Transcript Memory - mowery

AP Psych Class Announcements:
All test make-ups will be Monday
after school unless other
arrangements are made:
1B- Ian,
3B1A-Evalyn,
2A- Krystina, Monet, Elizabeth
4A- Katherine
Quiz: Isis, Crystal, Evalyn,
Jannell, Jenny, Malea, Natalie,
Krystina, Kaitlin, Victoria M.,
Salena
Aim: to explain why we
forget
Do NOW: Quiz
ch 9 vocab
Pages 349-64
HW: reading and questions
pages 369-91
How good is your memory?
• 1. Without looking at the flag, what is the
color of the top stripe? The bottom stripe?
• 2. How many sides are on a wooden pencil?
• 3. In what hand does the Statue of Liberty
hold her torch?
• 4. What is pictured on the back of a:
- $10 bill? - a $20 bill? -$5 bill? -$1 bill?
Memory
The persistence of learning over
time through the storage and
retrieval of information.
Take out a piece of paper…..
• Name the seven
dwarves…..
Now name them…..
If help is needed, choose from this list:
•
•
•
•
•
Grouchy, Gabby, Fearful, Sleepy, Smiley,
Jumpy, Hopeful, Shy, Droopy, Dopey, Sniffy,
Wishful, Puffy, Dumpy, Sneezy, Stubby
Lazy, Pop, Grumpy, Bashful, Cheerful, Wheezy
Slumpy, Shorty, Nifty, Happy, Doc,
What happened?
• Did you struggle to find the right names?
• Did you feel you were close on many?
• Did you feel many were just right on the “tip
of my tongue”
• Why did some do better than others?
Why did some do better than
others?
• Recall vs. recognition
• How important was this movie to you as a
child?
• Did you experience the Tip of the Tongue
Phenonmenon? A common retrieval problem.
3 basic tasks of memory
Encoding
Storage
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Retrieval
The way I see it!!
Encoding
•Putting info in the
brain
Storage
Retrieval
Elaboration –
trying to understand it
Making it meaningful to
you
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The way I see it!!
Encoding
Storage
•Keeping the info in
the brain
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Retrieval
The way I see it!!
Encoding
Storage
Retrieval
•Getting stuff
out of your
brain
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I. Encoding
Effortful vs. Automatic Encoding
• Effortful-
• Automatic-
• Requires attention and
conscious effort
• Unconscious encoding
such as time and space
• “His name is Fred….and
he has red hair. That
will help me recall it!!!
• Can you recall the
colors of some the
people’s clothes you
just passed in the hall?
Why is choosing the right penny so difficult?
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• Did you pick out the first one????
It’s difficult because. . .
• 1. We haven’t encoded that info.
• 2. We haven’t stored that info.
• 3. Therefore, we cannot retrieve it easily.
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How can you BOOST effortful
encoding????
• It is boosted through :
rehearsal or conscious repetition:
• His name is Fred and he has red hair
• His name is Fred and he has red hair
• His name if Fred and he has red hair
Flashbulb Memories
• Memories we
never forget
because of the
emotion
involved.
Memory researcher: Ebbinghaus
• He used himself as a memory subject and
tried to see if he could memorize sets of
nonsense 3 letter words.
• Example:
CVJ
FQX
PLQ ZRT
• He studied how long it took to memorize and
how long to forget sets like this
What did he discover???
 Next in line effect
 Sleep learning- doesn’t work
 Rehearsal- going back over info works good!
 Serial Positioning effect-we recall first and last
(primacy effect, recency effect)
 Spaced studying works!!! IT’S THE BOMB!!
Let’s demonstrate some of
these concepts:
• Take out a piece of paper and name all the
presidents in their order that you can
remember.
Here’s the answers
• Primacy Effect
• Did you recall the first
ones????
• Recency Effect
• Did you recall the last
ones?
• Serial Positioning
Effect
• How about ones in the
middle????
