1. Memory
The persistence of learning over time through the storage and retrieval of information.

2. Information Processing Model: The Brain works like a computer.
Encodes
Packages info
Stores
Safely keeps info for later use
Retrieves
Brings info back into the conscious mind
Do you think that the brain works like a computer? How is remembering something like opening a file on a computer?

3. Three Types of Memory
In humans, information processing occurs in three systems: sensory memory, short-term memory, Long term memory.
Which part of memory is malfunctioning in Dory’s case?

4. Let’s Examine our own thought process
Get out a blank piece of paper and write down all responses that come to mind in the order that they occur
Your Task: Name the seven dwarfs from “Snow White”

5. How difficult was this task? Was it Easy or Hard
Memory is the persistence of learning over time
What are some factors that made it easy or hard?
To name the 7 dwarfs we must
Get the info into our brain (encoding)
Retain it over time (storage)
Get it back out (retrieval)

6. Was it easy or hard? It depends on several things….
If you like Disney movies?
When was the last time you have seen the movie?
Are people around you being loud pain in the butts so you cannot concentrate?

7. Seven Dwarves
Sleepy, Dopey, Grumpy, Sneezy, Happy, Doc and Bashful

8. Myers’ PSYCHOLOGY (7th Ed)
Chapter 9
Memory
James A. McCubbin, PhD
Clemson University
Worth Publishers

9. Memory Memory Flashbulb Memory
persistence of learning over time via the storage and retrieval of information
Flashbulb Memory
a clear memory of an emotionally significant moment or event

10. Memory Memory as Information Processing Encoding similar to a computer
write to file
save to disk
read from disk
Encoding
the processing of information into the memory system
i.e., extracting meaning

11. Memory Storage Retrieval
the retention of encoded information over time
Retrieval
process of getting information out of memory

12. Memory Sensory Memory Working Memory
the immediate, initial recording of sensory information in the memory system
Working Memory
focuses more on the processing of briefly stored information

13. Memory Short-Term Memory Long-Term Memory
activated memory that holds a few items briefly
look up a phone number, then quickly dial before the information is forgotten
Long-Term Memory
the relatively permanent and limitless storehouse of the memory system

14. A Simplified Memory Model
External
events
Sensory
memory
Short-term
Long-term
Sensory input
Attention to important
or novel information
Encoding
Retrieving

15. Encoding: Getting Information In
Effortful
Automatic

16. Encoding Automatic Processing
unconscious encoding of incidental information
space
time
frequency
well-learned information
word meanings
we can learn automatic processing
reading backwards

17. Encoding Effortful Processing Rehearsal
requires attention and conscious effort
Rehearsal
conscious repetition of information
to maintain it in consciousness
to encode it for storage

18. Encoding Ebbinghaus used nonsense syllables Spacing Effect
TUV ZOF GEK WAV
the more times practiced on Day 1, the fewer repetitions to relearn on Day 2
Spacing Effect
distributed practice yields better long- term retention than massed practice

19. Encoding 20 15 10 5 8 16 24 32 42 53 64 Time in minutes8 16 24 32 42 53 64
Time in minutes
taken to relearn
list on day 2
Number of repetitions of list on day 1

20. Encoding: Serial Position Effect12
Percentage of
words recalled 90 80 70 60 50 40 30 20 10
Position of word in list 1 2 3 4 5 6 7 8 9 11
Serial Position Effect--tendency to recall best the last items in a list

21. What Do We Encode? Semantic Encoding Acoustic Encoding Visual Encoding
encoding of meaning
including meaning of words
Acoustic Encoding
encoding of sound
especially sound of words
Visual Encoding
encoding of picture images

22. Encoding

23. Encoding Imagery Mnemonics mental pictures
a powerful aid to effortful processing, especially when combined with semantic encoding
Mnemonics
memory aids
especially those techniques that use vivid imagery and organizational devices

24. Encoding Chunking organizing items into familiar, manageable units
like horizontal organization
often occurs automatically
use of acronyms
HOMES--Huron, Ontario, Michigan, Erie, Superior
ARITHMETIC--A Rat In Tom’s House Might Eat Tom’s Ice Cream

