Memory Chapter (7)

Do you feel like you have a good memory? What are the types of things that are easy for you to forget? Minimum of 4 sentences.

Lab ChwcIhttp:// ChwcI (50 First Dates) ChwcIhttp:// ChwcI (50 First Dates) 10/9/20153

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memory part 1 memory part 2 memory part 3 memory part 4 memory part 5

Terms for Cards Explicit Implicit Episodic Semantic Encoding Types of encoding Storage Maintenance rehearsal Elaborative rehearsal Explicit Implicit Episodic Semantic Encoding Types of encoding Storage Maintenance rehearsal Elaborative rehearsal 10/9/20156 Retrieval Context dependent memory State dependent memory Iconic Eidetic Echoic Primacy recency effect chunking Retrieval Context dependent memory State dependent memory Iconic Eidetic Echoic Primacy recency effect chunking Interference Schemas LTM STM Decay Repression Anterograde amnesia Retrograde amnesia Interference Schemas LTM STM Decay Repression Anterograde amnesia Retrograde amnesia Type 1: How would you learn these terms if they were given to you in another class.

10/9/20157 I.Memory Classifications and Processes Memory – process by which we recollect prior experiences, information and skills learned in the past. A. Two Kinds of Memory 1. Episodic memory – memory of a specific event a. flash bulb memories – so important we can “see” them b. reasons- the distinctness of the memories (special meaning, make an impression, connected to other events that were important I.Memory Classifications and Processes Memory – process by which we recollect prior experiences, information and skills learned in the past. A. Two Kinds of Memory 1. Episodic memory – memory of a specific event a. flash bulb memories – so important we can “see” them b. reasons- the distinctness of the memories (special meaning, make an impression, connected to other events that were important Funny spoof on memory

10/9/ Semantic memory – memory of facts, words, concepts, and so one – what you would say you know. a. has to do with language- b. usually don’t remember when we learned the information c Types 1. Explicit 2. Semantic memory – memory of facts, words, concepts, and so one – what you would say you know. a. has to do with language- b. usually don’t remember when we learned the information c Types 1. Explicit W6TDYi0Cw

Objectives List and describe how we save memories Define acoustic, visual and semantic codes Objectives List and describe how we save memories Define acoustic, visual and semantic codes Before the bell: Type 2: no notes: What are the two kinds of memory and describe them.

10/9/ Implicit memory – not clearly stated, implied a. practiced skills and learned habits b. we can’t list out every step of how to throw a ball, ride a bike or play a musical instrument. 2. Implicit memory – not clearly stated, implied a. practiced skills and learned habits b. we can’t list out every step of how to throw a ball, ride a bike or play a musical instrument.

10/9/ Processes of Memory There are three steps in the process of memory 1. Encoding a. we receive information through our senses physically such as when sound waves cause the eardrum to vibrate b. We convert the stimulus into psychological formats that can be represented mentally c. Loot at these letters: OTTFFSSENT (Look at this for 30 seconds) Processes of Memory There are three steps in the process of memory 1. Encoding a. we receive information through our senses physically such as when sound waves cause the eardrum to vibrate b. We convert the stimulus into psychological formats that can be represented mentally c. Loot at these letters: OTTFFSSENT (Look at this for 30 seconds) 1,2,3,4,5,6,7,8,9,10

10/9/2015 d. Visual and Acoustic Codes a. memorize letters – try to see them in your head – visual b. read a list and repeat out loud – acoustic you are memorizing the sounds e. Semantic Codes a. try to make sense out of the letters (pattern, word, something meaningful) b. i.e. d. Visual and Acoustic Codes a. memorize letters – try to see them in your head – visual b. read a list and repeat out loud – acoustic you are memorizing the sounds e. Semantic Codes a. try to make sense out of the letters (pattern, word, something meaningful) b. i.e. My very educated mother just served us noodles Roy G. Biv pdMoY

