1. Today’s Agenda: IB Psychology 11.21.17 Memory HW: NONE Turn in:
Nothing
Take out:
Notes, notes, notes
Today’s Learning Objectives:
Evaluate two models or theories of one cognitive process.
Discuss, with reference to relevant research studies, the extent to which one cognitive process is reliable.
Today’s Agenda:
Memory
HW:
NONE

2. What is your earliest memory?
Types of Memory?
Procedural: the quick brown fox jumps over the lazy dog.
Semantic: “homerow” = asdfjkl;
Episodic: Mrs. Karnofski throwing a shoe at me while warming up for typing class…

3. Multi-Store model of Memory

4. A visual

5. The Three Processes of Memory
(what has to happen in order for a memory to be formed and remembered)
Encoding
Retrieval
Taking information / stimulus from environment and programming it into our brains. Stimulus is usually visual (iconic) , but it can be sound (echoic/acoustic) and smells etc. It can then be programmed or ‘encoded’ into our brains as iconic or echoic or acoustic encoding
Recalling by using ‘cues’ to remember items you have stored. People may do this differently.
Storage
Once information is encoded it has to be stored until it is required at a later time.The length of time the information is stored is the store’s DURATION and how much information can be stored is its CAPACITY

6. Multi-Store Memory Model
By Atkinson & Shiffrin (1968)
Environment
Rehearsal
Long Term Memory
Coding
Coding
Sensory Stimuli
Sensory Memory
Attention
Short Term Memory
Coding
Retrieval
Loss via displacement or decay if not rehearsed
If not attended to information is lost

7. DETAIL: Sensory Memory Store:
Temporary storage of information stimulus taken in….
Visual encoding (iconic)
Auditory encoding (ecohic/acoustic)
Probably others as well (smell – chemical)
Capacity: Very large
Duration: Very short
about 250 ms. for iconic (visual)
1-2 sec. for acoustic (sound)
Forgetting: Information can be lost (storage failure) because of lack or diversion of attention remember

8. Detail: Short Term Memory (STM)
Capacity: Small: 7 plus or minus 2 units or ‘chunks’ (Miller, 1956)
Chunk: a meaningful unit
Examples:
A group of letters (FBI)
A group of words (Four score and seven years ago)
Let us recreate Miller’s experiments now.
Duration: Short:20-30 seconds without rehearsal (Peterson & Peterson, 1959)
Encoding: mainly echoic/acoustic (by sound)
Forgetting due to displacement and trace decay. (storage failure)

9. Detail: Long Term Memory (LTM)
Capacity: Potentially Infinite
Duration: A lifetime (decades)
Encoding: Organized by meaning (semantic)
Forgetting: cue dependant retrieval failure and interference unlikely to be much decay
Procedural Memory: habits and motor skills, conditioned or practiced
Declarative Memory: Memory for semantic knowledge (facts) and personal experiences (episodic)

10. Recency Effect Primacy Effect
First items in a list are remembered better than items in the middle
The last items in a list are remembered better than items in the middle, if tested immediately
This primary-recency or serial position effect is evidence for the MSM model.

11. Brain Damage Patient Studies H. M
Brain Damage Patient Studies H.M. Further supporting evidence for MSM model
H.M. became unable to form new memories after surgical removal of the hippocampus (so no STM)
Still able to acquire procedural information (he learned a mirror writing skill. Can you explain this?)
He was still able to access his original long term memories but not able to form new ones—past 11 years prior to surgery…this changed over time
This is evidence for the multi-store model in that it shows LTM and STM storage areas are in different locations.

12. Levels of Processing Shallow processing Deep processing Structural
Phonological
Semantic
Weak memory trace
Strong memory trace

13. Levels of Processing “SALMON”
Shallow processing
Deep processing
Structural
Phonological
Semantic
Is “Salmon” a color?
Is the word in upper case letters?
Does the word rhyme with “fish?”

14. Activity Who has the best attention?
Watch the clip carefully…let’s find out!