Transcript Three Stages of Memory

Chapter Menu
Chapter Introduction
Section 1: Taking In and
Storing
Information
Section 2: Retrieving
Information
Chapter Preview 1
Taking In and Storing
Information
Describe the three processes
involved in memory: encoding,
storage, and retrieval.
Chapter Preview 2
The Senses
Understand that stored memory
can be retrieved by recognition,
recall, and relearning.
Section 1-Main Idea
Main Idea
There are three processes involved in memory:
encoding, storage, and retrieval.
Section 1-Key Terms
Vocabulary
• memory
• encoding
• storage
• retrieval
• sensory memory
• short-term memory
• maintenance
rehearsal
• chunking
• semantic memory
• episodic memory
• declarative memory
• procedural memory
Section 1-Objectives
Objectives
• Explain the three processes of memory.
• Describe the information-processing model
of memory.
Section 1
The Processes of Memory
• Memory is the input, storage, and retrieval
of what has been learned or experienced.
• Three steps:
– Encoding
– Storage
– Retrieval
Section 1
Three Stages of Memory
• The three types of memory:
– Sensory memory
• prevents you from being overwhelmed
• gives you some decision time
• allows for continuity and stability in your
world
Section 1
Three Stages of Memory (cont.)
– Short-term memory
• Maintenance rehearsal
• Chunking
– Long-term memory
Section 1
Three Stages of Memory (cont.)
• Four types of long-term memory:
– Semantic memory
– Episodic memory
– Declarative memory
– Procedural memory
Section 1
Memory and the Brain
• Two theories regarding the physiological
changes that occur when we learn
something:
– A change in the neuronal structure of
nerves occurs.
– Learning is based on molecular or
chemical changes in the brain.
Section 1
Memory and the Brain (cont.)
• Procedural memory involves activity in an
area of the brain called the striatum.
• Declarative memories result from activity
in the hippocampus and the amygdala.
Section 2-Main Idea
Main Idea
Stored memory can be retrieved by
recognition, recall, and relearning.
Section 2-Key Terms
Vocabulary
• recognition
• decay
• recall
• interference
• reconstructive
processes
• elaborative
rehearsal
• confabulation
• mnemonic devices
• schemas
• eidetic memory
Section 2-Objectives
Objectives
• Identify several memory retrieval processes.
• Explain the processes involved in forgetting.
Recognition Section
2
• Recognition
• A single item of information may be
indexed under several headings so that it
can be reached in many ways.
Recall
Section 2
• Recall involves a person’s knowledge,
attitudes, and expectations.
• Recall is influenced by reconstructive
processes.
• Adding addition information not in memory
is called confabulation.
Recall (cont.)
Section 2
• Our memories may be reconstructed in
terms of schemas
• Eidetic memory
• State-dependent learning occurs when you
recall information easily when you are in
the same physiological or emotional state
or setting you were when you originally
encoded the information.
Elizabeth Loftus
Relearning
Section 2
• Relearning is a measure of both
declarative and procedural memory.
Forgetting
Section 2
• When information that once entered longterm memory is unable to be retrieved, it is
said to be forgotten.
• Forgetting may involve:
– Decay
– Interference
– Repression
Section
Forgetting (cont.)
• Two kinds of blockage:
– Proactive
– Retroactive
2
Section
Forgetting (cont.)
2
• Amnesia—a loss of memory that may occur
after a blow to the head, brain damage, drug
use, or severe psychological stress.
• Infant amnesia—the relative lack of early
declarative memories.
Section
Forgetting (cont.)
2
• Theories for why we do not remember
being young:
– Freud thought that memories are
repressed because of the emotional
traumas of infancy.
– Others believe that because infants do
not yet understand language, their
memories are nonverbal, whereas later
memories are verbal.
Section
Forgetting (cont.)
2
– Others claim that the hippocampus may
not be mature enough in infancy to spark
memories.
– Or that infants have not yet developed a
sense of self to experience memories.
Section 2
Improving Memory
• Techniques for improving memory are
based on efficient organization of the
things you learn and on chunking
information into easily handled packages.
• Elaborative rehearsal
Section 2
Improving Memory (cont.)
• Ways to protect a memory from
interference:
– Overlearn it.
– Avoid studying similar material together.
– Use distributed practice, or study a little
at a time.
Section 2
Improving Memory (cont.)
• Mnemonic devices
• Examples:
– The Method of Loci
– “Thirty days has September”
– “Every Good Boy Does Fine”
– Mental pictures