25. Encoding: Chunking
Organized information is more easily recalled

26. Encoding
Hierarchies
complex information broken down into broad concepts and further subdivided into categories and subcategories
Encoding
(automatic
or effortful)
Imagery
(visual
Encoding)
Meaning
(semantic
Organization
Chunks
Hierarchies

27. Storage: Retaining Information
Iconic Memory
a momentary sensory memory of visual stimuli
a photographic or picture image memory lasting no more that a few tenths of a second
Echoic Memory
momentary sensory memory of auditory stimuli

28. Storage: Short-Term Memory10 20 30 40 50 60 70 80 90 3 6 9 12 15 18
Time in seconds between presentation
of contestants and recall request
(no rehearsal allowed)
Percentage
who recalled
consonants
Short-Term Memory
limited in duration and capacity
“magical” number 7+/-2

29. Storage: Long-Term Memory
How does storage work?
Karl Lashley (1950)
rats learn maze
lesion cortex
test memory
Synaptic changes
Long-term Potentiation
increase in synapse’s firing potential after brief, rapid stimulation
Strong emotions make for stronger memories
some stress hormones boost learning and retention

30. Storage: Long-Term Memory
Amnesia--the loss of memory
Explicit Memory
memory of facts and experiences that one can consciously know and declare
also called declarative memory
hippocampus--neural center in limbic system that helps process explicit memories for storage
Implicit Memory
retention independent of conscious recollection
also called procedural memory

31. Storage: Long-Term Memory Subsystems
Types of
long-term
memories
Explicit
(declarative)
With conscious
recall
Implicit
(nondeclarative)
Without conscious
Facts-general
knowledge
(“semantic
memory”)
Personally
experienced
events
(“episodic
Skills-motor
and cognitive
Dispositions-
classical and
operant
conditioning
effects

32. Storage: Long-Term Memory
MRI scan of hippocampus (in red)
Hippocampus

33. Retrieval: Getting Information Out
Recall
measure of memory in which the person must retrieve information learned earlier
as on a fill-in-the blank test
Recognition
Measure of memory in which the person has only to identify items previously learned
as on a multiple-choice test

34. Retrieval Relearning Priming
memory measure that assesses the amount of time saved when learning material a second time
Priming
activation, often unconsciously, of particular associations in memory

35. Retrieval Cues 10 20 30 40 Water/ land Land/ water10 20 30 40
Water/
land
Land/
water
Different contexts for
hearing and recall
Same contexts for hearing and recall
Percentage of
words recalled

36. Retrieval Cues Deja Vu (French)--already seen Mood-congruent Memory
cues from the current situation may subconsciously trigger retrieval of an earlier similar experience
"I've experienced this before."
Mood-congruent Memory
tendency to recall experiences that are consistent with one’s current mood
memory, emotions, or moods serve as retrieval cues
State-dependent Memory
what is learned in one state (while one is high, drunk, or depressed) can more easily be remembered when in same state

37. Retrieval Cues
After learning to move a mobile by kicking, infants had their learning reactivated most strongly when retested in the same rather than a different context (Butler & Rovee-Collier, 1989).

38. Reasons for Forgetting
Encoding failure
Not storing information in the first place
Decay
Fading of memory traces in neurons
Especially a problem with sensory memories and STM
Cue-dependent
“tip of the tongue” Forgetting may be a result from retrieval failure rather than encoding or storage
If you have the right trigger, you will remember

39. Forgetting Forgetting as encoding failure
Information never enters the long-term memory
External
events
Sensory
memory
Short-
term
Long-
Attention
Encoding
failure leads
to forgetting

40. Forgetting Forgetting as encoding failure
Which penny is the real thing?

41. Forgetting 1 2 3 4 5 10 15 20 25 30 40 50 60
Time in days since learning list
Percentage of
list retained
when
relearning
Ebbinghaus forgetting curve over 30 days-- initially rapid, then levels off with time

