Transcript Memory - Ms. Thresher

“THREE is the KEY for MEMORY”
Qz. #6 pages 181-201
Chapter 5

Imagine what it would be like to have no
memory
◦ By the time I am done saying this sentence,
you would have forgotten the beginning of
it…and now you would have no recollection of it
at all.
◦ Memory is essential to being able to learn and
being able to think

On the other hand, imagine what it would be
like if you never forgot anything
◦ You would have difficulties focussing on any one
thing


In order to function properly in life, we need
to be able to selectively remember certain
things, while at the same time forget others
Most of us only think of our memory when
we can’t remember something; any other
time our memory comes naturally we take it
for granted
In order to function properly in life, we
need
to be able to selectively remember certain
things, while at the same time forget
others.
◦ Learning = a process that will
modify a subsequent behaviour; it is
a permanent change in our
knowledge or in our behaviour as a
result of an experience
◦ Memory = the ability to remember
past experiences; Memory is
basically nothing more than the
record that is left behind by a
Memory
Learning
learningvs.
process/experience
…is defined as the capacity to acquire,
retain, and recall knowledge and skills.
What is Memory?
MEMORY
System that allows for retention of
what is Learned
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
Your brain works on electrochemical
energy weights approximately 3 pounds

Size of fists together

More than 100 billion brain cells called
neurons

Connections more important than
number

Episodic Memory

Semantic Memory

Procedural Memory
◦ Ability to recall events from a specific past
experience
◦ i.e. what was on the last Anthropology test
◦ Knowledge of how the world works, but you
haven’t actually experienced it yourself
◦ i.e. what is an Australopithecus afarensis?
◦ Knowledge of how to do things
◦ i.e. how to ride a bike
Types of Memory
Three Types of Memory
1.Episodic – memories of personal experience
2.Semantic – general knowledge or memory for facts
3.Procedural – memory for skills
Episodic – Do you remember your first interaction
with a personal computer?
Semantic – Do you know the meaning of personal
computer?
Procedural – Are you fluent in the use of a personal
computer?
Three Levels
of Memory

Sensory Memory
◦ Receives information from the environment
through your five senses
◦ Records this information for only a few seconds
◦ Enables you to hold information long enough to
record what is necessary
◦ i.e. what does it feel like to bang your elbow on
the desk?
Levels of Memory
Three Levels of Memory
1. Sensory Memory - the type or stage of memory
first encountered by a stimulus. Sensory memory holds
impressions briefly, but long enough so that series of
perceptions are psychologically continuous.
• Saccadic Eye Movement
• Memory trace
• Sensory Register
Iconic memory
Echoic memory

Short-Term Memory (aka. Working
Memory)
◦ Memory that is stored for 15 – 20 seconds
 information in your mind right now (unrehearsed
memory)
◦ If you continue to work with the information, it
will remain in your STM longer or will be
transferred into your LTM
◦ can store up to 7, separate, unorganized
items, plus or minus 2
 more than 7 items begins to stress out our STM unless
we organize the info into meaningful groups
 i.e. NFL, NHL, NBA are easier to remember than FNL,
HLN, ABN
◦ InformationLevels
in your STM
is Memory
lost by decay (the
Different
of
fading of information over time) or
displacement (replaced by new information)
Short Term Memory
(STM)
[ 7+/-2 - about 1 min.]
SERIAL POSITION EFFECT – the tendency to recall
more accurately the first and last items in a series.
PRIMACY EFFECT – the tendency to recall
the initial items in a series of items.
RECENCY EFFECT – the tendency to recall
the last items in a series of items.
Test #1
How many unrelated items can you store
in your short-term memory?
76512
830956
88325813
4 47143563
2 798461573
Test #2
Testing your short-term memory

