Memory Encoding and Storage

Automatic vs. Effortful  Automatic – encoding information unconsciously. This includes information about time, spacing, frequency and well- known (learned) information. EX- ? EX- ? Effortful- encoding that required a conscious effort, and attention. Ex-?

How do we encode?  Can you recall the Twelve Days of Christmas?  Rehearsal- repeating information several times to encode it into memory  Write down the US presidents….  Serial Position effect= we tend to remember those items presented first or last on a list.

What do we encode?  Demo-  Visual Imagery- If a visual picture accompanies words, recall improves  Meaning- If a passage is give context, recall improves  Mnemonic Devices= any memory device used to aid memory( organization, auditory or visual cues)  Ex?  Chunking=organizing information by meaning, or in small groups.

Storage- How do we retain Information?  Sensory Memory- Iconic Memory= a short memory of a visual stimulus Iconic Memory= a short memory of a visual stimulus Echonic Memory= A momentary memory of an auditory stimulus Ex- Psychsim lab

Defined  Short Term Memory- a form of transient memory- limited in length and capacity.

Types of Long-term Memory

Subtypes of Explicit Memory

Episodic memory  Memory tied to your own personal experiences  Examples:  What month is your birthday?  Do you like to eat caramel apples?  Q: Why are these explicit memories?  A: Because you can actively declare your answers to these questions

Semantic memory  Memory not tied to personal events  General facts and definitions about the world  Examples:  How many tires on a car?  What is a cloud?  What color is a banana?

Subtypes of Implicit Memory

Classical conditioning  Pavlov  Previously neutral stimulus now comes to elicit a response after pairing with an unconditioned stimulus Natural reflex Conditioned reflex CR (salivation) UCR (salivation) CS (ringing bell) Neutral stimulus + UCS (food in mouth) (ringing bell)

Procedural memory  Memory that enable you to perform specific learned skills or habitual responses  Examples:  Riding a bike  Using the shift stick while driving  Tying your shoe laces  Q: Why are these procedural memories implicit?  A: Don’t have to consciously remember the steps involved in these actions to perform them  Try to explain to someone how to tie a shoelace

Priming  Pass out demonstration sheets

Priming demonstration  Unscramble the following word:  L T E P A  Answer:  P E T A L  P L A T E

Priming  Why did half the class say plate and the other half say petal?  They were primed to do so  There were two different sheets of unscrambled words

Priming sheet 1  Unscramble the following word:  F I N E K  O P O N S  K R O F  P U C  E C U S A R  L T E P A  Answer:  K N I F E  S P O O N  F O R K  C U P  S A U C E R  P L A T E

Priming sheet 2  Unscramble the following word:  N Y P A S  F E L A  K T A L S  D U B  L O B S O M S  L T E P A  Answer:  P A N S Y  L E A F  S T A L K  B U D  B L O S S O M  P E T A L

Two types of priming

Conceptual priming  When priming stimulus influences your flow of thoughts  Thought to involve activation of concepts stored in semantic memory  Example: Previous priming demonstration  Example: If you hear a story about a pitbull, when someone later asks you to name a dog, you’re more likely to say “pitbull”

Perceptual priming  Can you identify the fragmented stimulus below?

Perceptual priming  What if you were shown the following slide earlier in the lecture?

Perceptual priming  Can you identify the fragmented stimulus to the right?

Perceptual priming  What if you were shown the following slide earlier in the lecture?

Perceptual priming  When a priming stimulus enhances ability to identify a test stimulus based on its physical features  Priming is implicit because you don’t need to consciously recall seeing the priming stimulus in order for priming to occur

Are memories organized?  Demonstration:  Recite the days of the week  Recite the days of the week in alphabetical order  Demonstrates that long-term memory is organized  not just a random jumble of information  How are memories organized?

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