Transcript Memory - Social Studies with Connelly

Memory
The persistence of learning over
time through the storage and
retrieval of information.
(Dryer Sheets)
Fact/Falsehood
• Complete
On a ½ sheet of paper: Respond &
Discuss
• What would your life be like with no memory?
• With no memory, how would you answer the
question: How are you today?
• With no memory, who would you be? How would
your identify be affected?
• If you could, would you want to erase some of
your memories? Why?
• What would your life be like if you could
remember everything?
Woman who remembers
everything?
• http://www.youtube.com/watch?v=r2wYcFnT
kgo&feature=related
• Would you want to? Why/Why not?
Take out a piece of paper…..
• Name the seven
dwarves…..
Now name them…..
Was it easy or hard?
• It depends on several
things….
• If you like Disney
movies?
• When was the last
time you have seen
the movie?
• Are people around you
being loud pain in the
butts so you cannot
concentrate?
Flashbulb Memories
Write down your 3 most vivid memories.
Why are memories personally rather than
nationally significant?
Flashbulb Memory – a clear memory of an
emotionally significant moment or event.
Can they be wrong? Caption pg 350 about Pres.
Bush
The Memory Process: How we
make memories
Three step process….
1. Encoding: The processing
of information into the
memory system.
2. Storage: The retention
of encoded material over
time.
3. Retrieval: The process of
getting the information
out of memory storage.
Three Stage Processing Model of
Memory (Atkinson & Shiffrin)
Simplified memory model
Sensory input
Attention to important
or novel information
Encoding
External
events
Sensory
memory
Short-term
memory
Encoding
Long-term
memory
Retrieving
Sensory Memory
• A split second
holding tank for ALL
sensory information.
• Sensory Memory
registers incoming
information, allowing
your brain to
capture for a
fleeting moment a
sea of faces.
Short Term/Working Memory
• The stuff we encode
from the sensory goes
to STM.
• Events are encoded
visually, acoustically or
semantically.
• Holds about 7 (plus or
minus 2) items for
about 20 seconds.
• We recall digits
better than letters.
Short Term Memory Activity Bolt pg 14
Short Term/Working Memory
• We pay attention to and
encode important or
novel stimuli – in this
case an angry face in
the crowd
• If we stare at the face
long enough (rehearsal)
or if we are disturbed
by it (deemed
“important”),
we will encode it for
long-term storage, and
be able to retrieve later
(an hour or so) the image
of the face .
Long Term Memory
• Unlimited
storehouse of
information.
Flashlight Attention
• Because we are
bombarded daily with
sensory information, we
cannot possibly focus
on everything at once.
• We shine a “flashlight
beam” of our attention
on certain incoming
stimuli (usually
novel/important stuff)
Encoding: Getting Information In
encoding: the processing of information into the
memory system. Putting information into your
brain.
HOW?
Automatic & Effortful Processing
Encoding: Getting Information In
Automatic Processing: unconscious encoding of
incidental information, such as space, time, and
frequency, and of well-learned information, such
as word meanings. Parallel processing allows this.
Examples???
You can’t help that you automatically process lots
of stuff—words on billboards, sounds, etc. Gets
easier with time – driving, texting, a new
language, etc.
Encoding: Getting Information In
• Effortful Processing: encoding that requires
attention and conscious effort.
• rehearsal: how we do effortful processing. The
conscious repetition of information, either to
maintain it in consciousness or to encode it for
storage.
12 Days of Christmas demo (Bolt pg 8)
Encoding: Getting Information In
Hermann Ebbinghaus German philosopher;
leader in study of memory. Studied himself. He
tried to memorize nonsense syllables.
JIH BAZ FUB YOX SUJ XIR DAX LEQ VUM
PID KEL WAV TUV ZOF GEK HIW
The next day, he forgot a lot. He found that the
more repetitions he did on the first day, the
better his memory was on the second day.
Ebbinghaus’ forgetting curve
Time in
minutes
taken to
relearn
list on
day 2
20
15
10
5
0
8
16
24
32
42
53
64
Number of repetitions of list on day 1
What kind of correlation is this??
High negative
Encoding: Getting Information In
Results of Ebbinghaus’
study:
• the amount of
information you
remember depends on
the time spent learning
• overlearning: additional
rehearsal increases
retention even after
initially learning
material.