Storage is the maintenance of encoded information. It is the second process of memory. Like telling computer “save” or “save as” Mechanical or rote repetition of information in order to keep from forgetting it is called maintenance rehearsal. The more time spent on it, the longer the information will be remembered. It does not connect information to past learning and is therefore a poor way to put information in permanent storage. Maintenance Rehearsal 2. Storage A more effective way to remember new information is to relate it to information you already know. This method is called elaborative rehearsal. It is widely used in education. Elaborative Rehearsal

Retrieval consists of locating stored information and returning it to conscious thought. Retrieval is the third stage of processing information. Context-dependent memories are information that is more easily retrieved in the context or situation in which it was encoded and stored. Such memories are dependent on the place where they were encoded and stored. Context-Dependent Memory 3. Retrieval Memories that are retrieved because the mood in which they were originally encoded is recreated are called state- dependent memories. Memory is better when people are in the same mood as when the information was acquired. State-Dependent Memory sPcY n&tag=segementExtraScroller;hou sing

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Type 2 – skip lines Without looking and when I say start you will have two minutes to write down as much as you can remember about memory. Type 2 – skip lines Without looking and when I say start you will have two minutes to write down as much as you can remember about memory. Get out your notes and a blank half sheet of paper.

II. Three Stages of Memory A. Sensory Memory 1. first stage of information storage – immediate, initial recording of data that enters through our senses 2. i.e. strobe light in a dark room –we’d see the after flash, just like memories (why first impressions important) II. Three Stages of Memory A. Sensory Memory 1. first stage of information storage – immediate, initial recording of data that enters through our senses 2. i.e. strobe light in a dark room –we’d see the after flash, just like memories (why first impressions important) 10/9/201517

3. Each of our five sense has a register: a. iconic memory: accurate photographic images (visual) b. eidetic imagery (only 5% of children) photographic memory – declines with age, gone by adolescence c. echoic memory – mental traces of sound (easier to remember than visual) 3. Each of our five sense has a register: a. iconic memory: accurate photographic images (visual) b. eidetic imagery (only 5% of children) photographic memory – declines with age, gone by adolescence c. echoic memory – mental traces of sound (easier to remember than visual) 10/9/ com/watch?v=OYfn DnqbSXk

B. Short-Term Memory (STM) 1. Use a lot of the time 2. fades rapidly after several seconds, have to rehearse if don’t want to fade 3. Primacy/Recency Effect – your remember the first and last of something in a set 4. Chunking – Psychologist George miller found that the average person’s STM can hold 7 items (the range we use is 5-9) most people cannot remember more than 9 5. Interference – STM can only hold so much once it’s full something will fall off – takes the place of something else that was there B. Short-Term Memory (STM) 1. Use a lot of the time 2. fades rapidly after several seconds, have to rehearse if don’t want to fade 3. Primacy/Recency Effect – your remember the first and last of something in a set 4. Chunking – Psychologist George miller found that the average person’s STM can hold 7 items (the range we use is 5-9) most people cannot remember more than 9 5. Interference – STM can only hold so much once it’s full something will fall off – takes the place of something else that was there 10/9/ NEQLA&feature=related ph32CnJA&feature=related

Good Morning Get out your 10% Summary and your notes 10/9/201520

C. Long-Term Memory (LTM) 1. Memory as Reconstruction – a. memories are not recorded like a movie. They are recalled by bits and pieces of our experience. b. We shape them in personal and individual ways c. we may leave out hurtful parts 2. Schemas a. mental representations that we form of the world by organizing bits of information 3. Capacity of Memory – no limit C. Long-Term Memory (LTM) 1. Memory as Reconstruction – a. memories are not recorded like a movie. They are recalled by bits and pieces of our experience. b. We shape them in personal and individual ways c. we may leave out hurtful parts 2. Schemas a. mental representations that we form of the world by organizing bits of information 3. Capacity of Memory – no limit 10/9/

