1. Memory and Thought

2. Taking In and Storing Information

3. Memory
Memory= input, storage, and retrieval of what has been learned or experienced
Three processes
Encoding- recording information through senses so that nervous system can process it
Storage- saving information, information is maintained over a period of time
Retrieval- calling up stored information

5. Types of Memory: Sensory Memory
=senses (our 5 main) are able to hold on to an input for a fraction of a second immediately following first stimulation of a receptor
I.e.- why you can watch movies without noticing frames
Purpose/function
Not overwhelmed
Decision time
Continuity and stability

6. Memory Task
Write down ALL of the responses that come to mind in the order they occur?
Are you ready?

7. Name the seven dwarfs!

8. How did you do? Difficulty of the task Tip-of-the-tongue phenomenon
How hard or easy is the task?
Tip-of-the-tongue phenomenon
Did you know, but were unable to retrieve a name?
What letter does it start with?
How many syllables does it have?
Organization of memory by sound, letter, and meaning
Is there a pattern in the way you recalled the names?

9. How many of you recalled lazy, clumsy, droopy, or grouchy?

10. Recall vs. Recognition
Would you be better able to remember names with a recognition task?
Recall involves a two-step process
Generation of possible targets and identification of genuine ones
Recognition is easier because you only have to decide if it is correct

11. Grouchy, Gabby, Fearful, Sleepy, Smiley, Jumpy, Hopeful, Shy, Droopy, Dopey, Sniffy, Wishful, Puffy, Dumpy, Sneezy, Lazy, Pop, Grumpy, Bashful, Cheerful, Teach, Doc, Shorty, Nifty, Happy, Wheezy, and Stubby

12. Sneezy, Sleepy, Happy, Doc, Grumpy, Dopey, Bashful

13. Types of Memory: Short-Term Memory
=memory that is limited to about 7±2 items and in duration by the subject’s active rehearsal
Aka working memory (this includes short-term and recalled long-term)
Ways to keep information in short-term memory for more than just less than 20 seconds
Maintenance rehearsal
Chunking
Primacy-recency effect

14. Short-Term Memory Strategies
None of these try to keep information for long-term/find meaning in it
Maintenance Rehearsal- repeating information to yourself or out-loud
Phone numbers when you dial
Chunking- grouping items to make them easier to remember
Phone numbers are 2 items with , instead of 7
HOMES- Huron, Ontario, Michigan, Erie, Superior
Primacy-Recency Effect- best able to recall information at beginning (primacy) or end (recency) of list

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

16. Immediate recall: last items best Later recall: only first items12
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
Immediate recall:
last items best
Later recall:
only first
items
recalled well

17. Types of Memory: Long-Term Memory
=storage of information over extended periods of time
Relatively limitless
Stored according to categories or features
Using processes, pick the “essential” pieces to store in long-term

18. Types of Long-term Memory
Semantic- knowledge of language
Episodic- our own life in chronological importance
Declarative- stored knowledge called forth consciously as needed
Procedural- does not require conscious recollection, like skills

19. Memory and the Brain
Not sure on what happens in the brain when something is stored in long-term memory
May be physiological- change neuronal structure, change chemicals
Procedural- striatum (in cortex)
Declarative- hippocampus (study of H.M.) and amygdala

20. Retrieving Information

21. Retrieval Processes
Recognition- measure of memory in which a person must retrieve information learned earlier (fill-in-the-blank test)
Recall- a person reconstructs previously learned material (multiple choice test)

22. Retrieval Processes
State-dependent learning- recall information more easily when in same physiological or emotional state/setting as when your learned the information
Deja-vu: (French)- already seen:
Eerie sense that “I’ve experienced this before”
Cues from the current situation may subconsciously trigger retrieval of an earlier similar experience

23. Recall
Reconstructive processes- alteration of a recalled memory that may be simplified, enriched, or distorted, depending on an individual’s experiences, attitudes, or inferences
Confabulation- the act of filling in memory gaps (wrong or right)
Schema- conceptual framework a person uses to make sense of the world
Car accident experiment
Eidetic memory- ability term o remember with great accuracy visual information on the basis of short-term exposure (photographic memory)

24. “About how fast were the cars going when they smashed into
Depiction of actual accident
Leading question:
“About how fast were the cars
going when they smashed into
each other?”
Memory
construction

25. Another Task
This is a free-recall demonstration. I will flash 12 words on the screen. After you have seen the last word, write down as many of the 12 words as you can remember.
Ready, set, go!

26. REST

27. TIRED

28. AWAKE

29. DREAM

30. SNORE

31. BED

32. EAT

33. SLUMBER

34. SOUND

35. COMFORT

36. WAKE

37. NIGHT

38. Write down all of the words you remember.

39. Forgetting Decay- fading away of memory over time
Sensory and short-term decays, not sure about long-term
Interference- blockage of a memory by previous or subsequent memories or loss of a retrieval cue
Does not mean memory is erased
May just be repressed
Proactive (earlier blocks later) or Retroactive (later blocks earlier)

40. Interference

41. Forgetting as Encoding Failure
External
events
Sensory
memory
Short-
term
Long-
Attention
Encoding
failure leads
to forgetting

42. Which penny is the real thing?

43. Amnesia
=loss of memory that may occur after blow to the head or result of brain damage, drug use, or severe psychological stress
Infant amnesia- relative lack of early declarative memories
Retrograde amnesia: inability to remember events/skills learned before the incident
Anterograde amnesia: cannot make new memories

44. Flashbulb Memories
Type of memory that usually involves events that are shocking or emotional
Involves special kinds of encoding that occur when events are extreme and/or personal
I.e.- 9/11

45. Improving Memory Repetition/maintenance rehearsal
Spend more time rehearsing or actively thinking about the material
Make information personally meaningful
Elaborative rehearsal- linking of new information to material that is already known
Overlearn- rehearse even after you think you know it well
Avoid studying similar material together
Space out learning, study a little at a time
Mnemonic devices- techniques for using associations to memories and retrieve information
speech/walking around house; EGBDF for music staff; mental pictures

46. THURSDAY
For one of your classes, pick an upcoming exam where you have to memorize information. Chunk the information or use a mnemonic device to remember it and see how it helps with recall.

47. Issues with Eyewitness Testimony
60 Minutes:
Ted Talk
National Science Foundation

48. MONDAY
Our memory is fallible and often fails us. As we age, we will lose memories. You may have already experienced trying to remember an experience you’ve had (first time at Disneyland, meeting a younger sibling, first day of high school, etc.) where you cannot remember all of the details.
Pick 3-5 events from your lifetime that are meaningful to you. These events should be something that you don’t want to forget. Write about these events. Give as many details as possible. Write these accounts/journal entries with the intent that at some point in your life, you can go back and read it so that you don’t forget about the experience.

49. EXTRA
In each group, have one student act as the experimenter. Experimenter reads aloud a list of 10 two-digit numbers. After a 3 second pause, the experimenter asks the first student to write down the numbers. After 5 seconds, the second student is asked to write down the numbers. After 15 seconds, the third student is asked to write down the numbers. After 30 seconds, the fourth student is asked to write down the numbers. Graph your results, recording time along the x-axis and number of items correctly recalled on the y-axis.