Practice Makes Perfect
(in effortful processing)
Interesting phenomenon in memory processing:
• next-in-line-effect: when we go around in a
circle saying our names, we are least likely to
remember the person’s name right before us.
We’re focusing on what we’re going to say and
not processing the person before us.
• info we learn in the hour before sleep – well
remembered. Once Stage one sleep hits–
don’t remember.
Practice Makes Perfect
(in effortful processing), con’t
• spacing effect: we learn better when we space
information out over time than when we
cram. The longer the space between study
sessions, the more we remember (it’s better
to study over a period of a week than a few
times in one day)
Spacing Effect
• DO NOT CRAM!!!!!!!!!!!!
• Ebbinghaus’s Forgetting Curve
Take out a piece of paper and name all
the Presidents…
Encoding Information
• Primacy Effect
• Recency Effect
• Serial Positioning
Effect
Practice Makes Perfect
(in effortful processing), con’t
• serial position effect: you remember the first
(primacy) and last (recency) terms in a list
best. Later, you will remember the first ones
best.
Implications of Ebbinghaus’ study
for YOU:
• Can this be applied to
your current position as
a student? How?
• Knowing this, will
cramming for an exam
help you get a better
score? Maybe…
• But will you remember
that information for the
final/AP exam? Doubt
it.
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. (syntax is what
a language looks like;
semantics is what a
language means)
Encoding Exercise Bolt 9-3 Discuss: What does this tell you about how you should be
Which is best for encoding??
• Semantic is best, then
visual, then acoustic (on
average)
• You won’t remember
the information if you
just look at the info—
you need to experience
it, give it meaning.
Semantic Meaning Activity – Bolt 11
Meaning & Memory
Left Side of room:
Close your eyes/put
head on desk
Right Side of room:
THE CONTEXT IS
KITE FLYING!!!
DON’T TELL ANYONE
ON THE OTHER SIDE
TILL THE END
Self-Reference Effect
• we remember stuff better if we can relate it to
ourselves
• Why do you think I give you study guides
asking you to apply the principles to YOUR
life?
• Why do I ask you in class “How does this
relate to YOU?” as discussion.
• BECAUSE IT WILL HELP YOU REMEMBER IF
YOU GIVE IT PERSONAL MEANING & WRITE
THEM DOWN
Ways to remember things in
STM…so they go to LTM
Visual Encoding Tricks
• Imagery: mental
pictures; a powerful aid
to effortful processing,
especially when
combined with
semantic encoding
• Practice: What are
Some things you could
Visualize to help you study for
your test/quiz?
Rosy Retrospection: Tendency
to recall events more positively
than you did originally at the
time.
Ways to remember things in
STM…so they go to LTM
• Chunking: Organizing
items into familiar,
manageable units.
• Mnemonic devices:
(yes, there is a point to
doing them for vocab)
especially helpful when
combined with
organization and imagery.
Some use “peg words,”
memorizing a jingle to
remember something (One
is a bun, two is a shoe,
etc.)
Michael Scott: How
to be a good
salesman
1-4-9-2-1-7-7-6-1-8-1-2-1-9-4-1
“CORN PICKED IN LOUISVILLE…REALLY
NUTRITIOUS"
Hierarchies: Organizing items
into like categories facilitates
memorization, and recall is 2-3
times better. (Gordon Bower
study)
-chapter outlines are
hierarchies 
Method of Loci - Mnemonics
• associate objects with
certain places, for
example, in your house.
As someone is saying a
bunch of
objects/words, mentally
walk through your
house and place the
objects at different
places in your house
• GROCERY LIST ACTIVITY
•
•
•
•
•
•
•
•
•
•
Eggs
Milk
Cheese
Bread
Butter
Chips
Apples
Ground beef
Cookies
Dog food
Discussion
• Give me a specific
example of how you
have used or could use
these encoding
techniques to help you
with school or daily life.
Storage: Retaining Info.
• What is the capacity
of Sensory,
Short/Working, and
Long Term
Memories?
Sensory Memory
• A split second
holding tank for ALL
sensory information.
• Sperling’s research
on Iconic Memory: a
photographic or
picture image
memory lasting no
more that a few
tenths of a second
• Memory Capacity demo – Bolt 14
Sensory Memory
• Echoic Memory:
momentary (3-4 sec)
sensory memory
of auditory stimuli.
E.G. If you’re not
paying attention in
class, and I say “what
did I just say?” you
can still recall the
stuff I said in the last
3-4 seconds.
