Transcript Myers Module Twenty Three

Studying & Building Memories
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Memory is learning that has persisted over time, information that has
been stored and can be retrieved.
Recall: retrieving information that is not currently in your conscious
awareness but that was learned at an earlier time.
Recognition: identifying items previously learned.
Relearning: learning something more quickly when you learn it a
second or later time.
Konkle et al., 2010: 2500 slides of faces and places for 10 seconds
each.(mp312,cp300)
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Later 280 slides are selected paired with new slides.
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Participants recognized 90% of the slides they had viewed previously.
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2800 slides for 3 seconds each = 82% accuracy.
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Mitchell, 2006: (mp313 Fig. 23.1, cp300 f8.1)
Studying & Building Memories
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Ebbinghaus Retention Curve, (mp314 Fig. 23.2 cp315 f8.15)
Additional rehearsal (aka overlearning) of verbal information
increases retention, especially when practice is distributed over time.
Fig. 23.3 Atkinson and Shiffrin's three-step model helps us to think
about how memories are processed. (mp315 cp301)
Modern models include automatic processing, and have also
redefined short-term memory as working memory. Baddeley, 2002.
Fig. 23. 5: Baddeley's model includes visual and auditory rehearsal of
new information. A hypothetical central executive focuses attention
and pulls information from long-term memory to help make sense of
new information.(mp315 cp 302 f 8.4)
This type of memory is called explicit memory-the facts and
experiences we can consciously know and declare. They are based
on the language centres of the brain. Implicit memory is a result of
automatic processing.
Studying & Building Memories
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Implicit memories include procedural memory for automatic skills,
and classically conditioned associations among stimuli.
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Automatic processing includes:
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space: encoding where the information appeared.
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time: encoding the sequence of events in which the information
appeared.
frequency: encoding how many times the same informational event
has occurred.
Momentary photographic memory: Fig. 23. 6 (mp371 cp303 f8.5)
Sperling (1960) flashed a group of letters for one-twentieth of a
second; subjects could recall only about half.
But, given a signal to recall a particular row immediately after the
letters had disappeared, they could do so with near-perfect accuracy.
Studying & Building Memories
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Fig. 23.7: (m p318 cp304 f8.6)Without active processing (including
subvocalized rehearsal), short-term memories have a limited life.
Cowan et al. 2008: Unlike short-term memory, working-memory
capacity appears to reflect intelligence level. (m p304, c p318)
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Effortful processing strategies:
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Chunking: Phone numbers.
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Mnemonics: Video game walkthroughs. For example: two hard-core
'Mass Effect' players don't need a video display to discuss the levels
of game play; it's all in their memories.
Hierarchies: A top-down approach of a few broad concepts divided
and subdivided into narrow concepts and facts.
Copeda et al., 2006: Spacing effect: Massed practice (cramming)
produces speedy short-term learning and confidence, but distributed
practice produces long-term recall and measurable competence.(mp
319 c306)
Testing effect: Practicing retrieval by answering questions.
Studying & Building Memories
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Fig. 23. 11 (m p321 c p 307 f8.10)Processing a word deeply by
its meaning (semantically) produces better recognition at a later
time than does shallow processing by attending to its
appearance or sound.
We are especially good at recalling information that is
meaningful to ourselves.
Self-reference effect is especially strong in members of
individualistic Western cultures.
Information deemed 'relevant to me' is processed more deeply
and remains more accessible.