Lecture 07 Genalin Lagman Taguiam Fall 2012-2013 Memory Lecture 07 Genalin Lagman Taguiam Fall 2012-2013

Course outcome At the end of the week’s activity, the students should be able to identify the types of memory describe how to enhance memory

Memory allows us to store information for later use three processes involved in memory Encoding the process we use to transform information so that it can be stored transforming the data into a meaningful form such as an association with an existing memory, an image, or a sound.

Memory three processes involved in memory Storage Retrieval holding onto the information it means that a physiological change must occur for the memory to be stored Retrieval bringing the memory out of storage and reversing the process of encoding return the information to a form similar to what we stored.

Memory

Memory Storage Capabilities Sensory Memory refers to the information we receive through the senses very brief lasting only as much as a few seconds Short Term Memory (STM) Long term memory (LTM)

Short Term Memory (STM) takes over when the information in our sensory memory is transferred to our consciousness or our awareness (Engle, Cantor, & Carullo, 1993; Laming, 1992).  the capacity for holding a small amount of information in mind in an active, readily available state for a short period of time the information that is currently active such as reading this page, talking to a friend, or writing a paper.

Short Term Memory (STM) last longer than sensory memory (up to 30 seconds or so), but it still has a very limited capacity. Memory span The capacity of short-term memory In a memory span test, the experimenter presents lists of items (e.g. digits or words) of increasing length. An individual's span is determined as the longest list length that he or she can recall correctly in the given order on at least half of all trials.

Short Term Memory (STM) According to research, we can remember approximately 5 to 9 (7 +/- 2) bits of information in our short term memory at any given time (Miller, 1956) In order to overcome the limitation of short-term memory, and retain information for longer, information must be periodically repeated or rehearsed either by articulating it out loud or by mentally simulating such articulation. In this way, the information will re-enter the short- term store and be retained for a further period.

Comparison between sensory memory and short-term memory 7+/- 2 items in healthy adults Whatever you see or hear at one moment Capacity A period of seconds if not rehearsed Fraction of a second Duration You look up a telephone number, remembering it long enough to dial it You see something for an instant and then recall a detail about it Example

Three Basic Operations in STM Iconic memory  The ability to hold visual images. Acoustic memory  The ability to hold sounds. Acoustic memory can be held longer than iconic memory. Working memory  An active process to keep it until it is put to use (think of a phone number you'll repeat to yourself until you can dial it on the phone). Note that the goal is not really to move the information from STM to LTM, but merely put the information to immediate use.

Reasons why information is stored in STM primacy effect information that occurs first is typically remembered better than information occurring later When given a list of words or numbers, the first word or number is usually remembered due to rehearsing this more than other information recency effect  often the last bit of information is also remembered better because not as much time has past; time which results in forgetting

Reasons why information is stored in STM distinctiveness  if something stands out from information around it, it is often remembered better.  Any distinctive information is easier to remember than that which is similar, usual, or mundane. frequency effect rehearsal, as stated in the first example, results in better memory.  Remember trying to memorize a formula for your math class.  The more you went over it, the better you knew it.  

Reasons why information is stored in STM associations  when we associate or attach information to other information it becomes easier to remember. Many of us use this strategy in our professions and everyday life in the form of acronyms.   reconstruction  sometimes we actually fill in the blanks in our memory.  In other words, when trying to get a complete picture in our minds, we will make up the missing parts, often without any realization that this is occurring.

Short Term Memory (STM) Displacement the new information will push out part of the old information Chunking the process by which one can expand his/her ability to remember things in the short term. process by which a person organizes material into meaningful groups can greatly increase a person's recall capacity allows the brain to automatically group certain items together, hence the ability to remember and learn better

Long Term Memory (LTM) Relatively permanent and practically unlimited in terms of its storage capacity. Schemas are mental models of the world Information in LTM is stored in interrelated networks of these schemas. These, in turn, form intricate knowledge structures. Related schemas are linked together, and information that activates one schema also activates others that are closely linked. This is how we recall relevant knowledge when similar information is presented. guide us by diverting our attention to relevant information and allow us to disregard what is not important.

Subcategories of Long Term Memory (LTM) Declarative memory memories for facts, life events, and information about our environment includes semantic memory factual knowledge like the meaning of words, concepts, and our ability to do math (Lesch & Pollatsek, 1993, Rohrer et al., 1995) episodic memory memories for events and situations (Goldringer, 1996; Kliegel & Lindberger, 1993)

Subcategories of Long Term Memory (LTM) Non -declarative (or implicit) memory. These are memories we have stored due to extensive practice, conditioning, or habits When you brush your teeth, write your name, or scratch your eye, you do this with ease because you previously stored these movements and can recall them with ease

How to improve our memory SQ3R method  Survey, Question, Read, Recite, and Review Developed by psychologist Francis Robinson in 1941 Survey Scan the material you will be reading. Take only a few minutes to do this. Look over the material, taking in the headings, subheadings, and any charts or illustrations. This will give you an idea of what you will be reading and will prepare your brain for how it will be organized.

How to improve our memory SQ3R method  Question create questions that will be answered in your reading. Read After you've come up with a list of questions, read through the material and write down the answers to your questions. Recite To help you recall the information in the future, recite the answers and any other key points you encountered in the material. Review To finish and set the information in your long-term memory, review the material once again, while continuing to recite important points and the answers to your questions.

How to improve our memory Mnemonics are strategies, such as a rhyme or formula, that are used to improve memory and help you retain and retrieve the information by making use of the information already stored in your long-term memory. 

References  Kalat, J. W. (2008). Introduction to Psychology 8th Edition. (pp.245-263; 335-344) USA: Thomson Learning, Inc Smith, E., Nolen-Hoeksema, S., Fredrickson, B., & Loftus, G. (2003). Atkinson's and Hilgard's Introduction to Psychology 14th Edition. (pp.232- 261; 266-305; 426-443) Singapore: Thomson Learning.