Memory and Thought

Taking In and Storing Information

Memory Memory= input, storage, and retrieval of what has been learned or experienced Three processes Encoding- recording information through senses so that nervous system can process it Storage- saving information, information is maintained over a period of time Retrieval- calling up stored information

Types of Memory: Sensory Memory =senses (our 5 main) are able to hold on to an input for a fraction of a second immediately following first stimulation of a receptor I.e.- why you can watch movies without noticing frames Purpose/function Not overwhelmed Decision time Continuity and stability

Memory Task Write down ALL of the responses that come to mind in the order they occur? Are you ready?

Name the seven dwarfs!

How did you do? Difficulty of the task Tip-of-the-tongue phenomenon How hard or easy is the task? Tip-of-the-tongue phenomenon Did you know, but were unable to retrieve a name? What letter does it start with? How many syllables does it have? Organization of memory by sound, letter, and meaning Is there a pattern in the way you recalled the names?

How many of you recalled lazy, clumsy, droopy, or grouchy?

Recall vs. Recognition Would you be better able to remember names with a recognition task? Recall involves a two-step process Generation of possible targets and identification of genuine ones Recognition is easier because you only have to decide if it is correct

Grouchy, Gabby, Fearful, Sleepy, Smiley, Jumpy, Hopeful, Shy, Droopy, Dopey, Sniffy, Wishful, Puffy, Dumpy, Sneezy, Lazy, Pop, Grumpy, Bashful, Cheerful, Teach, Doc, Shorty, Nifty, Happy, Wheezy, and Stubby

Sneezy, Sleepy, Happy, Doc, Grumpy, Dopey, Bashful

Types of Memory: Short-Term Memory =memory that is limited to about 7±2 items and in duration by the subject’s active rehearsal Aka working memory (this includes short-term and recalled long-term) Ways to keep information in short-term memory for more than just less than 20 seconds Maintenance rehearsal Chunking Primacy-recency effect

Short-Term Memory Strategies None of these try to keep information for long-term/find meaning in it Maintenance Rehearsal- repeating information to yourself or out-loud Phone numbers when you dial Chunking- grouping items to make them easier to remember Phone numbers are 2 items with 555-6794, instead of 7 HOMES- Huron, Ontario, Michigan, Erie, Superior Primacy-Recency Effect- best able to recall information at beginning (primacy) or end (recency) of list

20 15 10 5 8 16 24 32 42 53 64 Time in minutes taken to relearn list on day 2 Number of repetitions of list on day 1

Immediate recall: last items best Later recall: only first items 12 Percentage of words recalled 90 80 70 60 50 40 30 20 10 Position of word in list 1 2 3 4 5 6 7 8 9 11 Immediate recall: last items best Later recall: only first items recalled well

Types of Memory: Long-Term Memory =storage of information over extended periods of time Relatively limitless Stored according to categories or features Using processes, pick the “essential” pieces to store in long-term

Types of Long-term Memory Semantic- knowledge of language Episodic- our own life in chronological importance Declarative- stored knowledge called forth consciously as needed Procedural- does not require conscious recollection, like skills

Memory and the Brain Not sure on what happens in the brain when something is stored in long-term memory May be physiological- change neuronal structure, change chemicals Procedural- striatum (in cortex) Declarative- hippocampus (study of H.M.) and amygdala

Retrieving Information

Retrieval Processes Recognition- measure of memory in which a person must retrieve information learned earlier (fill-in-the-blank test) Recall- a person reconstructs previously learned material (multiple choice test)

Retrieval Processes State-dependent learning- recall information more easily when in same physiological or emotional state/setting as when your learned the information Deja-vu: (French)- already seen: Eerie sense that “I’ve experienced this before” Cues from the current situation may subconsciously trigger retrieval of an earlier similar experience

Recall Reconstructive processes- alteration of a recalled memory that may be simplified, enriched, or distorted, depending on an individual’s experiences, attitudes, or inferences Confabulation- the act of filling in memory gaps (wrong or right) Schema- conceptual framework a person uses to make sense of the world Car accident experiment Eidetic memory- ability term o remember with great accuracy visual information on the basis of short-term exposure (photographic memory)

“About how fast were the cars going when they smashed into Depiction of actual accident Leading question: “About how fast were the cars going when they smashed into each other?” Memory construction

Another Task This is a free-recall demonstration. I will flash 12 words on the screen. After you have seen the last word, write down as many of the 12 words as you can remember. Ready, set, go!

REST

TIRED

AWAKE

DREAM

SNORE

BED

EAT

SLUMBER

SOUND

COMFORT

WAKE

NIGHT

Write down all of the words you remember.

Forgetting Decay- fading away of memory over time Sensory and short-term decays, not sure about long-term Interference- blockage of a memory by previous or subsequent memories or loss of a retrieval cue Does not mean memory is erased May just be repressed Proactive (earlier blocks later) or Retroactive (later blocks earlier)

Interference

Forgetting as Encoding Failure External events Sensory memory Short- term Long- Attention Encoding failure leads to forgetting

Which penny is the real thing?

Amnesia =loss of memory that may occur after blow to the head or result of brain damage, drug use, or severe psychological stress Infant amnesia- relative lack of early declarative memories Retrograde amnesia: inability to remember events/skills learned before the incident Anterograde amnesia: cannot make new memories

Flashbulb Memories Type of memory that usually involves events that are shocking or emotional Involves special kinds of encoding that occur when events are extreme and/or personal I.e.- 9/11

Improving Memory Repetition/maintenance rehearsal Spend more time rehearsing or actively thinking about the material Make information personally meaningful Elaborative rehearsal- linking of new information to material that is already known Overlearn- rehearse even after you think you know it well Avoid studying similar material together Space out learning, study a little at a time Mnemonic devices- techniques for using associations to memories and retrieve information speech/walking around house; EGBDF for music staff; mental pictures

THURSDAY For one of your classes, pick an upcoming exam where you have to memorize information. Chunk the information or use a mnemonic device to remember it and see how it helps with recall.

Issues with Eyewitness Testimony 60 Minutes: https://www.youtube.com/watch?v=u-SBTRLoPuo https://www.youtube.com/watch?v=I4V6aoYuDcg Ted Talk https://www.youtube.com/watch?v=buhMdC7MO0U National Science Foundation https://www.youtube.com/watch?v=ChgPk2OiZCw

MONDAY Our memory is fallible and often fails us. As we age, we will lose memories. You may have already experienced trying to remember an experience you’ve had (first time at Disneyland, meeting a younger sibling, first day of high school, etc.) where you cannot remember all of the details. Pick 3-5 events from your lifetime that are meaningful to you. These events should be something that you don’t want to forget. Write about these events. Give as many details as possible. Write these accounts/journal entries with the intent that at some point in your life, you can go back and read it so that you don’t forget about the experience.

EXTRA In each group, have one student act as the experimenter. Experimenter reads aloud a list of 10 two-digit numbers. After a 3 second pause, the experimenter asks the first student to write down the numbers. After 5 seconds, the second student is asked to write down the numbers. After 15 seconds, the third student is asked to write down the numbers. After 30 seconds, the fourth student is asked to write down the numbers. Graph your results, recording time along the x-axis and number of items correctly recalled on the y-axis.