Cognition Domain kali9/istockphoto

Memory Rodrigo Blanco/istockphoto

Information Processing Model Encoding – process of getting information into the memory system. Storage – The retention encoded information over time. Retrieval – The process of getting information out of memory storage. In order to store information (Memory) we need to process the information. These are the parts of information processing.

Information Processing Model PHOTOS: CHARLES T. BLAIR BROEKER

Module 22: Information Processing Encoding Module 22: Information Processing

Encoding: Automatic Processing and Effortful Processing Module 22: Information Processing

Automatic Processing The unconscious and effortless process of encoding certain information such as space, time and frequency.

Effortful Processing Encoding that requires attention and conscious effort. The best processing is through rehearsal or practice.

Automatic/Effortful Processing

Rehearsal The conscious repetition of information. The more time spent on rehearsal, the more information one tends to remember.

Rehearsal and Retention

Hermann Ebbinghaus (1850-1909) German philosopher who did pioneering memory studies. Developed the forgetting curve, also called the “retention curve” or “Ebbinghaus curve”

Ebbinghaus Forgetting Curve

Overlearning Continuing to rehearse even after it has been memorized Rehearsing past the point of mastery Helps ensure information will be available even under stress

Encoding: Serial Position Effect Module 22: Information Processing

Serial Position Effect The tendency to recall the first and last items in a list more easily. Primacy effect – the ability to recall information near the beginning of a list Recency effect – the ability to recall information near the end of a list

Primacy/Recency Effect

Encoding: Spacing of Rehearsal Module 22: Information Processing

Spacing Effect The tendency for distributed practice to yield better retention than is achieved through massed practice Distributed Practice Spreading rehearsal out in several sessions separated by period of time Usually enhances the recalling of the information Massed Practice Putting all rehearsal together in one long session (cramming) Not as effective as distributed practice

Encoding: Encoding Meaning Module 22: Information Processing

Encoding Meaning Semantic Encoding Acoustic Encoding Visual Encoding Encoding of meaning. Encoding information that is meaningful enhances recall Acoustic Encoding Encoding information based on the sounds of the information Visual Encoding Encoding information based on the images of the information

Visual Encoding

Self-Reference Effect Enhanced semantic encoding of information that is personally relevant Making information meaningful to a person by making it relevant to one’s life

Encoding: Encoding Imagery Module 22: Information Processing

Encoding Imagery Visual images easily encode Especially extremely positive or negative images ROBERT CLAR/AURORA

Encoding: Mnemonic Devices Module 22: Information Processing

Mnemonic Device A memory trick or technique. “Every good boy does fine” to remember the notes on the lines of the scale “People say you could have odd lots of good years” as a way to remember how to spell “psychology”

Examples of Mnemonic Devices Method of Loci Mnemonic device in which you associate items you want to remember with imaginary places Peg Words Mnemonic device in which you associate items you want to remember with a list of words already you have already memorized Goal is to visualize the items to remember with the items on the pegs

Peg Word System

Encoding: Organizing Information Module 22: Information Processing

Chunking Organizing information into meaningful units. More information can be encoded if organized into meaningful chunks.

Chunking Take ten seconds to memorize the above line of letters.

Chunking Take ten seconds to memorize the above line of letters.

Chunking

Module 22: Information Processing Storage Module 22: Information Processing

Three Storage Systems Three distinct storage systems : Sensory Memory Short-Term Memory (includes Working Memory) Long-Term Memory

Sensory Memory Brief, initial coding of sensory information in the memory system. Iconic store – visual information Echoic store – sound information Information held just long enough to make a decision on its importance

Short-Term Memory The part of your memory system that contains information you are conscious aware of before it is stored more permanently or forgotten. Holds approximately seven, plus or minus two, chunks of information Can retain the information as long as it is rehearsed Also called “working memory”

Short-Term Memory

Long-Term Memory The relatively permanent and limitless storehouse of the memory system. Holds memories without conscious effort

Flashbulb Memory A vivid, clear memory of an emotionally significant moment or event. Can be personal memories or centered around a shared event

Module 22: Information Processing Retrieval Module 22: Information Processing

Retrieval The process of getting information out of memory storage Two forms of retrieval Recall Recognition

Recall The type of retrieval in which you must search for information that you previously stored as on a fill-in-the-blank test.

Recognition The type of retrieval in which you must identify items you learned earlier, as on a multiple choice test.

Retrieval

Module 22: Information Processing Retrieval: Context Module 22: Information Processing

Context Effect The enhanced ability to retrieve information when you are in an environment similar to the one in which you encoded the information.

Context Effect

Retrieval: State Dependency Module 22: Information Processing

State Dependent Memory The enhanced ability to retrieve information when you are in the same physical and emotional state you were in when you encoded the information. The retrieval state is congruent with the encoding state

The End

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Teacher Information Domain Coding Key Terms and Definitions in Red Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards. Scientific Inquiry Domain Biopsychology Domain Development and Learning Domain Social Context Domain Cognition Domain Individual Variation Domain Applications of Psychological Science Domain Key Terms and Definitions in Red To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

Teacher Information Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at korek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek Germantown High School Germantown, WI 53022

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