Short Term/Working Memory
• The stuff we encode
from the sensory goes
to STM.
• Events are encoded
visually, acoustically or
semantically.
• Holds about 7 (plus or
minus 2) items for
about 20 seconds.
• We recall digits
better than letters.
Short Term Memory Capacity Activity Bolt 14
Long Term Memory
• Unlimited
storehouse of
information.
• Karl Lashley studied
rats’ memories & found
certain memories don’t
sit in certain parts of
the brain – train a rat to
do a maze, cut out a
part of his brain, he can
still do it—retained
memory of how to solve
the maze
Physically, Where are our
Memories???
• Memories begin as
impulses.
• Long-term
potentiation (LTP):
when a neural firing
happens frequently
and it becomes
learned (easier,
faster).
• Some drugs block LTP,
making it difficult to form
memories
• The firing potential
between neurons is
increased after it’s
fired multiple times
quickly. This might
be where
learning/memory
occurs.
• Drugs are currently being
tested that enhance LTP;
could make our memories
better/help cure alzheimer’s.
Stress Hormones & Memory
• stronger emotions
(hormones) usually
make for stronger
memories (trauma,
really happy times,
etc.)
• you remember them
better than boring,
mundane, average
days
• flashbulb memories
are often formed
b/c of those
stress/excitement
hormones
Explicit/Declarative Memories
• memory of facts and
experiences that one
can consciously know
and “declare”
• Episodic Memoriespersonally
experienced events
• Semantic Memoriesfacts, general
knowledge
Implicit/Procedural Memories
• Retention independent of
conscious recollection
• Skills (procedures) &
classically-conditioned
responses
Long-Term Memories
Hippocampus
 hippocampus--neural
center in limbic system
that helps process
explicit memories for
storage
 Processes explicit
memories – then sent
to multiple different
regions.
Cerebellum
• Cerebellum
• Process implicit
memories
Ex: classicalconditioned eyeblink disappears
when you remove
cerebellum
Amnesia
• Amnesia--the loss of
memory
• Multiple Types
 mass forgetting of
old information
 inability to form new
memories
 Oliver Sacks –
“Jimmie” pg. 367
(earth from the moon
example), H.M., Clive
Wearing
What research shows
with amnesia patients:
 Deny having seen an
article and then read it
faster
 Deny abilities to solve
puzzle then complete it
easily
Retrieval: Getting
Information Out
Recall Versus Recognition: A
Practical school application
Recall
• you must retrieve the
information from your
memory
• fill-in-the blank or essay
tests
Recognition
• you must identify the
target from possible
targets
• multiple-choice tests
Retrieval Cues
Bits of information
that are like tags,
hints, or ID marks –
help you associate with
memory to help you
successfully retrieve.
• Can be experiences –
tastes, smells, sights
• Priming – “wakening
of associations”
Context Effects
• It helps to put yourself back
in the same context you
experienced (encoded)
something.
• If you study on your favorite
chair at home, you will
probably score higher if you
also took the test on the
chair.
• Bolt 18 activity for next slides
Take a look at these words
Bolt pg 18
Rest
Snore
Sound
Tired
Bed
Comfort
Awake
Eat
Wake
Dream
Slumber
Night
Last
Recall:
• Was Aardvark on the list?
Recall:
• What about Sleep?
DeJa Vu
• The feeling that you think you
saw/experienced something, but did not.
The Context Matters!!!
• Mood Congruent Memory
- your current mood can
color/affect how you
view memories
• State Dependent
Memory – What you learn
in one state is more
easily recalled if you are
again in that state.
Constructive Memory
• Memories are not always what they seem.
• Elizabeth Loftus Eyewitnesses and trials
interview clip
• A constructed memory is a created memory.
• Misinformation effect
Memory Construction & Court
Forgetting
Forgetting
• Retroactive
Interference: new
information blocks
out old information.
Getting a new bus
number and
forgetting old bus
number.
• Proactive
Interference: old
information blocks
out new information.
Proactive Interference
Old info gets in the way of new
Retroactive Interference
New info gets in the way of old
Calling your new girlfriend by old
girlfriends name.
Storing Memories
Long Term-Potentiation
• long-lasting
enhancement in signal
transmission between
two neurons that
results from stimulating
them synchronously.
• In other words…they
learn to fire together
and get better at
it…creating a memory.