December 10/11, 2014 OBJECTIVE: Students will identify and explain information processing in terms of encoding and retrieval in order to apply vocabulary in practice memory games and in the development of an effective study plan. WARM UP: 1. Using your textbook, define memory. List the names of Santa’s 8 reindeer … from your memory (other than Rudolf.) Don’t tell each other!!!! HOMEWORK: CrashCourse Reflections #11&12 – Due 12/11 by Midnight. Edmodo Quiz for Chapter 4 – Due 12/15 by Midnight. Unit 6 and 7 Cornell Notes – Due (A) 01/05 and (B) 01/06.

Santa’s Reindeer Were they easy or hard to remember? It depends on several things…. Did you like watching cartoons about Christmas growing up? When was the last time you sang a reindeer song? Were the classmates around you so distracting you couldn’t concentrate?

How does the process of memory create a unique experience for each individual? Differences between memory and flashbulb memory. Information Processing Models Encoding: Getting Information In How We Encode Automatic v. Effortful Processing What We Encode Encoding Meaning Visual Encoding Organizing Information for Encoding

Food for Thought: Think-Pair-Share Write down and describe your 2 most vivid memories. Discuss the details with a partner.

Memory Retrieval Recall: some people, through practice, visual strategies, or biological differences, have the ability to store and recall thousands of words or digits, reproducing them years later (“fill-in-the-blank”) Recognition: the average person can view 2500 new faces and places, and later can notice with 90 percent accuracy which ones they’ve seen before (“multiple choice”) Relearning: some people are unable to form new memories, especially of episodes; although they would not recall a puzzle-solving lesson, they might still solve the puzzle faster each lesson Lessons from each of these demonstrations: our storage and recall capacity is virtually unlimited our capacity for recognition is greater than our capacity for recall relearning can highlight that memories are there even if we can’t recall forming them Click to reveal bullets and sidebar. Another recognition example cited in the text: the elephant that people are more able to recognize in fragments if they had seen the whole picture before…even 17 years before. Instead of showing that example, they will next get a chopped/partial image of the tree ring picture from the second slide. Three behaviors show that memory is functioning. Recall is analogous to “fill-in-the-blank.” You retrieve information previously learned and unconsciously stored. Recognition is a form of “multiple choice.” You identify which stimuli match your stored information. Relearning is a measure of how much less work it takes you to learn information you had studied before, even if you don’t recall having seen the information before.

Information Processing Models Short-Term Memory activated memory that holds a few items briefly look up a phone number, then quickly dial before the information is forgotten Long-Term Memory the relatively permanent and limitless storehouse of the memory system Memory Championships, test your memory

Information Processing Models Sensory Memory the immediate, initial recording of sensory information in the memory system Working Memory focuses more on the processing of briefly stored information

How Does Memory Work? An Information-Processing Model Here is a simplified description of how memory works: Encoding Encoding: the information gets into our brains in a way that allows it to be stored Storage: the information is held in a way that allows it to later be retrieved Retrieval: reactivating and recalling the information, producing it in a form similar to what was encoded Storage Click to reveal bullets. Retrieval

Models of Memory Formation Modifying the Model: More goes on in short- term memory besides rehearsal; this is now called working memory. Some information seems to go straight from sensory experience into long-term memory; this is automatic processing. The Atkinson-Shiffrin Model (1968) Stimuli are recorded by our senses and held briefly in sensory memory. Some of this information is processed into short-term memory and encoded through rehearsal . Information then moves into long-term memory where it can be retrieved later. Click to reveal bullets and sidebar Instructor: rehearsal, in relationship to short-term/working memory, means mentally echoing a term so we’ll know it at a later time. The Atkinson–Shiffrin model was proposed in 1968 by Richard Atkinson and Richard Shiffrin. From stimuli to short-term memory Some of the stimuli we encounter are picked up by our senses and processed by the sensory organs. This generates information which enters sensory memory. Before this information vanishes from sensory memory, we select details to pay attention to, and send this information into working memory for rehearsal and other processing.

