1. Memory
The persistence of learning over time through the storage and retrieval of information.
(Dryer Sheets)

2. Fact/Falsehood
Complete

3. On a ½ sheet of paper: Respond & Discuss
What would your life be like with no memory?
With no memory, how would you answer the question: How are you today?
With no memory, who would you be? How would your identify be affected?
If you could, would you want to erase some of your memories? Why?
What would your life be like if you could remember everything?

4. Woman who remembers everything?
Would you want to? Why/Why not?

5. Take out a piece of paper…..
Name the seven dwarves…..
Now name them…..

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. Flashbulb Memories
Write down your 3 most vivid memories. Why are memories personally rather than nationally significant? Flashbulb Memory – a clear memory of an emotionally significant moment or event. Can they be wrong? Caption pg 350 about Pres. Bush

8. The Memory Process: How we make memories
Three step process….
Encoding: The processing of information into the memory system.
Storage: The retention of encoded material over time.
Retrieval: The process of getting the information out of memory storage.

9. Three Stage Processing Model of Memory (Atkinson & Shiffrin)

10. Simplified memory model
External
events
Sensory
memory
Short-term
Long-term
Sensory input
Attention to important
or novel information
Encoding
Retrieving

11. Sensory Memory
A split second holding tank for ALL sensory information.
Sensory Memory registers incoming information, allowing your brain to capture for a fleeting moment a sea of faces.

12. Short Term/Working Memory
The stuff we encode from the sensory goes to STM.
Events are encoded visually, acoustically or semantically.
Holds about 7 (plus or minus 2) items for about 20 seconds.
We recall digits better than letters.
Short Term Memory Activity Bolt pg 14

13. Short Term/Working Memory
We pay attention to and encode important or novel stimuli – in this case an angry face in the crowd
If we stare at the face long enough (rehearsal) or if we are disturbed by it (deemed “important”),
we will encode it for long-term storage, and be able to retrieve later (an hour or so) the image of the face .

14. Long Term Memory
Unlimited storehouse of information.

15. Flashlight Attention
Because we are bombarded daily with sensory information, we cannot possibly focus on everything at once.
We shine a “flashlight beam” of our attention on certain incoming stimuli (usually novel/important stuff)

16. Encoding: Getting Information In
encoding: the processing of information into the memory system. Putting information into your brain. HOW? Automatic & Effortful Processing

17. Encoding: Getting Information In
Automatic Processing: unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings. Parallel processing allows this. Examples??? You can’t help that you automatically process lots of stuff—words on billboards, sounds, etc. Gets easier with time – driving, texting, a new language, etc.

18. Encoding: Getting Information In
Effortful Processing: encoding that requires attention and conscious effort.
rehearsal: how we do effortful processing. The conscious repetition of information, either to maintain it in consciousness or to encode it for storage.
12 Days of Christmas demo (Bolt pg 8)

19. Encoding: Getting Information In
Hermann Ebbinghaus German philosopher; leader in study of memory. Studied himself. He tried to memorize nonsense syllables. JIH BAZ FUB YOX SUJ XIR DAX LEQ VUM PID KEL WAV TUV ZOF GEK HIW The next day, he forgot a lot. He found that the more repetitions he did on the first day, the better his memory was on the second day.

20. Ebbinghaus’ forgetting curve20 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
What kind of correlation is this??
High negative

21. Encoding: Getting Information In
Results of Ebbinghaus’ study:
the amount of information you remember depends on the time spent learning
overlearning: additional rehearsal increases retention even after initially learning material.

22. Practice Makes Perfect (in effortful processing)
Interesting phenomenon in memory processing:
next-in-line-effect: when we go around in a circle saying our names, we are least likely to remember the person’s name right before us. We’re focusing on what we’re going to say and not processing the person before us.
info we learn in the hour before sleep – well remembered. Once Stage one sleep hits– don’t remember.

