic Processing
We process an enormous amount of information
effortlessly, such as the following:
1. Space: While reading a textbook, you
automatically encode the place of a
picture on a page.
2. Time: We unintentionally note the
time that events take place in a day.
3. Frequency: You effortlessly keep track
of things that happen to you.
Effortful Processing
© Bananastock/ Alamy
Spencer Grant/ Photo Edit
Committing novel (new)
information to memory
requires effort just like
learning a concept from
a textbook.
Such processing leads to
durable and accessible
memories.
Figure 8.4, page 331
Hermann Ebbinghaus (1850-1909)
Rehearsal
Ebbinghaus studied rehearsal
by using nonsense syllables:
TUV YOF GEK XOZ
The more times the nonsense syllables were
practiced on Day 1,
the fewer repetitions were required to remember
them on Day 2.
http://www.isbn3-540-21358-9.de
Effortful learning usually
requires rehearsal or
conscious repetition.
Memory Effects
1. Spacing Effect: We retain
information better when
we rehearse over time.
2. Serial Position Effect: When your recall is
better for first and last items on a list,
but poor for middle items.
3: What effortful processing methods
aid in forming memories?
What We Encode
1. Semantic encoding - encoding by meaning
2. Visual encoding - encoding by images
3. Acoustic encoding - encoding by sounds
Encoding Meaning
Semantic encoding, or processing the
meaning of information by associating it
with what we already know (or imagine), results
in better recognition later than visual or acoustic
encoding.
“The time you spend thinking about material you are
reading and relating it to previously stored material is
about the most useful thing you can do in learning any
new subject matter.”
memory researcher Wayne Wickelgren
Visual Encoding
Mental pictures (imagery) are a powerful aid to
effortful processing, especially when combined
with semantic encoding.
Showing adverse effects of meth use
in a picture may be more powerful than simply talking about it.
Mnemonics
Mnemonic techniques use
vivid imagery and
organizational devices in
aiding memory.
Organizing Information for Encoding
Break down complex information into broad
concepts and further subdivide them into
categories and subcategories.
1. Chunking
2. Hierarchies
Chunking
Organizing items into a familiar, manageable unit.
Try to remember the numbers below.
1-7-7-6-1-4-9-2-1-8-1-2-1-9-4-1
If you are well versed with American history,
chunk the numbers together and see if you
can recall them better. 1776 1492 1812 1941.
Chunking
The capacity of the working memory may be
increased by “chunking.”
F-B-I-T-W-A-C-I-A-I-B-M
FBI TWA CIA IBM
4 chunks
Chunking
Acronyms are another way of chunking
information to remember it.
HOMES = Huron, Ontario, Michigan, Erie, Superior
ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet
Hierarchy
Complex information broken down into broad
concepts and further subdivided into categories
and subcategories.
4: What is sensory memory?
Storage: Retaining Information
Storage is at the heart of memory. Three
stores of memory are shown below:
Sensory
Memory
Working
Memory
Long-term
Memory
Encoding
Events
Encoding
Retrieval
Retrieval
Sensory Memories
The duration of sensory memory varies for the
different senses.
Iconic
0.5 sec. long
Echoic
3-4 sec. long
Hepatic
< 1 sec. long
5: What are the duration and capacity
of short-term and long-term memory?
Working Memory
George Miller’s research suggested that
working memory has a limited capacity
(7±2) and a short duration (20 seconds).
Duration
Peterson and Peterson (1959) measured the
duration of working memory by manipulating
rehearsal.
CHJ
MKT
HIJ
100
97
94
…
The duration of the working memory is about 20 sec.
CH??
Test Your Working Memory!
You should be able to
recall 7±2 numbers.
Ready?
Short Term Memory Demonstration
Long-Term Memory
Essentially unlimited capacity store.
R.J. Erwin/ Photo Researchers
The Clark’s nutcracker can locate 6,000 caches of
buried pine seeds during winter and spring.