III. Forgetting and Memory Improvement A. Forgetting 1. can occur at any stage of memory – sensory, STM, LTM 2. information encoded in visual decays in less than a second, echoic lasts a few seconds 3. STM only lasts seconds unless you find a way to transfer it III. Forgetting and Memory Improvement A. Forgetting 1. can occur at any stage of memory – sensory, STM, LTM 2. information encoded in visual decays in less than a second, echoic lasts a few seconds 3. STM only lasts seconds unless you find a way to transfer it 10/9/201522

III. Forgetting and Memory Improvement B. Basic Memory Tasks Do you know DAL, RIK, and KAX are? They were used by German psychologist Hermann Ebbinghaus - studied forgetting because they are nonsensical remember them is based on acoustic coding and rote repetition. 1. Recognition – identify objects or events that have been encountered before 2. Recall – to bring it back to mind. (paired associates) – lists of o two nonsense syllables later given first member they try to remember second 3. Relearning – usually can fairly rapidly relearn things III. Forgetting and Memory Improvement B. Basic Memory Tasks Do you know DAL, RIK, and KAX are? They were used by German psychologist Hermann Ebbinghaus - studied forgetting because they are nonsensical remember them is based on acoustic coding and rote repetition. 1. Recognition – identify objects or events that have been encountered before 2. Recall – to bring it back to mind. (paired associates) – lists of o two nonsense syllables later given first member they try to remember second 3. Relearning – usually can fairly rapidly relearn things 10/9/

C. Different Kinds of Forgetting 1. Decay – the fading away of a memory over time 2. Repression – so painful and unpleasant that we forget them by phasing them out of our consciousness (non-Freudians explain repression in terms of interference) 3. Amnesia – severe memory loss- usually caused by trauma a. retrograde amnesia- forgetting the period leading up to a traumatic event b. anterograde amnesia – memory loss of events that take place after the trauma (loses the ability to store new memories) C. Different Kinds of Forgetting 1. Decay – the fading away of a memory over time 2. Repression – so painful and unpleasant that we forget them by phasing them out of our consciousness (non-Freudians explain repression in terms of interference) 3. Amnesia – severe memory loss- usually caused by trauma a. retrograde amnesia- forgetting the period leading up to a traumatic event b. anterograde amnesia – memory loss of events that take place after the trauma (loses the ability to store new memories) 10/9/

C. Different Kinds of Forgetting c. Infantile Amnesia – 1.we all experience – we cannot remember early infants 2. biological factors – development of the hippocampus (does not mature until age 2); myelination of nerve cells incomplete 3. Cognitive factors infants are not interested in remember the past year, they do not weave together episodes of their lives into meaningful stories, to not make reliable use of language to symbolize or classify events. C. Different Kinds of Forgetting c. Infantile Amnesia – 1.we all experience – we cannot remember early infants 2. biological factors – development of the hippocampus (does not mature until age 2); myelination of nerve cells incomplete 3. Cognitive factors infants are not interested in remember the past year, they do not weave together episodes of their lives into meaningful stories, to not make reliable use of language to symbolize or classify events. 10/9/

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Memory Task You need a blank sheet of paper 10/9/201527

Terms for Cards Explicit Implicit Episodic Semantic Encoding Types of encoding Storage Maintenance rehearsal Elaborative rehearsal Explicit Implicit Episodic Semantic Encoding Types of encoding Storage Maintenance rehearsal Elaborative rehearsal 10/9/ Retrieval Context dependent memory State dependent memory Iconic Eidetic Echoic Primacy recency effect chunking Retrieval Context dependent memory State dependent memory Iconic Eidetic Echoic Primacy recency effect chunking Interference Schemas LTM STM Decay Repression Anterograde amnesia Retrograde amnesia Interference Schemas LTM STM Decay Repression Anterograde amnesia Retrograde amnesia

Before the Bell: You need your terms and your notes 10/9/201529