1. Memory and Thought Introduction The Processes of Memory
Memory and the Brain
Forgetting and Ways to Remember

2. Bell Ringer What do you think leads to the best learning?
Amount of time spend studying.
Paying close attention to the materials as you study.
The intention or desire to learn.
What you think about while studying.
Learning in a way that matches your personal learning style.

3. Activity On a separate sheet of paper number it from 1 to 20.
For each word that I tell you write down 2 words that you would associate with it.
E.g. = toast  butter and jelly

4. Video
While you are watching “Brain Games” pay close attention to the concepts that are presented.
Participate in all of the activities they include in the video.

5. The Processes of Memory
Memory and Thought
The Processes of Memory
Memory and the Brain
Forgetting and Ways to Remember

6. Bell Ringer Think of things that you do that does NOT require memory.
What are some things you do that require memory?

7. Objectives Explain the three processes of learning.
Describe the information-processing model of memory.

8. What is memory?
The ability to retain information that varies in accuracy, subject to error and bias
Processes include…
Encoding: mental representations
Admiral Nelson
Storage: place info. in a relatively permanent storage
Thumb drive
Retrieval: recalling information
Sequence of actions

9. Sensory Memory Holds information in raw form
Iconic Memory: holds onto visual information
Echoic Memory: holds onto auditory information
Allows for stability, playback and recognition
Processing information
Parallel
Effortful
Automatic

10. Examples of Sensory Memory

11. Short Term Memory
Working memory that can hold information for 2 to 30 seconds
Maintenance Rehearsal
Rehearsing information
Interference
Pushing out information
Chunking
Combining separate items into large units
Working Memory
Represents an active process

12. The Primacy-Recency Effect
Also known as serial position effect
Easily recall the first few Items (primacy)
Recall the last few items (recency)
Middle: less rehearsal, more interference

13. Long Term Memory Storing unlimited information for a long time
Declarative Memory
Memories for facts or events (stories, conversations, faces)
Semantic Memory: knowledge of facts, concepts
Episodic Memory: knowledge of events, experiences
Procedural Memory
Memories for motor skills

14. Long Term Memory

15. How do capacities differ?
Sensory memory
Capacity: virtually everything you see or hear
Duration: fraction of a second
Example: seeing something for a second then being asked to recall one detail
Short-term memory
Capacity: about 7 items in healthy adults
Duration: less than 20 seconds if not rehearsed
Example: telephone number
Long-term memory
Capacity: uncountable
Duration: a lifetime
Example: remembering the house you lived in as a child

16. Endless Memory – Part 1
From this video, watch how ordinary individuals use their superior memory skills to remember nearly everything they have encountered.

17. Review What are the three processes to memory?
How does iconic memory differ from echoic memory?
Why is short term memory often referred to as working memory?
Explain the primacy-recency effect.

18. Assignment
Complete the list of memories along with the matching activity on the back.
Bring in an item from your childhood for an activity at the beginning of class tomorrow.

19. Memory and Thought The Processes of Memory Memory and the Brain
Forgetting and Ways to Remember

20. Bell Ringer Grocery Store Game Each student will say the following:
I went to the grocery store and I bought ____________.
Each student that follows will say the item the person before them bought, then say what they will buy. For example:
Person 1 – “I went to the grocery store and I bought strawberries.”
Person 2 – “I went to the grocery store and I bought strawberries and carrots.”
Person 3 – “I went to the grocery store and I bought strawberries, carrots, and bread.”

21. Objectives
Describe how we are capable of retrieving information from our brain.
Analyze the influence that processes have on our ability to recall information.

22. Memory and the Brain Short and long term stored in the cerebral cortex
Emotional memories = amygdala
Transferring memories = hippocampus
If damaged…
Only procedural memory can be remembered

23. Which is the right penny?

24. Retrieving Information
Recognition
Identify an object that we have not experienced
Recall
Reconstruct previously learned material
Reconstructive Processes – altering/simplifying information
Confabulation – filling in memory gaps
Schemas – expectations
State-Dependent Learning – recall information in same physiological state
Mood Congruent

25. Forgetting Inability to retrieve, recall, recognize Interference
Proactive – old info blocks new info
Retroactive – new info disrupts retrieval of old info
Repression
hide traumatic information
Retrieval Cues
Creating associations
Amnesia
Retrograde: unable to recall events before onset
Anterograde: unable to recall events after onset

26. Review Where are our memories stored?
How are we capable of retrieving information from our brain?
What influences how we might forget our memories?

27. Forgetting and Ways to Remember
Memory and Thought
The Processes of Memory
Memory and the Brain
Forgetting and Ways to Remember

28. Bell Ringer – High School Show and Tell
You will first ONLY share the item. During this time the rest of the class will list a few memories they can time to that item.
Once your classmates are done writing you will explain the memory you have attached to your item. Then the rest of the class will comment on what they wrote down.

29. Objectives Identify factors that interfere with memory.
Describe mnemonic techniques for improving memory.
Apply mnemonic techniques to learning situations.

30. Forgetting Déjà vu? Flashbulb Memory
Vivid recollections of emotionally charged incidents
Subject to inaccuracies, change with retelling
Why do we forget???
Encoding
State-Dependent Learning
Tip of the Tongue Phenomenon
Inadequate retrieval cues
Déjà vu?

31. Forgetting Photographic Memory
Forming detailed images and recalling the images later
Eidetic imagery: ability for a child to hold onto detailed image of material

32. Forgetting Repressed Memory
Pushing back memories that had some threatening event
How does a therapist know?
Is it possible to implant false memories? How?
How do you remember best?: U.S. versus Africa

33. Eyewitness Testimony Scenario...
Role of proactive/retroactive interference
Single most important source of evidence used to falsely convict people of crimes
Source misattribution
Difficulty deciding where the source came from

34. Improving Memory Mnemonics Improve encoding by making associations
Method of Loci
Creating visual associations
Peg Method
Creating associations between number-word rhymes
Elaborative Rehearsal
Link to what you know