Memory Stores
Feature
Sensory
Memory
Working
Memory
Long-Term
Memory
Encoding
Copy
Phonemic
Semantic
Capacity
Unlimited
7±2 Chunks
Very Large
Duration
0.25 sec.
20 sec.
Years
6: How does the brain store our
memories?
Storing Memories in the Brain
1. Loftus and Loftus (1980) analyzed vivid
“memories” triggered by brain stimulation
during surgery: they found that what seemed at
first to be flashbacks, actually appeared to be
invented, not relived
2. Using rats, Lashley (1950) suggested that
memories do not reside in single, specific spots:
even after removing parts of the
brain, the animals retain partial
memory of a maze.
Synaptic Changes
• Experience modifies the brain’s neural networks
• Increased activity in a neural pathway
strengthens neural interconnections
• When learning occurs, synapses become more
efficient at transmitting signals
• The sending neuron needs less prompting to
release its neurotransmitter, and the receiving
neuron’s receptor sites
may increase
Synaptic Changes
Both Photos: From N. Toni et al., Nature, 402, Nov. 25 1999. Courtesy of Dominique Muller
Long-Term Potentiation
(LTP) refers to an
increase in a synapse’s
firing potential after
learning (Lynch, 2002).
Stress Hormones & Memory
Heightened emotions (stress-related or
otherwise) make for stronger memories.
Flashbulb memories are clear memories of
emotionally significant moments or events
Scott Barbour/ Getty Images
Storing Implicit & Explicit Memories
Explicit Memory refers to facts and experiences that one
can consciously know and declare.
Implicit memory involves learning an action while the
individual does not know or declare what she knows.
Fig. 8.14, p. 343
Anterograde Amnesia
After losing his hippocampus in surgery to alleviate
epilepsy, patient Henry M. (HM) remembered
everything before the operation but cannot make
new memories. We call this anterograde amnesia.
Memory Intact
No New Memories
Surgery
Implicit Memory
HM is unable to make new memories that are
declarative (explicit), but he can form new
memories that are procedural (implicit).
HM learned the Tower of Hanoi (game) after his surgery. Each time
he plays it, he is unable to remember the fact that he has already
played the game.
7: How do we get information out of
memory?
Retrieval: Getting Information Out
Retrieval refers to getting information out of
the memory store.
Spanky’s Yearbook Archive
Spanky’s Yearbook Archive
Even if Oprah and Brad hadn’t become famous, their high school
classmates would likely still recognize their yearbook photos.
Measures of Memory
In recognition, the person must identify an item
amongst other choices. (A multiple-choice test
requires recognition.)
1. Name the capital of France.
a.
b.
c.
d.
Brussels
Rome
London
Paris
Measures of Memory
In recall, the person must retrieve information
using effort. (A fill-in-the blank test requires
recall.)
1. The capital of France is ______.
Measures of Memory
In relearning, the individual shows how much
time (or effort) is saved when learning material
for the second time.
List
List
Jet
Dagger
Tree
Kite
…
Silk
Frog
Ring
Jet
Dagger
Tree
Kite
…
Silk
Frog
Ring
It took 10 trials
to learn this list
1 day later
Saving
It took 5 trials
to learn the list
Relearning
Trials
X 100
Original
Trials
Original
Trials
10
5
10
50%
X 100
Retrieval Cues
Memories are held in storage by a web of
associations. These associations are like anchors
that help retrieve memory.
water
smell
fire
smoke
Fire Truck
heat
truck
red
hose
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.
8: How do external contexts and
internal emotions influence memory
retrieval?
Context Effects
Putting yourself back in the context where you
experienced something can prime your memory
retrieval.
Scuba divers recall more words underwater if they learned the
list underwater, while they recall more words on land if they
learned that list on land (Godden & Baddeley, 1975).
Fred McConnaughey/ Photo Researchers
Moods and Memories
We usually recall experiences that are consistent
with our current mood (state-dependent
memory). Emotions, or moods, serve as retrieval
cues. Our memories are mood-congruent.