23. Practice Makes Perfect (in effortful processing), con’t
spacing effect: we learn better when we space information out over time than when we cram. The longer the space between study sessions, the more we remember (it’s better to study over a period of a week than a few times in one day)

24. Spacing Effect
DO NOT CRAM!!!!!!!!!!!!
Ebbinghaus’s Forgetting Curve

25. Take out a piece of paper and name all the Presidents…

26. Encoding Information Primacy Effect Recency Effect
Serial Positioning Effect

27. Practice Makes Perfect (in effortful processing), con’t
serial position effect: you remember the first (primacy) and last (recency) terms in a list best. Later, you will remember the first ones best.

28. Implications of Ebbinghaus’ study for YOU:
Can this be applied to your current position as a student? How?
Knowing this, will cramming for an exam help you get a better score? Maybe…
But will you remember that information for the final/AP exam? Doubt it.

29. The Ways we can encode…
Visual Encoding: the encoding of picture images.
Acoustic Encoding: the encoding of sound, especially the sounds of words.
Semantic Encoding: the encoding of meaning. (syntax is what a language looks like; semantics is what a language means)
Encoding Exercise Bolt 9-3 Discuss: What does this tell you about how you should be studying?

30. Which is best for encoding??
Semantic is best, then visual, then acoustic (on average)
You won’t remember the information if you just look at the info—you need to experience it, give it meaning.
Semantic Meaning Activity – Bolt 11 Meaning & Memory
Left Side of room: Close your eyes/put head on desk
Right Side of room: THE CONTEXT IS KITE FLYING!!! DON’T TELL ANYONE ON THE OTHER SIDE TILL THE END

31. Self-Reference Effect
we remember stuff better if we can relate it to ourselves
Why do you think I give you study guides asking you to apply the principles to YOUR life?
Why do I ask you in class “How does this relate to YOU?” as discussion.
BECAUSE IT WILL HELP YOU REMEMBER IF YOU GIVE IT PERSONAL MEANING & WRITE THEM DOWN

32. Ways to remember things in STM…so they go to LTM
Rosy Retrospection: Tendency to recall events more positively than you did originally at the time.
Visual Encoding Tricks
Imagery: mental pictures; a powerful aid to effortful processing, especially when combined with semantic encoding
Practice: What are
Some things you could
Visualize to help you study for your test/quiz?

33. Ways to remember things in STM…so they go to LTM
Chunking: Organizing items into familiar, manageable units.
Mnemonic devices: (yes, there is a point to doing them for vocab) especially helpful when combined with organization and imagery. Some use “peg words,” memorizing a jingle to remember something (One is a bun, two is a shoe, etc.)
Michael Scott: How to be a good salesman
“CORN PICKED IN LOUISVILLE…REALLY NUTRITIOUS"
Hierarchies: Organizing items into like categories facilitates memorization, and recall is 2-3 times better. (Gordon Bower study)
-chapter outlines are hierarchies 

34. Method of Loci - Mnemonics
associate objects with certain places, for example, in your house. As someone is saying a bunch of objects/words, mentally walk through your house and place the objects at different places in your house
GROCERY LIST ACTIVITY
Eggs
Milk
Cheese
Bread
Butter
Chips
Apples
Ground beef
Cookies
Dog food

35. Discussion
Give me a specific example of how you have used or could use these encoding techniques to help you with school or daily life.

36. Storage: Retaining Info.
What is the capacity of Sensory, Short/Working, and Long Term Memories?

37. Sensory Memory
A split second holding tank for ALL sensory information.
Sperling’s research on Iconic Memory: a photographic or picture image memory lasting no more that a few tenths of a second
Memory Capacity demo – Bolt 14

38. Sensory Memory Echoic Memory: momentary (3-4 sec) sensory memory
of auditory stimuli.
E.G. If you’re not paying attention in class, and I say “what did I just say?” you can still recall the stuff I said in the last 3-4 seconds.

