1. Memory
The memory is a crazy old lady that collects colored rags and throws away food.

3. 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? How is remembering something like opening a file on a computer?

4. Three Types of Memory
In humans, information processing occurs in three systems: sensory memory, short-term memory, Long term memory.
Which part of memory is malfunctioning in Dory’s case?

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

6. 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.

7. 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”

8. 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)

9. Now lets try the Reindeer. There are 8

11. Short-Term Memory Memory loss RETROGRADE ANTEROGRADE
Can’t retrieve memories from the past (especially the recent past)
ANTEROGRADE
Can’t form new memories
Short-Term Memory
I will read a list of ten words. See how many you can remember through simply repeating them to yourself.
Temporary storehouse for small bits of info
7 ± 2 = The “Magic Number”
Often stored by sound rather than images
May actually be closer to 4
Sensitive to interference
More commonly called working memory in psychology
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.
We rehearse information in the Articulary Rehearsal Loop. This allows us to store something in STM for longer than is natural.

12. Meaning and Chunking
Which is easier to remember: A) Or B)
This is because the numbers now have meaning to us and because we have chunked them to remember bits.
For example: 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.
If something is meaningful to us we are much more likely to remember it.
Do you remember anyone’s phone number?
What number have meaning for you that you remember?

13. Long-Term Memory Relatively permanent (not absolutely)
Capacity is limitless- 2,500,000 Gigabytes
Mistakes in LTM will be similar in meaning> We mix up similar things instead of not remembering.
Often revised/updated
“constructive processing”
We update memories each time that we recall them
TRUE or FALSE: Being confident about a memory indicates its accuracy.

14. 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

15. 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
Activity: Think of an example of each type of LTM and share with the class.

16. 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?

17. 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

19. 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
memory “savings” score

20. 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
STOP HERE STEPHENSON!

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

22. 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

23. Reasons for Forgetting
State-dependent or Mood-dependent
Bodily or emotional state that exists during encoding can be a trigger for later memory retrieval

24. 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

25. 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.

27. 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.

28. Deep Processing
This involves Semantic processing, which happens when we encode the meaning of a word and relate it to similar words with similar meaning.
Deep processing involves elaboration rehearsal which involves a more meaningful analysis (e.g. images, thinking, associations etc.) of information and leads to better recall.
For example, giving words a meaning or linking them with previous knowledge.

29. Serial Position Effect
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.
Why do we remember the first and last entries on a list?

30. Primacy and Recency
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.
Think about movies you have seen or books you have read,
do you remember the beginning and end more than the middle?

31. 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.

32. Fin