Transcript open stax chapter 8 memory usex

PSYCHOLOGY
Chapter 8 MEMORY
PowerPoint Image Slideshow
CHAPTER TOPICS
•Acquisition, Storage, Retrieval
•Acquisition
•Storage
•Retrieval
•Memory Gaps, Memory Errors
•Varieties of Memory
CHAPTER TOPICS
•Some Final Thoughts: Different Types, But Common Principles
•Summary
FIGURE 8.1
Photographs can trigger our memories and bring past experiences back to life. (credit:
modification of work by Cory Zanker)
ACQUISITION, STORAGE,
RETRIEVAL (VERY SIMPLE)
•Remembering begins with acquisition.
• gathering information and placing it into memory
•The next aspect of memory is storage.
• holding information for later use
•The final phase is retrieval.
• draw information from storage and use it
HOW DO PEOPLE CREATE A
MEMORY?
Memories become memories through the work of several parts
of the brain working together to tie things together.
This starts with our brain and the brains interpretation of
sensory information from the seven senses which are…
https://youtu.be/6Ck_GRSB-7s
MEMORIES
As a person move through life they are bombarded with sensory
information.
They have to make sense of this information.
Sensory info includes sight, touch, taste, hearing, smell, vestibular
(through the inner ear and control balance and eye movement), and
proprioceptive (movement nd body position).
UNDERSTAND SENSORY INFO
To understand the sensory info, our brain inputs this data, and then
has to process this data.
To process this data, the brain searches it’s knowledge banks for
where it may have seen the info before. The brain does this to make
sense of the info and to make understanding fast and simple.
THE BRAIN
While this is going on, the brain is working to manage these sensory
cues.
The brain tries to focus on 3-5 things. To do this it inhibits sensory
info it believes is unnecessary to pay attention to this new info. This
means the brain inhibits (stops) competing information, selectively
attends to what is considers important, and remains vigilant to changes
in the environment (to shift focus, or “sets”, as needed).
DOES THIS MAKE SENSE?
FIGURE 8.4
According to the Atkinson-Shiffrin model of memory, information passes through three
distinct stages in order for it to be stored in long-term memory.
DECODE
As the brain is searching it is decoding.
Decoding refers to analyzing the info, making sense of it from past
data, so the brain can understand the meaning.
Please keep in mind the brain is filtering through its own biases and
processing deficits.
Also the past memories are deeply associated to sense it is attached
to, such as fear in PTSD.
ENCODING
If the brain is not able to make sense of something, the brain
will start the process of making a new memory.
Encoding allows the brain to do this. Encoding means the brain
gives the new information a name, or a meaning. This allows the
brain to learn, store the new info, and thus use the info later
(retrieve).
ENCODING AND RETRIEVAL
https://youtu.be/u4NpWUJbarQ
https://youtu.be/dV3LxbfKBfk
Memory can easily fade.
Memory is subject to suggestion and priming.
Memories are created.
FIGURE 8.5
The Stroop effect describes why it is difficult for us to name a color when the word and
the color of the word are different.
FIGURE 8.6
Work through this series of numbers using the recall exercise explained above to
determine the longest string of digits that you can store.
THE FICTION OF MEMORY
https://youtu.be/PB2OegI6wvI
DIFFERENT TYPES OF MEMORY
Short term.
Working Memory.
Long term.
SHORT TERM MEMORY
The short term memory holds info for a brief period, literally just
seconds, in order to use the info a short period.
From there the information can be held in working memory or
lost.
WORKING MEMORY
This is your brain’s notepad. The working memory allows you to plan,
prioritize, and organize your time.
This is referred to as the central executive.
You have a visual, verbal (semantic), and spatial working memory.
You can hold 3-5 things, or 3-5 chunks of data here.
WORKING MEMORY
Working memory helps you decide what to keep and put in the long
term memory, or what to discard.
WM has a buffering mechanism that allows you to hold info, and a
comprehensive coordinator (what is held, what is acted upon, what is
discarded.).
https://youtu.be/UWKvpFZJwcE
Review
LONG TERM MEMORY
Long term memory is an unlimited storage area consisting of
several task-specific systems.
Explicit (declarative) memories are instances or facts that are
recalled. These are facts, what is known as group norms, or facts
that are unique to you (your autobiography).
FIGURE 8.7
There are two components of long-term memory: explicit and implicit. Explicit memory
includes episodic and semantic memory. Implicit memory includes procedural memory
and things learned through conditioning.
LONG TERM MEMORY
LTM also holds implicit memories.
These are skill sets that have been learned, practiced, and then
recalled or retrieved as a result of this practice.
These skills may be motor maps designed due to repeated
physical use, techniques acquired through learning and practice,
and daily objectives.
INCREASING MEMORY
•Primacy effects
• Early items receive more rehearsal and are more likely to be
transferred to long-term storage.
•Recency effects
• Just-heard items can be retrieved directly from working
memory.