Modified Three-stage Processing Model of Memory

Modified Three-stage Processing Model of Memory

Modified Three-stage Processing Model of Memory

Modified Three-stage Processing Model of Memory

Modified Three-stage Processing Model of Memory

Modified Three-stage Processing Model of Memory

Modified Three-stage Processing Model of Memory

Modified Three-stage Processing Model of Memory

Modified Three-stage Processing Model of Memory

Modified Three-stage Processing Model of Memory

Modified Three-stage Processing Model of Memory

Modified Three-stage Processing Model of Memory

Encoding: Getting Information In How We Encode Automatic Processing Parallel processing Automatic processing Space Time Frequency Well-learned information

Automatic Processing Some experiences go directly to long-term implicit memory Some experiences are processed automatically into implicit memory, without any effortful/working memory processing: procedural memory, such as knowing how to ride a bike, and well-practiced knowledge such as word meanings conditioned associations, such as a smell that triggers thoughts of a favorite place information about space, such as being able to picture where things are after walking through a room information about time, such as retracing a sequence of events if you lost something information about frequency, such as thinking, “I just noticed that this is the third texting driver I’ve passed today.” Click to reveal bullets. Instructor: Here’s another conditioned response that is built on an automatically processed memory. The sound of a mortar launch can trigger a reaction in a child to look up to see fireworks, or trigger a reaction in a soldier that it’s time to duck and cover to avoid an incoming shell.

Encoding: Getting Information In How We Encode Effortful Processing Rehearsal (conscious repetition) Ebbinghaus Curve

Encoding: Effortful Processing and Rehearsal Ebbinghaus used nonsense syllables TUV ZOF GEK WAV the more times practiced on Day 1, the fewer repetitions to relearn on Day 2 Finding: The amount remembered depends on the amount of time learning. Spacing Effect distributed practice yields better long-term retention than massed practice

Encoding 20 15 10 5 8 16 24 32 42 53 64 Time in minutes 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

Take out a piece of paper and name all the Presidents… You have 4 minutes.

Encoding: Serial Position Effect 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 Serial Position Effect - tendency to recall best the last items in a list

Encoding Information Carefully and quietly read the directions on your paper. As I read each statement aloud, rate each sentence on your paper. When finished ranking, turn your paper over and write the numbers 1 through 20.

What Do We Encode? Semantic Encoding Acoustic Encoding Visual Encoding encoding of meaning including meaning of words Acoustic Encoding encoding of sound especially sound of words Visual Encoding encoding of picture images

Encoding

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Final Activity Encoding and Improving Memory (pp Final Activity Encoding and Improving Memory (pp. 354 – 361 and 391 – 392) Create a realistic plan to improve your retention of material in any class you are currently enrolled in. Outline your plan as specifically as possible. The plan should implement at least four strategies for improving your memory discussed in the book.

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Encoding: Effortful Processing Strategies If we have short-term recall of only 7 letters, but can remember 5 words, doesn’t that mean we could remember more than 7 letters if we could group them into words? This is an example of an effortful processing strategy, a way to encode information into memory to keep it from decaying and make it easier to retrieve. Effortful processing is also known as studying. Examples: Chunking (grouping) Mnemonics: images, maps, and peg-words Hierarchies/categories Rehearsal, especially distributed practice Deep processing Semantic processing Making information personally meaningful  Can you remember this list? Click to reveal bullets and examples.

Applying what we’ve learned about memory Improving Memory to Improve Grades Learn the material in more than one way, not just by rote, but by creating many retrieval cues. Ways to save overall studying time, and build more reliable memory. Think of examples and connections (meaningful depth). Create mnemonics: songs, images, and lists. Minimize interference with related material or fun activities; study right before sleep or other mindless activity. Have multiple study sessions, spaced further and further apart after first learning the material. Click to reveal bullets. Spend your study sessions activating your retrieval cues including context (recalling where you were when learning the material). Test yourself in study sessions: 1) to practice doing retrieval as if taking a test, and 2) to overcome the overconfidence error: the material seems familiar, but can you explain it in your own words?

How does the process of memory create a unique experience for each individual? Differences between memory and flashbulb memory. Information Processing Models Encoding: Getting Information In How We Encode Automatic v. Effortful Processing What We Encode Encoding Meaning Visual Encoding Organizing Information for Encoding NEXT CLASS: Storage