39. Short Term/Working Memory
The stuff we encode from the sensory goes to STM.
Events are encoded visually, acoustically or semantically.
Holds about 7 (plus or minus 2) items for about 20 seconds.
We recall digits better than letters.
Short Term Memory Capacity Activity Bolt 14

40. Long Term Memory Unlimited storehouse of information.
Karl Lashley studied rats’ memories & found certain memories don’t sit in certain parts of the brain – train a rat to do a maze, cut out a part of his brain, he can still do it—retained memory of how to solve the maze

41. Physically, Where are our Memories???
Memories begin as impulses.
Long-term potentiation (LTP): when a neural firing happens frequently and it becomes learned (easier, faster).
Some drugs block LTP, making it difficult to form memories
The firing potential between neurons is increased after it’s fired multiple times quickly. This might be where learning/memory occurs.
Drugs are currently being tested that enhance LTP; could make our memories better/help cure alzheimer’s.

42. Stress Hormones & Memory
stronger emotions (hormones) usually make for stronger memories (trauma, really happy times, etc.)
you remember them better than boring, mundane, average days
flashbulb memories are often formed b/c of those stress/excitement hormones

43. Explicit/Declarative Memories
memory of facts and experiences that one can consciously know and “declare”
Episodic Memories-personally experienced events
Semantic Memories- facts, general knowledge

44. Implicit/Procedural Memories
Retention independent of conscious recollection
Skills (procedures) & classically-conditioned responses

45. Long-Term Memories

46. Hippocampus
hippocampus--neural center in limbic system that helps process explicit memories for storage
Processes explicit memories – then sent to multiple different regions.

47. Cerebellum Cerebellum Process implicit memories Ex: classical-
conditioned eye-
blink disappears
when you remove
cerebellum

48. Amnesia Amnesia--the loss of memory Multiple Types
mass forgetting of old information
inability to form new memories
Oliver Sacks – “Jimmie” pg. 367 (earth from the moon example), H.M., Clive Wearing
What research shows with amnesia patients:
Deny having seen an article and then read it faster
Deny abilities to solve puzzle then complete it easily

49. Retrieval: Getting Information Out

50. Recall Versus Recognition: A Practical school application
you must retrieve the information from your memory
fill-in-the blank or essay tests
you must identify the target from possible targets
multiple-choice tests

51. Retrieval Cues
Bits of information that are like tags, hints, or ID marks – help you associate with memory to help you successfully retrieve.
Can be experiences – tastes, smells, sights
Priming – “wakening of associations”

52. Context Effects
It helps to put yourself back in the same context you experienced (encoded) something.
If you study on your favorite chair at home, you will probably score higher if you also took the test on the chair.
Bolt 18 activity for next slides

53. Take a look at these words
Bolt pg 18

54. Rest

55. Snore

56. Sound

57. Tired

58. Bed

59. Comfort

60. Awake

61. Eat

62. Wake

63. Dream

64. Slumber

65. Night
Last

66. Recall:
Was Aardvark on the list?

67. Recall:
What about Sleep?

68. DeJa Vu
The feeling that you think you saw/experienced something, but did not.

69. The Context Matters!!!
Mood Congruent Memory - your current mood can color/affect how you view memories
State Dependent Memory – What you learn in one state is more easily recalled if you are again in that state.

70. Constructive Memory Memories are not always what they seem.
Elizabeth Loftus Eyewitnesses and trials interview clip
A constructed memory is a created memory.
Misinformation effect
Memory Construction & Court

71. Forgetting

72. Forgetting
Getting a new bus number and forgetting old bus number.
Retroactive Interference: new information blocks out old information.
Proactive Interference: old information blocks out new information.
Proactive Interference
Old info gets in the way of new
Retroactive Interference
New info gets in the way of old
Calling your new girlfriend by old girlfriends name.

73. Storing Memories Long Term-Potentiation
long-lasting enhancement in signal transmission between two neurons that results from stimulating them synchronously.
In other words…they learn to fire together and get better at it…creating a memory.