Chapter 5 Memory Slides prepared by Randall E. Osborne, Texas State University-San Marcos PSYCHOLOGY Schacter Gilbert Wegner

What is memory anyway? - Write down all the responses that come to mind in the order in which they occur. Incorrect responses will be as important as correct ones. - Name the 7 Dwarfs. - Grumpy, Sneezy, Sleepy, Bashful, Dopey, Doc, Happy? - How hard is this? - What went wrong (or right) ? - Encode, Storage, Retrieval

Gp 1 – Saw High Relevance cartoon to provide context & facilitate encoding Gp 2 – Discussed how to send a message to a friend Gp 3 – Sang “Happy Birthday”

Gp 1 – read High Relevance description to facilitate encoding If the balloons popped, the sound wouldn't be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying, since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course, the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem is that a string could break on the instrument. Then there could be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face to face contact, the least number of things could go wrong. (Bransford & Johnson, 1972, p. 719)

- Gp 1 – list/discuss the steps in doing laundry and what you like (don’t like) about doing laundry = High Relevance Encoding - Gp 2 – list/discuss the steps in raking leaves what you like about raking leaves - Gp 3 – list/discuss the steps in washing dishes and what you like about washing dishes - Gp 4 – list/discuss what you did this past weekend - Gp 5 – list/discuss study tips for the next intro psych exam

The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell, After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life. (Bransford & Johnson, 1972, p. 722)

8 5.1 Memory - Memory Encoding Storage Retrieval

Human Memory: Basic Questions BASIC QUESTIONS ABOUT MEMORY - Encoding:How does information get into memory? - Storage: How is information maintained in memory? - Retrieval: How is information pulled back out of memory?

Three processes in memory. Memory depends on three sequential processes: encoding, storage, and retrieval. Some theorists have drawn an analogy between these processes and elements of information processing by computers as depicted here. The analogies for encoding and retrieval work pretty well, but the storage analogy is somewhat misleading. When information is stored on a hard drive, it remains unchanged indefinitely and you can retrieve an exact copy. As you will learn in this chapter, memory storage is a much more dynamic process. Our memories change over time and are rough reconstructions rather than exact copies of past events. Figure 7.2

PSYCHOLOGY Schacter Gilbert Wegner 5.1 Encoding: Transferring Perceptions into Memories

5.1 Encoding: Getting Information Into Memory ENCODING – Getting Info Into Memory - The role of attention - Focusing awareness - Selective attention - Divided attention

Levels of Processing LEVELS OF PROCESSING - Craik and Lockhart: incoming information is processed at different levels - Levels of processing: Structural = shallow Phonemic = intermediate Semantic = deep - Deeper processing = longer lasting memory codes

Figure 7.3 Levels-of-processing theory. According to Craik and Lockhart (1972), structural, phonemic, and semantic encoding—which can be elicited by questions such as those shown on the right—involve progressively deeper levels of processing, which should result in more durable memories. Figure 7.3

Levels of Processing Level of Processing Type of EncodingEncoding Q’s Example ShallowStructuralIn capital letters? IntermediatePhonemicSounds like …? DeeperSemanticMeans the same as …? DeeperSelf-Referent (personal semantic) Does it describe you…?

Encoding - Memory is not a recording device - Levels of processing semantic judgments rhyme judgments visual judgments - Elaborative encoding