Jorgen Schytte/ Still Pictures
9: Why do we forget?
Forgetting
Forgetting is an inability to retrieve
information due to poor encoding, storage,
or retrieval.
Encoding Failure
We cannot remember what we do not
encode.
Storage Decay
Poor durability of stored memories leads to
their decay.
Bahrick (1984) showed a similar pattern of forgetting
and retaining over 50 years.
Retrieval Failure
Although the information is retained in the
memory store, it cannot be accessed.
Tip-of-the-tongue is a retrieval failure phenomenon.
Given a cue (What makes blood cells red?) the subject says
the word begins with an H (hemoglobin).
Proactive Interference
When something you learned earlier disrupts
your recall of something you experience later.
Retroactive Interference
When new information makes it harder to recall
something you learned earlier.
Sleep prevents retroactive interference.
Therefore, it leads to better recall.
Motivated Forgetting
Repression: Freud suggested
that we have a defense
mechanism that banishes
anxiety-arousing thoughts,
feelings, and memories from
consciousness.
**An increasing number of
memory researchers think
this rarely, if ever, occurs.
Sigmund Freud
Why do we forget?
Forgetting can occur at
any memory stage.
We filter, alter, or lose
much information
during these stages.
Fig. 8.25, p. 355
10: How do misinformation,
imagination, and source amnesia
influence our memory construction?
How real-seeming are false memories?
Memory Construction
While tapping our memories, we filter or fill in
missing pieces of information to make our
recall more coherent.
Misinformation Effect: Incorporating
misleading information into one's
memory of an event.
Misinformation and Imagination Effects
Eyewitnesses reconstruct their memories when
questioned about the event.
Depiction of the actual accident.
Misinformation
Group A: How fast were the cars going when
they hit each other?
Group B: How fast were the cars going when
they smashed into each other?
Memory Construction
A week later they were asked: Was there any broken
glass?
Group B (smashed into) reported more broken glass
than Group A (hit).
Depiction of the actual accident.
Broken Glass? (%)
50
40
32
30
20
14
10
0
Group A (hit)
Group B (Smashed into)
Verb
Source Amnesia
Source Amnesia: Attributing an event that we
experienced, heard, read, or imagined to the
wrong source (misattribution).
?
Children’s Eyewitness Recall
Children’s eyewitness recall can be unreliable if
leading questions are posed.
However, if cognitive interviews are neutrally
worded, the accuracy of their recall increases.
In cases of sexual abuse, this usually suggests a
lower percentage of abuse.
11: What is the controversy related to
claims of repressed and recovered
memories?
Constructed Memories
Elizabeth Loftus’ research shows that if false
memories (lost at the mall or drowned in a lake)
are implanted in individuals, they construct
(fabricate) their memories.
Don Shrubshell
Consensus on Childhood Abuse
Leading psychological associations of the world agree
on the following concerning childhood sexual abuse:
1.
2.
3.
4.
5.
Injustice happens.
Incest and other sexual abuse happens.
People may forget.
Recovered memories are commonplace.
Recovered memories under hypnosis or drugs are
unreliable.
6. Memories of things happening before 3 years of age
are unreliable.
7. Memories, whether real or false, are emotionally
upsetting.
p. 362
12: How can an understanding of
memory contribute to more effective
study techniques?
Improving Memory
1. Study repeatedly to boost long-term recall.
2. Spend more time rehearsing or actively
thinking about the material.
3. Make material personally meaningful.
*mindlessly repeating someone else’s words
while taking notes is relatively ineffective*
4. Use mnemonic devices:



associate with something already stored
make up a story
chunk — acronyms
Improving Memory
5. Activate retrieval cues — mentally recreate
the situation and mood.
6. Recall events while they are fresh — before
you encounter misinformation.
7. Minimize interference:
1.
2.
Test your own knowledge.
Rehearse and then determine what you do not
yet know.