 PICK UP A SLIP FROM THE FRONT  End of the Year Calendar Review (1 Chapter to go!)  Vocabulary Assignment  Memory Activity  Notes

 VII. Cognition (8–10%)  AP students in psychology should be able to do the following:  Compare and contrast various cognitive processes: ▪ — effortful versus automatic processing; ▪ — deep versus shallow processing; ▪ — focused versus divided attention.  Describe and differentiate psychological and physiological systems of memory  (e.g., short-term memory, procedural memory).  Outline the principles that underlie effective encoding, storage, and construction  of memories.  Describe strategies for memory improvement.  Synthesize how biological, cognitive, and cultural factors converge to facilitate  acquisition, development, and use of language.  Identify problem-solving strategies as well as factors that influence their  effectiveness.  List the characteristics of creative thought and creative thinkers.  Identify key contributors in cognitive psychology (e.g., Noam Chomsky,  Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller).

 How does information get into memory?  How is information maintained in memory?  How is information pulled back out of memory?

Figure 7.2 Three key processes in memory

 The role of attention  Focusing awareness  Selective attention = selection of input  Filtering: early or late? 

Figure 7.3 Models of selective attention

 Incoming information processed at different levels  Deeper processing = longer lasting memory codes  Encoding levels:  Structural = shallow  Phonemic = intermediate  Semantic = deep

Figure 7.4 Levels-of-processing theory

Figure 7.5 Retention at three levels of processing

 Elaboration = linking a stimulus to other information at the time of encoding  Thinking of examples  Visual Imagery = creation of visual images to represent words to be remembered  Easier for concrete objects: Dual-coding theory  Self-Referent Encoding  Making information personally meaningful

 START RESEARCHING METHODS OF HOW TO EFFECTIVELY STUDY VOCABULARY  Have out your notes and a blank piece of paper!  Sensory & Short Term & Long Term Memory  George Miller “Magic Number 7” Activities  Common Memory Phenomena  Baddeley’s 3 Systems

 VII. Cognition (8–10%)  AP students in psychology should be able to do the following:  Compare and contrast various cognitive processes:  — effortful versus automatic processing;  — deep versus shallow processing;  — focused versus divided attention.  Describe and differentiate psychological and physiological systems of memory  (e.g., short-term memory, procedural memory).  Outline the principles that underlie effective encoding, storage, and construction  of memories.  Describe strategies for memory improvement.  Synthesize how biological, cognitive, and cultural factors converge to facilitate  acquisition, development, and use of language.  Identify problem-solving strategies as well as factors that influence their  effectiveness.  List the characteristics of creative thought and creative thinkers.  Identify key contributors in cognitive psychology (e.g., Noam Chomsky,  Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller).

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 Analogy: information storage in computers ~ information storage in human memory  Information-processing theories  Subdivide memory into 3 different stores ▪ Sensory, Short-term, Long-term

Figure 7.7 The Atkinson and Schiffrin model of memory storage

 Brief preservation of information in original sensory form  Auditory/Visual – approximately ¼ second  George Sperling (1960) ▪ Classic experiment on visual sensory store ▪ Iconic memory and cued recall

Figure 7.8 Sperling’s (1960) study of sensory memory

 Limited capacity – magical number 7 plus or minus 2  Chunking – grouping familiar stimuli for storage as a single unit  Limited duration – about 20 seconds without rehearsal  Rehearsal – the process of repetitively verbalizing or thinking about the information  hudler/stm0.html hudler/stm0.html George Miller’s “The Magical Number 7-Plus or Minus 2”

Figure 7.9 Peterson and Peterson’s (1959) study of short-term memory

 STM not limited to phonemic encoding  Loss of information not only due to decay  Baddeley (1986) – 3 components of working memory  Phonological rehearsal loop  Visuospatial sketchpad  Executive control system

 Permanent storage?  Flashbulb memories  Recall through hypnosis  Debate: are STM and LTM really different?  Phonemic vs. Semantic encoding  Decay vs. Interference based forgetting

 Clustering and Conceptual Hierarchies  Schemas and Scripts  Semantic Networks  Connectionist Networks and PDP Models  Memory Loci- MEMORY PALACE OMG  an_do an_do

 The tip-of-the-tongue phenomenon – a failure in retrieval  Retrieval cues  Recalling an event  Context cues  Reconstructing memories  Misinformation effect ▪ Source monitoring, reality monitoring ▪ ▪

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 Grouchy  Gabby  Fearful  Smiley  Jumpy  Hopeful  Sleepy  Shy  Droopy  Dopey  Sniffy  Wishful  Puffy  Dumpy  Lazy  Pop  Grumpy  Bashful  Cheerful  Teach  Shorty  Sneezy  Nifty  Happy  Doc  Wheezy  Stubby  Shambly  Ugly  Fatty  Crazy  Sleezy

 Retention – the proportion of material retained  Recall  Recognition  Relearning  Ebbinghaus’s Forgetting Curve

Figure 7.16 Ebbinghaus’ forgetting curve for nonsense syllables

Figure 7.17 Recognition versus recall in the measurement of retention

 Ineffective Encoding  Decay theory  Interference theory  Proactive  Retroactive

Figure 7.19 Retroactive and proactive interference

Figure 7.20 Estimates of the prevalence of childhood physical and sexual abuse

 Encoding Specificity  Transfer-Appropriate Processing  Repression  Authenticity of repressed memories?  Memory illusions  Controversy

Figure 7.22 The prevalence of false memories observed by Roediger and McDermott (1995)

 Biochemistry  Alteration in synaptic transmission ▪ Hormones modulating neurotransmitter systems ▪ Protein synthesis  Neural circuitry  Localized neural circuits ▪ Reusable pathways in the brain ▪ Long-term potentiation

 Anatomy  Anterograde and Retrograde Amnesia ▪ Cerebral cortex, Prefrontal cortex, Hippocampus, ▪ Dentate gyrus, Amygdala, Cerebellum

Figure 7.23 The anatomy of memory

Figure 7.25 Retrograde versus anterograde amnesia

 Declarative vs. Procedural  Semantic vs. Episodic  Prospective vs. Retrospective

Figure 7.26 Theories of independent memory systems

 Engage in adequate rehearsal  Distribute practice and minimize interference  Emphasize deep processing and transfer- appropriate processing  Organize information  Use verbal mnemonics  Use visual mnemonics