Encoding: Serial Position Effect
Percent
age of
words
recalled
90
80
Serial Position Effecttendency to recall
best the last items in
a list
70
60
50
40
30
20
10
0
1
2
3
4 5 6 7 8 9 10 11 12
Position of
word
in list
Copyright
© Allyn & Bacon 2007
Spacing Effect
• DO NOT CRAM!!!!!!!!!!!!
• Ebbinghaus’s Forgetting Curve
Memory Activity:
• After each sentence is read aloud to you
please rate the sentences on the sheet I have
handed out.
• Repeat the sentences silently to yourself.
The Ways we can encode…
• Visual Encoding: the
encoding of picture
images.
• Acoustic Encoding:
the encoding of
sound, especially the
sounds of words.
• Semantic Encoding:
the encoding of
meaning.
Let’s try another activity
• Read the instructions on your sheet.
• Listen carefully to the paragraph that I read
aloud to the class.
Which is superior????
Semantic!!!
• Semantic encoding produces better
recognition b/c it requires you to process
the info more deeply
• Ebbinghaus said that learning meaningful
material requires about 1/10 the effort.
• We should think about what we learn and
relate it to previously stored material!!!
What else works????
Self-referencing
• We have excellent recall for info we can relate
to ourselves
• How does this apply to you????
• We are selfish creatures!!! We recall that
which has to do with ourselves.
How to Improve Encoding:
Mnenomic Devices
1. Method of loci:
Imagery: try activity of word pairs
You’re invited over to my house for an AP Psych exam review
session. First, I need you go to the grocery store and pick up
some items for us to munch on………
Look at these numbers:
• 1695196617761812
• Write down as many as you can
recall
Organizational mnemonics
2. Chunking – organizing the info
into meaningful units.
Would the previous numbers be easier to
memorize?????
1695 1966 1776 1812
• How did you learn the “Pledge”
3. Acronyms
• The Great Lakes: H O M E S
• Musical notes: Every Good Boy Does Fine
4. Hierarchies:
• Studying info that is organized into outlines
– -headings, preview
Encoding
Storage
•Keeping the info in
the brain
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Retrieval
II. Storage
What are the Three Stages of
Memory?
• LSensory
Memory
Working
Memory
(STM)
(STM= short term
memory)
Copyright © Allyn & Bacon 2007
Long-term
Memory
Storage stages:
• Sensory : Lasts less than a
second
• Short Term: lasts a few seconds
– Working memory can last up to a week (when
you recall for a week the info from a chapter
for the test)
• Long Term: can last indefinitely
Sensory
Describe EVERYTHING you passed in the hall on
the way to class today.
Can’t do it? WHY??????
Sensory Memory
• A split second
holding tank for ALL
sensory information.
• Sperling’s research
on Iconic Memory
(visual)
• Echoic
(auditory)Memory
Look at the first picture.
IMPORTANT!!!!!!
Information only moves from sensory to
short term IF the brain thinks the info is
tagged:
IMPORTANT!!!
Short Term Memory
• Let’s order a pizza.
• The phone number is
•
635-7159
• How long will you recall this number?
Test you short term memory
• 1. digits test
• 2. “Suddenly you are a witness”
The magical number “ 7”
• Short term memory can hold about 7 items
• You can “chunk” large amounts of info, but no
more than 7 units……
• How many chunks in each example?
• Social Security # 217-35-6781
• Phone # 648-5200
Long Term Memory
• Capacity for storing for long-term memories is essentially limitless
• How do you get info into long-term?
Elaborative rehearsal
Going over info more than once!!!!!! Using the info more
than once.
Have you ever learned something in one class and then again in
another class????
Can you SEE a memory in the
Brain???
• Well, Yes and No……..
• Long-term potentiation- big word for the
neural evidence of memory
• Studies found that when snails learned, more
serotonin was released at the synapses and each
time they accessed the memory, less was needed,
making the transmission more efficient
What do we recall best?
• Emotionally arousing events!!!
• Think about what you recall that happened
last year.
• Was is an emotional event?
The Brain: Where are memories stored???
