Transcript Memory and Thought - Williamstown Independent Schools

11-12-13
• State of Consciousness: Handout Review
• Quiz Tomorrow 11-13-13
- Study Handout!
• Nightmares
- Reading/Video
• Sleep
- Why do infants sleep all the time?
- How much? What happens if we don’t sleep?
11-12-13
• Hypnosis and Meditation
- Attention? Focus? Power? Suggestion
- Video
• Drug States
- Do these things really alter our mood,
perception, and behavior?
- Video
Memory & Information Processing
In order to remember something, we must:
• Encode (get info into our brain)
• Store (keep the info somewhere safe)
• Retrieve (get the info back out later)
How Do We Encode Info?
Selective Attention
Where Do We Store Info?
Long Term Memory
Short Term Memory
Sensory Memory
External
Events
Sensory
Input
Sensory
Memory
Attention &
Encoding
Short-Term
Memory
Retrieval
Encoding
Long-Term
Memory
#21 Encoding Imagery
Earliest memories involve mental imagery
Easier to recall concrete words than abstract words
Balloon vs Process
Flashbulb Memories
“Where were you when…?
Organizing Info & Encoding
Meaningful Info is Easier to Encode
Chunking
Hierarchies
Magical Number 7±2
“ciacnnabccbsnbc”
ROYGBIV
Broad Concepts First
Details Next
Class Notes
#1Forgetting - Encoding Failure?
External
Events (Stimuli)
Sensory
Memory
Attention &
Encoding
Short-Term
Memory
Retrieval
Encoding
Long-Term
Memory
A Simplified Memory Model
Sensory input
Attention to important
or novel information
Encoding
External
events
Sensory
memory
Short-term
memory
Encoding
Long-term
memory
Retrieving
Storage: Sensory Memory Experiment
How do we know it exists? Sperling (1960)
Immediate Recall of All 9 Letters
Only about 50% recall
Cued Recall of Specific Row (tone)
Almost 100% recall
Iconic Memory
~ 250 msecs
K
Z
R
Q
B
T
S
G F
50 msec display
Echoic Memory
~ 3-4 seconds
#23Storage: Short Term Memory
Percent of Ss who
recalled consonants
Task
100
80
60
40
20
0
STM
Remember CHJ
(no rehearsal)
J
J
J
J
J
J
3
6
9
12
15
18
Time (sec) between presentation
and recall
Limited Time (rehearsal)
Limited Capacity (7 ± 2)
Storage: Long Term Memory
Ave adult brain has ~ 1 billion bits of info stored
Capacity may be 1000 - 100,000,000 times greater
Forgetting
Curve
(Ebbinghaus)
Much of what
we learn
we quickly
forget
Percent of list
retained
How precise and durable
are our memories?
60
50
40
30
20
10
J
J
J
J
J
J
J
J
J
1 2 3 4 5 10 15 20 25
Time (days) since learning
#24 Where/How are Memories Stored?
Lashley’s Rats - Train rats & remove
specific portions of their brains
Gerard’s Hamsters - train hamsters &
temporarily “turn off” brain’s electrical activity
Q: Do they still “remember”?
A: Yes
Conclusion
Memories do not reside in a single,
specific location.
Storage:
Long-Term Memory
 MRI scan of hippocampus (in red)
Hippocampus
Storage:
Long-Term Memory
 Amnesia--the loss of memory
 Explicit Memory
 memory of facts and experiences that one can
consciously know and declare
 also called declarative memory
 hippocampus--neural center in limbic system that helps
process explicit memories for storage
 Implicit Memory
 retention independent of conscious recollection
 also called procedural memory
#25 So...How are Memories Stored?
Aplysia - during conditioning:
1. More serotonin released at certain synapses
2. These synapses became more efficient
Long Term Potentiation - prolonged
strengthening of potential neural firing…
Looks Like Learning!
Serotonin
Blockers
Serotonin
Stimulators
Alcohol
Boxing
Shock Therapy
Stress
Emotions
#26 Encoding
 Automatic Processing
 unconscious encoding of incidental information
 space
 time
 frequency
 well-learned information
 word meanings
 we can learn automatic processing
 reading backwards
Implicit & Explicit Memories
The Case of the Lost Mariner
Amnesiacs, incapable of learning new facts,
can be conditioned to do new tasks
They know things but don’t remember learning!
Implicit Memory
Knowing how to
do something
Cerebellum
Explicit Memory
Knowing that you
know something
Hippocampus
#29 Remembering: Retrieval Cues
Recognition (multiple choice)
Identification of items
previously learned
Recall (Fill in Blank)
Retrieval of information
previously learned
Retrieval Cues - help us to remember
Web of Associations
Priming
Activation of a
connected node
(Implicit)
“hare”
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
#27 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
Storage:
Retaining Information
 Iconic Memory
 a momentary sensory memory of visual
stimuli
 a photographic or picture image memory
lasting no more that a few tenths of a second
 Echoic Memory
 momentary sensory memory of auditory
stimuli
#28 Storage:
Short-Term Memory
Percentage
90
who recalled
consonants 80
70
60
50
40
30
20
10
0
 Short-Term
Memory
3
6
9
12
15
18
Time in seconds between presentation
of contestants and recall request
(no rehearsal allowed)
 limited in
duration and
capacity
 “magical”
number 7+/-2
Remembering: Context & Mood
Context Effect
Memory increases if
recall occurs in the same
context as encoding.
#31Storage:
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
Remembering: Context & Mood
Context Effect
State-Dependent
Memory increases if
recall occurs in the same
context as encoding.
Memory increases if
mood at recall is the
same as retrieval
Forgetting As Retrieval Failure
Some info may never
make it to LTM
Encoding Failure
Some info may not
make it out of LTM
Interference
Interference - learning some items may interfere
with learning other items
Proactive vs Retroactive
Interference
#30 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
Forgetting
 Retroactive Interference
Percentage
of syllables
recalled
90%
Without interfering
events, recall is
better
80
After sleep
70
60
50
40
30
20
10
After remaining awake
0
1
2
3
4
5
6
7
Hours elapsed after learning syllables
8
#32 Forgetting
 Forgetting as
encoding failure
 Which penny is the
real thing?
Forgetting
 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
 Forgetting as encoding failure
 Information never enters the long-term
memory
Attention
External
events
Short- Encoding
Sensory
term
memory Encoding
memory
Encoding
failure leads
to forgetting
Longterm
memory
Interference
Proactive Interference
Something learned earlier disrupts something learned later.
Past
Present
Retroactive Interference
Something learned later disrupts something learned earlier.
Past
Present
#32Forgetting- Interference
 Motivated Forgetting
 people unknowingly revise memories
 Repression
 defense mechanism that banishes from
consciousness anxiety-arousing thoughts,
feelings, and memories
#33 Memory Construction
 Most people can agree on the following:




Injustice 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
Memory
• Research indicates that we remember 10
percent of what we read
• 50 percent of what we see and hear
• and 90 percent of what we say and
experience.
Memory
• we remember 10% of what we hear, 20% of
what we read, 50% of what we do, 75% of
what we discuss and 90% of what we teach.
Memory
There are FOUR Types of Memory
Devices we will examine
•
•
•
•
Mnemonic Device (Michael Scott)
Acronyms (HOMES)
Chunking (See Below)
Symantics (A “Punny Story”)
• CHOOSE TWO OF THE FOLLOWING: Create or
Recall a Learning Device
• Using one of these strategies from school or a personal
hobby. (Anything Appropriate)
• Mnemonic Device (Michael Scott)
• Acronyms (HOMES)
• Chunking (See Below)
• Symantics (A “Punny Story”)