Long-Term Memory
◦ Information that is important and meaningful
to you will be stored in your long-term memory
◦ Memory that is longer than 15 – 20 seconds
(can last minutes or a lifetime)
◦ This memory has been compared to the
workings of a library
 Information is encoded and stored in a systematic and
organized way
 It is retrieved by giving cues (like an online search)
 It is lost when it is misplaced, improperly stored, or
erased
Different Levels of Memory
Mnemonic Device
System for remembering in which items are related to easily
recalled sets of symbols, such as acronyms, phrases, or jingles
EXAMPLES
“i” before “e” except after “c”
“Be, all that you can be!”
“Every Good Boy Does Fine!”
“Like a Rock”
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Which is involved?
1.First Kiss
10.Use a computer
2.Riding a bike
11.Spell C-A-T
3.Walking through a maze
12.Driving a car
4.List the 50 states
13.H20
5.Define Memory
14.Describe a fight to someone
6.Cut and Paste an art project
15.First day in high school
7.Writing notes off an overhead
8.Formula for classical conditioning
9.Witness a car accident
Three Processes of Memory
1.ENCODING - modifying information so that it can be placed in
memory
a. visual code
b. acoustic code
c. semantic code
2.STORING - maintenance of information over time
a. maintenance rehearsal
3.RETRIEVING - location of stored information and its return to
consciousness
a. proper cues
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RETRIEVING
STORING
ENCODING
Experiment:
Number your papers from one to twenty.
You will see a list of terms - try to remember
them in their proper numeric position.
Ready!
Experiment Time!
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17761812186119141941
Check your answers!
17761812186119141941
Short Term Memory
(STM)
OTHER KEY TERMS:
Chunk - a stimulus or group of stimuli that are perceived as a
discrete piece of information
*Rote - mechanical associative learning that is based
on repetition
Displace - in memory theory, to cause chunks of
information to be lost from short term memory by adding
new items
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3. Long Term Memory
repression
context-dependent memory
reconstructive
elaborative rehearsal
state-dependent memory
In order to study
FORGETTING
1st We need to know what nonsense
syllables are.
2nd We need to know what the three
basic memory tasks are.
3rd How are nonsense syllables and the
three memory tasks related?
Remember,
3 is the key
1st We need to know what nonsense
syllables are.
•Meaningless sets of two consonants, with
a vowel sandwiched in between, that are
used to study memory
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2nd We need to know what the three basic memory
tasks are.
Three Tasks of Memory
A. Recognition – the easiest memory task, involving
identification of objects or events encountered
before
B. Recall – retrieval and reconstruction of learned
material
a. paired associates – nonsense syllables
presented in pairs in experiments that measure
recall
C. Relearning – a measure of retention; material is
usually relearned more quickly than it is learned
initially
a. method of savings & savings
Let’s do an experiment!
Get your notebook and a pen or pencil ready.
Ready?
Study the list below for 30 seconds. Ready?
HOK
MIB
JEK
BAC
XAR
MUP
GOR
NIF
WOM
CEG
Now, using the list below, pull out the nonsense
syllables you just studied.
BAC
BUH
YUP
HOY
WOQ
NJI
HOK
KIJ
JEK
CEG
MOK
FOV
MUP
WOM
ZES
CID
DER
XAR
MIB
SQW
NIF
CIF
GOR
ROG
VOY
JIN
WIM
GOH
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Now check your answers!
BAC
BUH
YUP
HOY
WOQ
NJI
HOK
KIJ
JEK
CEG
MOK
FOV
MUP
WOM
ZES
CID
DER
XAR
MIB
SQW
NIF
CIF
GOR
ROG
VOY
JIN
WIM
GOH
Discuss the results
How many did you get
correct?
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Part II
Study the list below for 30 seconds.
TIW
NAX
JEZ
RUH
WEV
QUL
LUB
YOF
KAJ
PUM
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Now, fill in the missing nonsense syllable.
TIW
__________
JEZ
__________
WEV
__________
LUB
__________
KAJ
__________
Check your answers!
Paired Associates
– nonsense
syllables presented
in pairs to measure
recall
TIW
NAX
JEZ
RUH
WEV
QUL
LUB
YOF
KAJ
PUM
Now, apply the vocabulary terms!
Which list was easier?
Why?

Experiment 1 Let's do an experiment.
Get a piece of paper and a pencil. Listen
to the sound file. 20 words will be read
with an interval of about one second
between each word. Do not write anything
until the file has finished playing. Write as
many words as you can remember,
regardless of order. Do not guess.
Exploring Human Memory


Here is the list for Experiment 1:
North
apple
John
red
dime
pear
Bill
blue
quarter
West
dollar
South
grape
nickel
yellow
East
green
Robert
banana
Charlie
Experiment 2
Here's another experiment to try. Again, 20
words will be read with an interval of
about one second between each word. Do
not write anything until the file has
finished playing. Write as many words as
you can remember, regardless of order.
Do not guess.


Here is the list for Experiment 2:
bream
later
pot
start
job
clog
Mayor
else
wage
jowl
chap
trout
lot
tape
dusk
wreak
list
smug
duck
big

Experiment 3 Let's do one more
experiment. Again, 20 words will be read
with an interval of about one second
between each word. Do not write anything
until the file has finished playing. Play the
file only once. This time, before you write
the words, start at the number 18 and
count backwards in intervals of threes out
loud as rapidly as possible, so you'll start
at 18, then the next is 15, and so on.
After you finish, write as many words as
you can remember, regardless of order.
Do not guess.


Here is the list for Experiment 3:
time
stab
solve
house
mutt
draft
say
off
royal
court
slot
hand
dirt
plot
out
greet
dent
stale
stone
dice
3 R’smatching
1. Recall
2. Recognition
3. Relearning
A. In information processing, the easiest memory task,
involving identification of objects or event encountered
before
B. A measure of retention. Material is usually relearned
more quickly than it is learned initially
C. Retrieval and reconstruction of learned materials
INTERFERENCE THEORY
We may forget stored material because
other learning interferes with it
Retroactive Interference - forget the old because
of the new
Provide a few examples
Proactive Interference - forget the new because of
the old
Provide a few examples
Amnesia
Childhood Amnesia
•What is your earliest memory?
•How old were you?
•State reasons for childhood amnesia
Check textbook (pages 206-207)
Anterograde Amnesia
Failure to remember events that occur AFTER
physical trauma because of the effects of the trauma
Retrograde Amnesia
Failure to remember events that occur prior (retro = old)
to physical trauma because of the effects of the trauma
Video
Dateline NBC
“Forget Me Not”
Amnesia
Improving Memory
1. Visualize it! Visualize it!
2. Chain it! Chaining
3.Place it! The Method of Loci
4.Chunk it! Chunking
5.Acrostic it! Those Catchy Phrases
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Ten Principles of Memory
 Pay attention
 Get the info right the 1st time
 Be sure you fully understand
 Try to see the significance of what you’re learning
 Involve your ego, if possible
 Associate new material with related facts you know
 Organize the material so that it can be stored
 If there is a basis for doing so, divide and group
 Reinforce what you’ve learned through repetition
 Recite often !