• Hippocampus- processes EXPLICIT memories
(facts or experiences)
• Cerebellum- processes IMPLICIT
• Memories (skills, like riding a bike)
• Amygdala- processes
EMOTIONAL memories
Other types of memories
• Episodic- memory of events (first kiss)
• Procedural- memory of skills (baseball)
• Semantic -memory of language, facts
Long-term memory
Declarative memory Procedural memory
Semantic memory
Includes memory
for:
language, facts
general knowledge
Episodic memory
Memory of life’s
Episodes like first
kiss
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Includes memory
for:
motor skills,
operant and
classical
conditioning
III. Retrieval
(getting the info out of storage)
How to measure your retention:
• Recall- the ability to retrieve info not in
conscious awareness
• Recognition- a measure of memory in which
one need only identify previously learned info
• Relearning- measures the amount of time
saved when previously learned info is learned
for a second time
Which measure is used?
•
•
•
•
Mult. Choice questions
Short answer questions
Essay questions
Reviewing for midterms or
final exams
• Matching questions
What can HELP us retrieve or
remember info?
• 1. Priming- an association or strand that
helps us recall the info
• Ex: looking at picture while hearing a song
and one helps you recall the other later on
• 2. context effectputting yourself back
into the context where
you experienced
something
Idea: when you have to
make up a test after
school, try to sit in the
SAME seat that you do
in class
• 3. statedependent
–
things learned in one
emotional state are
more easily recalled
when you are in the
same state
• 4. mood
congruent- you
recall more when you
are in the same mood
as you were when the
memories were formed
• Ex: whenever you feel
betrayed, it reminds
you of the time
when_____lied to you
What causes us to forget?
• 1. encoding
failure – the info
NEVER entered longterm memory
• Answer theses
questions:
2. storage decay
• Much of what we learn is quickly forgotten
• Demonstrated by Ebbinghaus’ “forgetting
curve”
• Psychology law: the course of forgetting is
initially rapid, then levels off with time
• You will forget about 90% of what you’re
learning, but it will level off and you’ll keep
that 10% for a long time
3. Retrieval failure:
• “tip of the tongue”
• The elderly have more problem with this
• The info is there in the brain, but can’t be
retrieved.
• “I just can’t think of the name of that song!”
4. interference
• Learning some items can interfere with new or
older learning
• Proactive interference- you remember the old
and forget the new
• Retroactive interference- you remember the
new but forget the old
Examples:
• Proactive
Retroactive
interference:
interference:
•
“I keep calling my teaching “I can recall this year’s
by her old, maiden
combination numbers,
name and not by her
but not last year’s.
new married name.”
5. Motivated forgetting
• Freud’s explanation
• He felt we repress memories that are harmful
or embarrassing
How good is your memory?
Activity:
• Write down as many words as you can recall
from the list I read aloud to you.
6. Creating a false memory
• Did you write down the word “needle”?
7. Misinformation Effect
• When people who had seen the film of a car
accident were later asked a leading question,
they recalled a more serious accident that
they had witnessed
Constructive Memory:
The Misinformation Effect
• Memories are not always
what they seem.
• A constructed memory
is a created memory.
• Researched by Elizabeth
Loftus
• http://www.youtube.co
m/watch?v=uSBTRLoPuo
Source amnesia
(source misattribution)To recall but attribute a memory to a wrong
source (such as a scene from a movie)
Do some of Uncle Joe’s war story
scenarios perhaps come from
events in war movies?????
3 types of amnesia?
• Infantile amnesia – stuff we don’t remember as
babies
• Anterograde amnesia –
Inability to form memories for new
information
• Retrograde amnesia –
Inability to remember information previously
stored in memory (your 5th b-day)
• Note: procedural memory seems unaffected!
Copyright © Allyn & Bacon 2007
Anterograde Amnesia
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How good is your reconstructive
memory?
• I need four volunteers
Long-term memory
• Consolidation –
The process by which short-term memories are
changed to long-term memories
• Your ultimate goal as students!!!!! We want
to remember this stuff on May !
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How do we consolidate?
• Make it meaningful. Put notes in your own words.
Relate stuff to your own experience. Think about it!
• See it, smell it, taste it, touch it, sing it, make a joke
about it .
• Get correct amount of sleep before a BIG exam!
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