MEMORY PROCESS OF MEMORY

MEMORY The processing, storage and retrieval of information acquired through learning.

information into a useable form so that it can be and in memory ENCODING information into a useable form so that it can be and in memory STORAGE the of information in memory over time RETRIEVAL the process of and the stored information from memory so that we are aware of it

information into a useable form so that it can be and in memory ENCODING information into a useable form so that it can be and in memory STORAGE the of information in memory over time RETRIEVAL the process of and the stored information from memory so that we are aware of it

the retention of information in memory over time ENCODING converting information into a useable form so that it can be represented and stored in memory STORAGE the retention of information in memory over time RETRIEVAL the process of locating and recovering the stored information from memory so that we are consciously aware of it The three work together, it needs to be encoded well. E.g. if you were remembering a shopping list it needs to be written neatly and not blurred so that later when it is stored and you want to retrieve it you know what it says.

Effortful Automatic Automatic: what colour are the walls in your bedroom, where is your bed etc. Effortful: what is the definition of double-blind procedures? Or random stratified sampling?

ATKINSON-SHIFFRIN MULTI-STORE MODEL

ATKINSON-SHIFFRIN 1968

STRUCTURAL FEATURES Permanent, built-in fixed features that do not vary Include the amount of information each store can hold (storage capacity) and storage duration (length of time it can be held there)

CONTROL PROCESSES Selected and used by each individual and may vary in different situations. E.g. attention – what you choose to attend to. E.g. rehearsal – what you rehearse to transfer to LTM E.g. retrieval – the search strategy chosen to retrieve the information

SENSORY MEMORY The entry point of memory where new incoming sensory information is stored for a very brief period.

SENSORY MEMORY May have an unlimited capacity Impressions overlap (continuum) rather than disconnected Pen – visual sensory memory Buffer – held long enough to be transferred Not consciously aware of most information Not transferred – it becomes lost Wave a pen back and forth in front of your face – you should see the trail.

Iconic memory (visual) Echoic memory (auditory) Sensory registers Iconic memory (visual) Echoic memory (auditory)

ICONIC MEMORY Retain visual images in iconic memory for 1/3 second Hand Continuum – figure of 8 with sparklers Sperling’s research Hand – close eyes for a minute. Near the end hold hand about 25cm from eyes. Open eyes and rapidly close again. You should see an image of your hand face in less than a second. Continuum – when you have a sparkler you see the 8 because your iconic memory holds each image briefly.

GEORGE SPERLING 1960 You will be flashed a set of letters. Recall as many as possible on a piece of paper.

G K B L M V X P R W Z C

J H W X P N J M T V Z K

GEORGE SPERLING 1960 1/20 second Most could only recall 4-5 Short exposure – impossible to recall all Some P’s said they had seen them all – but by the time they could then only say 4-5 because the others had faded.

Stephen Wiltshire https://www.youtube.com/watch?v=bsJbApZ5GF0

30 seconds

1 What colour is the girl’s dress. 2 Where are the girl’s arms 1 What colour is the girl’s dress? 2 Where are the girl’s arms? 3 Is the cat looking to its right or its left? 4 How many red flower ‘spikes’ are there? 5 What colour is the girl’s hair? 6 How many stripes are there on the bottom of the girl’s dress?

ECHOIC MEMORY Auditory sensory memory; that is, the brief sensory memory for incoming auditory information Clap hands – notice how the sound lingers briefly.

ECHOIC MEMORY Info stays longer - 3-4 seconds Echoic memory stores the tail- end while the previous information is being processed. Clap hands – notice how the sound lingers briefly. Example of if you are tuned out and then asked to repeat the last thing they said – you often can without knowing anything else they have said.

SHORT-TERM MEMORT (STM) A memory system with limited storage capacity in which information is stored for a relatively short time, unless renewed in some way. STM stores information temporarily, but for a longer time than sensory memory (and less than LTM). Info may be verbal (words/numbers) or non-verbal (visual, spatial, auditory etc.)

STM In STM, the information is no longer an exact replica of the sensory stimulus, but an encoding (or representation) of one. Holds the information you are consciously aware of.

DURATION OF STM Info retains well for the first few seconds After 12 seconds recall declines After 18 seconds, almost all information disappears

PETERSON AND PETERSON Remember the following trigrams. qlg jfb mwt rpy

Count backwards by threes from 634 PETERSON AND PETERSON Count backwards by threes from 634 When the lights flash, right down the trigrams. 3 seconds (wait to flash)

PETERSON AND PETERSON Remember the following trigrams. pdt wqk dlm kgb

Count backwards by fours from 781 PETERSON AND PETERSON Count backwards by fours from 781 When the lights flash, right down the trigrams. 12 seconds (wait to flash)

PETERSON AND PETERSON Remember the following trigrams. qdx tgw czx cqf

PETERSON AND PETERSON Count backwards by sixes from 915 When the lights flash, right down the trigrams. 18 seconds (wait to flash)

Digit Span Test handout CAPACITY Digit Span Test handout You could probably do all

I went to the supermarket… CAPACITY OF STM I went to the supermarket… How did you remember more?

CAPACITY OF STM Read these numbers and then without looking at the screen immediately write them down: 7, 2, 9, 4, 1, 8, 3 You could probably do all

CAPACITY OF STM Read these numbers and then without looking at the screen immediately write them down: 4, 9, 1 ,7, 3, 8, 6, 2, 9, 5, 7 You could probably do the first 7 but not the full 11.

7 pieces of information plus or minus 2 7 ± 2 CAPACITY OF STM 7 pieces of information plus or minus 2 7 ± 2

STM AS WORKING MEMORY The term working memory emphasises the part of memory where information is temporarily held and actively ‘worked on’ as we undertake our everyday tasks. Working memory enables us to consciously use information from both sensory memory and LTM.

MAINTENANCE REHEARSAL Maintenance rehearsal involves repeating the information being remembered over and over again so that it can be retained (or ‘maintained’) in STM (or working memory). Repetition of words etc.

MAINTENANCE REHEARSAL Try with: 7, 9, 1, 6, 3, 4, 2, 5, 9 Repetition of words etc. Often if you have a test, you may think that repeating something over and over leads you to remember this. However this is just maintaining it in STM. You need something more effective.

ELABORATIVE REHEARSAL The process of linking new information in a meaningful way with other new information or information already stored in LTM to aid in its storage and retrieval from LTM Self-reference effect e.g. memorising a definition by writing it down will be better if you link it with something in your memory (e.g. an example). The more you elaborate or flesh out an idea, the more likelihood you will have of remember it. Self-reference – linking it to ourselves, more likely to remember it.

CHUNKING You will hear a set of numbers called. Listen to the number. When I say ‘Go’, write down the numbers. 59824 731259 5239461 14962573 315429635 8693652174 48374692741 402738491268

CHUNKING 59824 731259 5239461 14962573 315429635 8693652174 48374692741 402738491268

CHUNKING The grouping, or ‘packing’, of separate bits of information into a larger single unit, or ‘chunk’, of information. E.g. phone numbers

CHUNKING You will hear a set of numbers called. Listen to the numbers. When I say ‘Go’, write down the numbers. 423-19 267-198 390-675-2 573-291-43 721-354-456 245-619-830-2 141-384-515-89 201-315-426-762

CHUNKING 423-19 267-198 390-675-2 573-291-43 721-354-456 245-619-830-2 141-384-515-89 201-315-426-762