1. MEMORY
PROCESS OF MEMORY

2. MEMORY
The processing, storage and retrieval of information acquired through learning.

3. information into a useable form so that it can be and in memory
ENCODING
information into a useable form so that it can be and in memory
STORAGE
the of information in memory over time
RETRIEVAL
the process of and the stored information from memory so that we are aware of it

4. information into a useable form so that it can be and in memory
ENCODING
information into a useable form so that it can be and in memory
STORAGE
the of information in memory over time
RETRIEVAL
the process of and the stored information from memory so that we are aware of it

5. the retention of information in memory over time
ENCODING
converting information into a useable form so that it can be represented and stored in memory
STORAGE
the retention of information in memory over time
RETRIEVAL
the process of locating and recovering the stored information from memory so that we are consciously aware of it
The three work together, it needs to be encoded well. E.g. if you were remembering a shopping list it needs to be written neatly and not blurred so that later when it is stored and you want to retrieve it you know what it says.

6. Effortful
Automatic
Automatic: what colour are the walls in your bedroom, where is your bed etc.
Effortful: what is the definition of double-blind procedures? Or random stratified sampling?

7. ATKINSON-SHIFFRIN MULTI-STORE MODEL

8. ATKINSON-SHIFFRIN
1968

10. STRUCTURAL FEATURES
Permanent, built-in fixed features that do not vary
Include the amount of information each store can hold (storage capacity) and storage duration (length of time it can be held there)

11. CONTROL PROCESSES
Selected and used by each individual and may vary in different situations.
E.g. attention – what you choose to attend to.
E.g. rehearsal – what you rehearse to transfer to LTM
E.g. retrieval – the search strategy chosen to retrieve the information

12. SENSORY MEMORY
The entry point of memory where new incoming sensory information is stored for a very brief period.

13. SENSORY MEMORY May have an unlimited capacity
Impressions overlap (continuum) rather than disconnected
Pen – visual sensory memory
Buffer – held long enough to be transferred
Not consciously aware of most information
Not transferred – it becomes lost
Wave a pen back and forth in front of your face – you should see the trail.

14. Iconic memory (visual) Echoic memory (auditory)
Sensory registers
Iconic memory (visual)
Echoic memory (auditory)

15. ICONIC MEMORY Retain visual images in iconic memory for 1/3 second
Hand
Continuum – figure of 8 with sparklers
Sperling’s research
Hand – close eyes for a minute. Near the end hold hand about 25cm from eyes. Open eyes and rapidly close again. You should see an image of your hand face in less than a second. Continuum – when you have a sparkler you see the 8 because your iconic memory holds each image briefly.

16. GEORGE SPERLING 1960 You will be flashed a set of letters.
Recall as many as possible on a piece of paper.

17. G K B L
M V X P
R W Z C

19. J H W X
P N J M
T V Z K

21. GEORGE SPERLING 1960 1/20 second Most could only recall 4-5
Short exposure – impossible to recall all
Some P’s said they had seen them all – but by the time they could then only say 4-5 because the others had faded.

23. Stephen Wiltshire

24. 30 seconds

25. 1 What colour is the girl’s dress. 2 Where are the girl’s arms
1 What colour is the girl’s dress? 2 Where are the girl’s arms? 3 Is the cat looking to its right or its left? 4 How many red flower ‘spikes’ are there? 5 What colour is the girl’s hair? 6 How many stripes are there on the bottom of the girl’s dress?

26. ECHOIC MEMORY
Auditory sensory memory; that is, the brief sensory memory for incoming auditory information
Clap hands – notice how the sound lingers briefly.

27. ECHOIC MEMORY
Info stays longer seconds Echoic memory stores the tail- end while the previous information is being processed.
Clap hands – notice how the sound lingers briefly.
Example of if you are tuned out and then asked to repeat the last thing they said – you often can without knowing anything else they have said.

29. SHORT-TERM MEMORT (STM)
A memory system with limited storage capacity in which information is stored for a relatively short time, unless renewed in some way. STM stores information temporarily, but for a longer time than sensory memory (and less than LTM).
Info may be verbal (words/numbers) or non-verbal (visual, spatial, auditory etc.)

30. STM
In STM, the information is no longer an exact replica of the sensory stimulus, but an encoding (or representation) of one. Holds the information you are consciously aware of.

31. DURATION OF STM Info retains well for the first few seconds
After 12 seconds recall declines
After 18 seconds, almost all information disappears

32. PETERSON AND PETERSON
Remember the following trigrams.
qlg
jfb
mwt
rpy

33. Count backwards by threes from 634
PETERSON AND PETERSON
Count backwards by threes from 634
When the lights flash, right down the trigrams.
3 seconds (wait to flash)

34. PETERSON AND PETERSON
Remember the following trigrams.
pdt
wqk
dlm
kgb

35. Count backwards by fours from 781
PETERSON AND PETERSON
Count backwards by fours from 781
When the lights flash, right down the trigrams.
12 seconds (wait to flash)

36. PETERSON AND PETERSON
Remember the following trigrams.
qdx
tgw
czx
cqf

37. PETERSON AND PETERSON Count backwards by sixes from 915
When the lights flash, right down the trigrams.
18 seconds (wait to flash)

38. Digit Span Test handout
CAPACITY
Digit Span Test handout
You could probably do all

39. I went to the supermarket…
CAPACITY OF STM
I went to the supermarket…
How did you remember more?

40. CAPACITY OF STM
Read these numbers and then without looking at the screen immediately write them down: 7, 2, 9, 4, 1, 8, 3
You could probably do all

41. CAPACITY OF STM
Read these numbers and then without looking at the screen immediately write them down: 4, 9, 1 ,7, 3, 8, 6, 2, 9, 5, 7
You could probably do the first 7 but not the full 11.

42. 7 pieces of information plus or minus 2 7 ± 2
CAPACITY OF STM
7 pieces of information plus or minus 2 7 ± 2

43. STM AS WORKING MEMORY
The term working memory emphasises the part of memory where information is temporarily held and actively ‘worked on’ as we undertake our everyday tasks. Working memory enables us to consciously use information from both sensory memory and LTM.

45. MAINTENANCE REHEARSAL
Maintenance rehearsal involves repeating the information being remembered over and over again so that it can be retained (or ‘maintained’) in STM (or working memory).
Repetition of words etc.

46. MAINTENANCE REHEARSAL
Try with: 7, 9, 1, 6, 3, 4, 2, 5, 9
Repetition of words etc.
Often if you have a test, you may think that repeating something over and over leads you to remember this. However this is just maintaining it in STM. You need something more effective.

47. ELABORATIVE REHEARSAL
The process of linking new information in a meaningful way with other new information or information already stored in LTM to aid in its storage and retrieval from LTM Self-reference effect
e.g. memorising a definition by writing it down will be better if you link it with something in your memory (e.g. an example).
The more you elaborate or flesh out an idea, the more likelihood you will have of remember it.
Self-reference – linking it to ourselves, more likely to remember it.

48. CHUNKING
You will hear a set of numbers called. Listen to the number. When I say ‘Go’, write down the numbers.
59824
731259

49. CHUNKING

50. CHUNKING
The grouping, or ‘packing’, of separate bits of information into a larger single unit, or ‘chunk’, of information.
E.g. phone numbers

51. CHUNKING
You will hear a set of numbers called. Listen to the numbers. When I say ‘Go’, write down the numbers.

52. CHUNKING