1. Cognition Domain
kali9/istockphoto

2. Memory
Rodrigo Blanco/istockphoto

3. Information Processing Model
Encoding – process of getting information into the memory system.
Storage – The retention encoded information over time.
Retrieval – The process of getting information out of memory storage.
In order to store information (Memory) we need to process the information. These are the parts of information processing.

4. Information Processing Model
PHOTOS: CHARLES T. BLAIR BROEKER

5. Module 22: Information Processing
Encoding
Module 22: Information Processing

6. Encoding: Automatic Processing and Effortful Processing
Module 22: Information Processing

7. Automatic Processing
The unconscious and effortless process of encoding certain information
such as space, time and frequency.

8. Effortful Processing
Encoding that requires attention and conscious effort.
The best processing is through rehearsal or practice.

9. Automatic/Effortful Processing

10. Rehearsal The conscious repetition of information.
The more time spent on rehearsal, the more information one tends to remember.

11. Rehearsal and Retention

12. Hermann Ebbinghaus (1850-1909)
German philosopher who did pioneering memory studies.
Developed the forgetting curve, also called the “retention curve” or “Ebbinghaus curve”

13. Ebbinghaus Forgetting Curve

14. Overlearning Continuing to rehearse even after it has been memorized
Rehearsing past the point of mastery
Helps ensure information will be available even under stress

15. Encoding: Serial Position Effect
Module 22: Information Processing

16. Serial Position Effect
The tendency to recall the first and last items in a list more easily.
Primacy effect – the ability to recall information near the beginning of a list
Recency effect – the ability to recall information near the end of a list

17. Primacy/Recency Effect

18. Encoding: Spacing of Rehearsal
Module 22: Information Processing

19. Spacing Effect
The tendency for distributed practice to yield better retention than is achieved through massed practice
Distributed Practice
Spreading rehearsal out in several sessions separated by period of time
Usually enhances the recalling of the information
Massed Practice
Putting all rehearsal together in one long session (cramming)
Not as effective as distributed practice

20. Encoding: Encoding Meaning
Module 22: Information Processing

21. Encoding Meaning Semantic Encoding Acoustic Encoding Visual Encoding
Encoding of meaning.
Encoding information that is meaningful enhances recall
Acoustic Encoding
Encoding information based on the sounds of the information
Visual Encoding
Encoding information based on the images of the information

22. Visual Encoding

23. Self-Reference Effect
Enhanced semantic encoding of information that is personally relevant
Making information meaningful to a person by making it relevant to one’s life

24. Encoding: Encoding Imagery
Module 22: Information Processing

25. Encoding Imagery Visual images easily encode
Especially extremely positive or negative images
ROBERT CLAR/AURORA

26. Encoding: Mnemonic Devices
Module 22: Information Processing

27. Mnemonic Device A memory trick or technique.
“Every good boy does fine” to remember the notes on the lines of the scale
“People say you could have odd lots of good years” as a way to remember how to spell “psychology”

28. Examples of Mnemonic Devices
Method of Loci
Mnemonic device in which you associate items you want to remember with imaginary places
Peg Words
Mnemonic device in which you associate items you want to remember with a list of words already you have already memorized
Goal is to visualize the items to remember with the items on the pegs

29. Peg Word System

30. Encoding: Organizing Information
Module 22: Information Processing

31. Chunking Organizing information into meaningful units.
More information can be encoded if organized into meaningful chunks.

32. Chunking
Take ten seconds to memorize the above line of letters.

33. Chunking
Take ten seconds to memorize the above line of letters.

34. Chunking

35. Module 22: Information Processing
Storage
Module 22: Information Processing

36. Three Storage Systems Three distinct storage systems : Sensory Memory
Short-Term Memory (includes Working Memory)
Long-Term Memory

37. Sensory Memory
Brief, initial coding of sensory information in the memory system.
Iconic store – visual information
Echoic store – sound information
Information held just long enough to make a decision on its importance

38. Short-Term Memory
The part of your memory system that contains information you are conscious aware of before it is stored more permanently or forgotten.
Holds approximately seven, plus or minus two, chunks of information
Can retain the information as long as it is rehearsed
Also called “working memory”

39. Short-Term Memory

40. Long-Term Memory
The relatively permanent and limitless storehouse of the memory system.
Holds memories without conscious effort

41. Flashbulb Memory
A vivid, clear memory of an emotionally significant moment or event.
Can be personal memories or centered around a shared event

42. Module 22: Information Processing
Retrieval
Module 22: Information Processing

43. Retrieval The process of getting information out of memory storage
Two forms of retrieval
Recall
Recognition

44. Recall
The type of retrieval in which you must search for information that you previously stored as on a fill-in-the-blank test.

45. Recognition
The type of retrieval in which you must identify items you learned earlier, as on a multiple choice test.

46. Retrieval

47. Module 22: Information Processing
Retrieval: Context
Module 22: Information Processing

48. Context Effect
The enhanced ability to retrieve information when you are in an environment similar to the one in which you encoded the information.

49. Context Effect

50. Retrieval: State Dependency
Module 22: Information Processing

51. State Dependent Memory
The enhanced ability to retrieve information when you are in the same physical and emotional state you were in when you encoded the information.
The retrieval state is congruent with the encoding state

52. The End

53. Teacher Information Types of Files Animation
This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.
Animation
Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.
Adding slides to this presentation
Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

54. Teacher Information Domain Coding Key Terms and Definitions in Red
Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards.
Scientific Inquiry Domain
Biopsychology Domain
Development and Learning Domain
Social Context Domain
Cognition Domain
Individual Variation Domain
Applications of Psychological Science Domain
Key Terms and Definitions in Red
To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

55. Teacher Information
Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.
Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.
By presenting information in small chunks, students will find it easier to process and remember the concepts.
By continually changing slides, students will stay interested in the presentation.
To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.
Please feel free to contact me at with any questions, concerns, suggestions, etc. regarding these presentations.
Kent Korek
Germantown High School
Germantown, WI 53022

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