1. Memory

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?

3. Three Types of Memory
In humans, information processing occurs in three systems: sensory memory, short-term memory, Long term memory.

4. Stage Model of Memory Includes 3 Types of Memory
Long-Term Memory
Short-Term Memory
Sensory Memory

5. Sensory Memory Lasts only 1-2 seconds
Usually in the form of an icon or an echo
Allows us a very short period of time to review the overwhelming amount of sensory information. Most information is discarded, but some is selected for more extensive rehearsal.

6. 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”

7. 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)

8. Bashful, Doc, Dopey, Grumpy, Happy, Sleep Sneezy

9. Short-Term Memory Temporary storehouse for small bits of info
7 ± 2 = The “Magic Number”
Often stored by sound rather than images
Sensitive to interference
“working” memory
the duration of short-term memory is limited to about 18 seconds unless the subject rehearsed the information, in which case it is maintained in short-term memory indefinitely.
I will read a list of ten words. See how many you can remember through simply repeating them to yourself.

10. Meaning
But, if you were a bowler, and on one night you had bowled three games if 171, 202, and 156, then the meaning of those number groupings would allow you to think of the same numbers, in the same order, as three meaningful units or chunks.
What number have meaning for you that you remember?

11. Activity
Devise a task to asses the duration and capacity of short-term memory. See if you can utilize strategies like chunking to increase your short term memory.

12. Long-Term Memory Relatively permanent (not absolutely)
Capacity is limitless
Mistakes in LTM will be similar in meaning
Often revised/updated
“constructive processing”
TRUE or FALSE: Being confident about a memory indicates its accuracy.
FALSE

13. Types of Long-Term Memory
EXPLICIT or DECLARATIVE MEMORY
episodic information
Memory of an event or episode
birthday party
your sister’s wedding
the day you won first place. . .
semantic information
Vocabulary words
General knowledge/facts

14. Types of Long-Term Memory
IMPLICIT or NON-DECLARATIVE MEMORY
Outside of awareness
Hard to put into words
Procedural information
“how to. . .”
Motor skills
Actions

15. How can we get information into LTM?
Rehearsal
Maintenance (repetition)
Elaborative  making connections with other things we already hold in memory
Chunking
Grouping into categories
Mnemonic devices
Catchwords, jingles, acronyms, wild stories
Good for memorizing, not so good for understanding
What Acronyms do you know for memorization?

16. Create a story using the 11 words in order in the list below.
Palace Officer Mule Wheat Market Table Student Juggler Insect Flag Tree
Elephant Doctor Fireplace Clothing Whiskey Church Clock Corpse Icebox Hotel Moon

17. MAY THE FORCE BE WITH YOU!
V X B C K P Q Z D E T M
B T K Z O M T X J C H N
A B C X Y Z A S U U T K
S H E G O T T H E P E N
MAY THE FORCE BE WITH YOU!

18. How can we measure memory?
Recall
Must retrieve info with few clues
Example: Essay
Fill-in-the-Blank (with no word bank)
Recognition
Must identify correct answer from info provided
Example: multiple choice test
Relearning
“savings” score

19. Problems with Long-Term Memory
Interference =
One memory competing with and replacing another
RETROACTIVE OLD NEW
New memory interferes with the old
PROACTIVE OLD NEW
Old memory interferes with the new

20. Amnesia Memory loss RETROGRADE ANTERIOGRADE
Can’t retrieve memories from the past (especially the recent past)
ANTERIOGRADE
Can’t form new memories

21. 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

22. Reasons for Forgetting
State-dependent or Mood-dependent
Bodily or emotional state that exists during encoding can be a trigger for later memory retrieval
Disuse
“common sense” explanation that is probably NOT accurate
Does not adequately explain LTM

23. Stage 1 Stage 2 Stage 3 STM Sensory Memory Long-Term Memory Forgotten
Rehearsal Buffer
Incoming Info
Selective Attention
Coded for Storage
Sensory Memory
Long-Term Memory
STM
“Consolidation”
Not encoded
Not attended to
Forgotten
Forgotten

24. Levels of processing Shallow processing or maintenance rehearsal
Involves simple repetition of the presented material.
This is not an effective way to encode material.
Example: Most people do not have accurate memories of the organization of numbers, letters, and symbols on a push-button telephone, despite having seen and used them many, many times.

25. Serial position effects
Our memory for a list of items tends to be better for items at the beginning or the end of the list and worse for items in the middle of the list.
The primacy effect is the enhanced ability to recall items from the beginning of the list.
The recency effect is the enhanced ability to recall items from the end of the list.
Why do we remember the first and last entries on a list?

26. Levels of processing Deep processing or elaborative rehearsal
Coding by forming associations between new information and information already stored.
Makes information more meaningful.
Example: If a student attempts to relate information presented in class to his or her own life, it will be easier to remember in the future.

27. 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.

28. 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.

29. describe how the story changed with the retelling
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.")