PROCESSING FOR MEMORY
•Understanding promotes memory
• How well someone remembers will depend on the depth at
which he or she processed the information.
• shallow processing: encoding that emphasizes superficial
characteristics
• deep processing: encoding that emphasizes meaning
PROCESSING FOR MEMORY
•We remember best the material that we’ve understood.
• Memory connections link one memory to the next.
• At the time of recall, these connections serve as retrieval
paths.
MNEMONICS
•
Mnemonics
•
•
help a person form memory connections that can
dramatically improve memory
Many mnemonics utilize imagery.
•
This is most helpful if the visualized items are imagined
as linked to each other.
IMPROVING WORKING MEMORY
https://youtu.be/hh2Z2hSgFIY
Thursday
FIGURE 8.8
Marilu Henner’s super autobiographical memory is known as hyperthymesia. (credit:
Mark Richardson)
FIGURE 8.9
The amygdala is involved in fear and fear memories. The hippocampus is associated
with declarative and episodic memory as well as recognition memory. The cerebellum
plays a role in processing procedural memories, such as how to play the piano. The
prefrontal cortex appears to be involved in remembering semantic tasks.
MEMORY CONSOLIDATION
•Establishment of a long-term memory depends on memory
consolidation.
• New connections are formed among neurons.
•Need for consolidation is reflected in cases in which this has
been disrupted
• retrograde amnesia
RETRIEVAL
•Retrieval of memories:
• usually easy but can fail, either completely or partially (tip-ofthe-tongue effect)
• promoted by retrieval cues
• Cues are useful if they re-create the context in which the
original learning occurred.
• Context reinstatement allows the person to use retrieval
paths.
MEMORY GAPS AND ERRORS
•Many cases of forgetting can be understood as the result of
inadequate encoding.
• Data from fMRI scans collected during encoding show
different patterns for later-remembered material and laterforgotten material.
FIGURE 8.10
Most people can remember where they were when they first heard about the 9/11
terrorist attacks. This is an example of a flashbulb memory: a record of an atypical and
unusual event that has very strong emotional associations. (credit: Michael Foran)
DISORDERS OF MEMORY
https://youtu.be/7mvx-mAUJL8
https://youtu.be/75JnkJIxLp8
https://youtu.be/dMzN6Cxnxlg
https://youtu.be/loksPQ7Q8tM
dementia
DISORDERS OF MEMORY
https://youtu.be/LL_Gq7Shc-Y
Alzheimers
Mayo Clinic states,”although Alzheimer’s accounts for 60-70% of
cases of dementia, other disorders that cause dementia are: Vascular
dementia, Parkinson’s disease, dementia with Lewy Bodies and
Frontotemperol dementia.”
DEMENTIA
Dementia is a group of symptoms that affect factors such as
memory and reasoning. It is not a disease.
Alzheimer’s disease is one cause.
REPEATED HEAD TRAUMA
https://youtu.be/DwVm_9Sfv2I
NFL League of Denial
INTRUSION ERRORS
•Interference can also result from mixing memories.
• intrusion errors
• misinformation effect
• It can be the result of schematic knowledge intruding into
memory of a particular event.
• Events are usually understood (and remembered) with
reference to schemas.
AVOIDING MEMORY ERRORS
•Psychologists have searched unsuccessfully for ways of
distinguishing correct memories from mistaken ones.
• Confidence expressed by the person remembering has little
value.
• Hypnosis also does nothing to improve memory.
• can actually increase the risk of memory error
VARIETIES OF MEMORY
•Several types of memory
• Episodic memories concern specific episodes.
• Semantic memories concern broader knowledge, not tied to a
particular episode.
• Explicit memories are consciously recalled.
• Implicit memories are not consciously recalled but can be
indirectly tested.
FIGURE 8.13
When people are asked leading questions about an event, their memory of the event
may be altered. (credit a: modification of work by Rob Young)
FIGURE 8.15
The Ebbinghaus forgetting curve shows how quickly memory for new information
decays.
FIGURE 8.17
Many veterans of military conflicts involuntarily recall unwanted, unpleasant memories.
(credit: Department of Defense photo by U.S. Air Force Tech. Sgt. Michael R.
Holzworth)
FIGURE 8.18
Sometimes forgetting is caused by a failure to retrieve information. This can be due to
interference, either retroactive or proactive.
FIGURE 8.19
This is a knuckle mnemonic to help you remember the number of days in each month.
Months with 31days are represented by the protruding knuckles and shorter months fall
in the spots between knuckles. (credit: modification of work by Cory Zanker)
FIGURE 8.20
Memory techniques can be useful when studying for class. (credit: Barry Pousman)
FLASHBULB MEMORIES
•Some theorists subdivide episodic memory.
• They distinguish autobiographical memories from memories
for other episodes,
• and place flashbulb memories or traumatic memories into
their own category.
FINAL THOUGHTS
•The link between memory and perception is that both try to
inform us about “reality.”
•Perceiving, learning, memory, and thinking are tied tightly
together.
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