Transcript Memory & media

Memory & media
Hoorcollege - Using Media week 4
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Agenda
 The importance of memory
 Types of memory
 Explicit memory
 Implicit memory
 Memory & media
 Summary
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The importance of memory
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Memory and understanding
In order to understand this sentence, which is rather
long and rambling, you as students will have to keep
the beginning of this sentence in your memories, until
you have reached the end of it, which isn’t quite yet, in
fact there are another few words to come, but here we
go, we’re at the end, phew!
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Memory and personal identity
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Memory & doing stuff
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Types of memory
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Types of memory
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Explicit memory
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Features of explicit memory
 Memory that can be expressed verbally
 Memory we are consciously aware of
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How explicit memory works
- Magic number 7 ± 2
- Recall vs. recognition
- Executive processes
(chunking & rehearsal)
to extend working
memory
- Retrieval requires
memory traces
- Retrieval is aided by
context and association
- Encoding is key to later
retrieval
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Working memory
 Working memory
 Used to be called Short-term memory
 This is a kind of work bench for our memories
 Incoming stimuli are stored here for use
 Memories from long-term memory are brought here for use
 This lets you remember the beginning of a sentence so that
you understand it
 Magic number = 7 ± 2
 The number of items that can be held in working memory is
between 5 and 9
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Working memory - the magic number
 7 ± 2 can be extended by recoding
 Can you remember this number sequence?
149162536496481
 Is this easier?
1 4 9 16 25 36 49 64 81
 This is known as chunking and it allows us to make
better use of working memory
 Another option is to rehearse the information (e.g.
saying it to yourself several times)
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LTM: Encoding the key to retrieval
 Encoding is not a passive thing
 We actively encode information for storage in memory
 Strategies for successful encoding
 Use deep processing in place of shallow processing
 Deep processing involves understanding the meaning of the stimulus
 Shallow processing involves only looking at superficial (oppervlakkig)
characteristics of the stimulus (e.g. only looking at the font of a
sentence)
 Organization
 Chunking
 Relating it to what is already known
 Mnemonics (ezelsbrug)
 Verbal - rhythm and rhyme
 Visual imagery
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Retrieval
 Two types of conscious retrieval
 Recall (e.g. response to a question)
 Recognition (e.g. picking from a list)
 Once encoded and stored in LTM, they must also be
accessed
 We do this via
 Association (this is how mnemonics work)
 Using the context
 Successful encoding provides us with memory
traces that allow us to access our memories
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Semantic network model of explicit
memory
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Flashbulb memory
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Implicit memory
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Features of implicit memory
 Memory of how to
 Not usually acquired via the consciousness
 Although conscious effort may be involved
 We are only consciously aware of it via task
performance
 Not easy to verbalize without doing at the same time
 Can you explain how to tie a shoe lace without your hands?
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Learning to drive: Explicit & implicit
memories
 In learning a new task (like driving a car) we use
both systems
 Explicit memory is perhaps dominant at first
 But we are not very good at it
 Over time, implicit becomes more important
 The task becomes “second nature” as our implicit system
takes over
 Explicit is sometimes used in difficult situations
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Why do we need implicit memory?
 The limits of working memory
 Speed in stressful situations
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The priming effect
 One important effect of implicit memory is what is
known as the priming effect
 We tend to react more favourably to things that we feel
familiar with even if we do not know why
 Implicit memory effects are stimulus specific
 The priming effect only occurs if things remain visually the
same (font, colour, etc.)
 Logos work partly as a result of implicit memory
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Memory and media
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The art of forgetting
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Tips for ensuring retrieval of your
persuasive messages
 Don’t overload (7 ±2) working memory
 Facilitate encoding
 Provoke deep processing (get them to question the meanings)
 Help them organize information
 Chunking
 Link to things already they know
 Suggest context to develop memory traces
 Use mnemonics (rhythm, rhyme, tune)
 Aid recall
 Consider how to link the learning context to point of sale
 Flashbulb memory?
 Consider how to use implicit memory (learned behaviour, priming)
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Summary
 The memory is important to our sense of identity
and being able to understand our world
 The memory is not one thing
 Working memory is a work bench with a maximum
mount of space
 7±2
 Encoding is the key to retrieval
 When using media you can improve the chance of
remembering and retrieval by understanding
memory
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