42. Time in years after completion of Spanish course
Forgetting
The forgetting curve for Spanish learned in school
Retention
drops,
then levels off
½ 14½ ½ ½
Time in years after completion of Spanish course
100% 90 80 70 60 50 40 30 20 10
Percentage of
original
vocabulary
retained

43. Retrieval
Forgetting can result from failure to retrieve information from long-term memory
External
events
Attention
Encoding
Retrieval failure
leads to forgetting
Retrieval
Sensory
memory
Short-term
Long-term

44. Forgetting as Interference
Learning some items may disrupt retrieval of other information
Proactive (forward acting) Interference
disruptive effect of prior learning on recall of new information
Retroactive (backwards acting) Interference
disruptive effect of new learning on recall of old information

45. Forgetting as Interference

46. Hours elapsed after learning syllables
Forgetting
Retroactive Interference
Without interfering
events, recall is
better
After sleep
After remaining awake
Hours elapsed after learning syllables
90% 80 70 60 50 40 30 20 10
Percentage
of syllables
recalled

47. Forgetting Forgetting can occur at any memory stage
As we process information, we filter, alter, or lose much of it

48. Forgetting- Interference
Motivated Forgetting
people unknowingly revise memories
Repression
defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories

49. Memory Construction We filter information and fill in missing pieces
Misinformation Effect
incorporating misleading information into one's memory of an event
Source Amnesia
attributing to the wrong source an event that we experienced, heard about, read about, or imagined (misattribution)

50. Memory Construction Eyewitnesses reconstruct memories when questioned
Depiction of actual accident
Leading question:
“About how fast were the cars
going when they smashed into
each other?”
Memory
construction
Eyewitnesses reconstruct memories when questioned

51. Memory Construction Memories of Abuse False Memory Syndrome
Repressed or Constructed?
Child sexual abuse does occur
Some adults do actually forget such episodes
False Memory Syndrome
condition in which a person’s identity and relationships center around a false but strongly believed memory of traumatic experience
sometimes induced by well-meaning therapists

52. Memory Construction Most people can agree on the following:
Injustice happens
Incest happens
Forgetting happens
Recovered memories are commonplace
Memories recovered under hypnosis or drugs are especially unreliable
Memories of things happening before age 3 are unreliable
Memories, whether false or real, are upsetting

53. Improve Your Memory Study repeatedly to boost recall
Spend more time rehearsing or actively thinking about the material
Make material personally meaningful
Use mnemonic devices
associate with peg words--something already stored
make up story
chunk--acronyms

54. Improve Your Memory
Activate retrieval cues--mentally recreate situation and mood
Recall events while they are fresh-- before you encounter misinformation
Minimize interference
Test your own knowledge
rehearse
determine what you do not yet know

55. Reconstructive memory
The process of piecing together memories by fitting them to a meaningful plan or organization.
Accounts for much of the inaccuracy of our recollections. We fill in gaps with assumptions because we are uncomfortable with the gaps. Once we've done this, distinguishing what actually happened from what we filled in is almost impossible.

56. A TWA Boeing 747 had just taken off from Miami International Airport for Los Angeles when a passenger near the rear of the aircraft announced that the plane was being taken over by the People's Revolutionary Army for the liberation of the oppressed. The hijacker then held a 357 magnum to the head of Jack Swanson, a flight attendant, and forced him to open the cockpit door. There, the hijacker confronted the pilot, Jane Randall, and ordered her to change the course for Cuba. The pilot radioed the Miami Air Traffic Control Center to report the situation but then suddenly hurled the microphone at the hijacker, who fell backward through the open cockpit door and onto the floor, where angry passengers took over from there. The plane landed in Miami a few minutes later and the hijacker was arrested.

57. The errors made in each successive telling of the story are usually quite predictable and follow some basic principles of constructive memory.
describe how the story changed with the retelling
First, the story will get progressively shorter as some non-distinctive details -- the type of airplane, the name of the revolutionary group, and sometimes, the flight's origin and destination -- are left out. This is sometimes referred to as "leveling." (Particularly distinctive details, such as the calibre of the gun, and, especially for female students, the gender of the pilot, are often retained; this is sometimes referred to as "sharpening.")

58. Video Questions
Living with Amnesia