1. December 10/11, 2014
OBJECTIVE: Students will identify and explain information processing in terms of encoding and retrieval in order to apply vocabulary in practice memory games and in the development of an effective study plan.
WARM UP:
1. Using your textbook, define memory.
List the names of Santa’s 8 reindeer … from your memory (other than Rudolf.) Don’t tell each other!!!!
HOMEWORK:
CrashCourse Reflections #11&12 – Due 12/11 by Midnight.
Edmodo Quiz for Chapter 4 – Due 12/15 by Midnight.
Unit 6 and 7 Cornell Notes – Due (A) 01/05 and (B) 01/06.

2. Santa’s Reindeer Were they easy or hard to remember?
It depends on several things….
Did you like watching cartoons about Christmas growing up?
When was the last time you sang a reindeer song?
Were the classmates around you so distracting you couldn’t concentrate?

3. How does the process of memory create a unique experience for each individual?
Differences between memory and flashbulb memory.
Information Processing Models
Encoding: Getting Information In
How We Encode
Automatic v. Effortful Processing
What We Encode
Encoding Meaning
Visual Encoding
Organizing Information for Encoding

4. Food for Thought: Think-Pair-Share
Write down and describe your 2 most vivid memories. Discuss the details with a partner.

5. Memory Retrieval
Recall: some people, through practice, visual strategies, or biological differences, have the ability to store and recall thousands of words or digits, reproducing them years later (“fill-in-the-blank”)
Recognition: the average person can view 2500 new faces and places, and later can notice with 90 percent accuracy which ones they’ve seen before (“multiple choice”)
Relearning: some people are unable to form new memories, especially of episodes; although they would not recall a puzzle-solving lesson, they might still solve the puzzle faster each lesson
Lessons from each of these demonstrations:
our storage and recall capacity is virtually unlimited
our capacity for recognition is greater than our capacity for recall
relearning can highlight that memories are there even if we can’t recall forming them
Click to reveal bullets and sidebar.
Another recognition example cited in the text: the elephant that people are more able to recognize in fragments if they had seen the whole picture before…even 17 years before.
Instead of showing that example, they will next get a chopped/partial image of the tree ring picture from the second slide.
Three behaviors show that memory is functioning.
Recall is analogous to “fill-in-the-blank.” You retrieve information previously learned and unconsciously stored.
Recognition is a form of “multiple choice.” You identify which stimuli match your stored information.
Relearning is a measure of how much less work it takes you to learn information you had studied before, even if you don’t recall having seen the information before.

6. Information Processing Models
Short-Term Memory
activated memory that holds a few items briefly
look up a phone number, then quickly dial before the information is forgotten
Long-Term Memory
the relatively permanent and limitless storehouse of the memory system
Memory Championships, test your memory

7. Information Processing Models
Sensory Memory
the immediate, initial recording of sensory information in the memory system
Working Memory
focuses more on the processing of briefly stored information

8. How Does Memory Work? An Information-Processing Model
Here is a simplified description of how memory works:
Encoding
Encoding: the information gets into our brains in a way that allows it to be stored
Storage: the information is held in a way that allows it to later be retrieved
Retrieval: reactivating and recalling the information, producing it in a form similar to what was encoded
Storage
Click to reveal bullets.
Retrieval

9. Models of Memory Formation
Modifying the Model:
More goes on in short- term memory besides rehearsal; this is now called working memory.
Some information seems to go straight from sensory experience into long-term memory; this is automatic processing.
The Atkinson-Shiffrin Model (1968)
Stimuli are recorded by our senses and held briefly in sensory memory.
Some of this information is processed into short-term memory and encoded through rehearsal .
Information then moves into long-term memory where it can be retrieved later.
Click to reveal bullets and sidebar
Instructor: rehearsal, in relationship to short-term/working memory, means mentally echoing a term so we’ll know it at a later time.
The Atkinson–Shiffrin model was proposed in 1968 by Richard Atkinson and Richard Shiffrin.
From stimuli to short-term memory
Some of the stimuli we encounter are picked up by our senses and processed by the sensory organs. This generates information which enters sensory memory.
Before this information vanishes from sensory memory, we select details to pay attention to, and send this information into working memory for rehearsal and other processing.

10. Modified Three-stage Processing Model of Memory

11. Modified Three-stage Processing Model of Memory

12. Modified Three-stage Processing Model of Memory

13. Modified Three-stage Processing Model of Memory

14. Modified Three-stage Processing Model of Memory

15. Modified Three-stage Processing Model of Memory

16. Modified Three-stage Processing Model of Memory

17. Modified Three-stage Processing Model of Memory

18. Modified Three-stage Processing Model of Memory

19. Modified Three-stage Processing Model of Memory

20. Modified Three-stage Processing Model of Memory

21. Modified Three-stage Processing Model of Memory

23. Encoding: Getting Information In How We Encode
Automatic Processing
Parallel processing
Automatic processing
Space
Time
Frequency
Well-learned information

24. Automatic Processing Some experiences go directly to long-term implicit memory
Some experiences are processed automatically into implicit memory, without any effortful/working memory processing:
procedural memory, such as knowing how to ride a bike, and well-practiced knowledge such as word meanings
conditioned associations, such as a smell that triggers thoughts of a favorite place
information about space, such as being able to picture where things are after walking through a room
information about time, such as retracing a sequence of events if you lost something
information about frequency, such as thinking, “I just noticed that this is the third texting driver I’ve passed today.”
Click to reveal bullets.
Instructor: Here’s another conditioned response that is built on an automatically processed memory. The sound of a mortar launch can trigger a reaction in a child to look up to see fireworks, or trigger a reaction in a soldier that it’s time to duck and cover to avoid an incoming shell.

25. Encoding: Getting Information In How We Encode
Effortful Processing
Rehearsal (conscious repetition)
Ebbinghaus Curve

26. Encoding: Effortful Processing and Rehearsal
Ebbinghaus used nonsense syllables
TUV ZOF GEK WAV
the more times practiced on Day 1, the fewer repetitions to relearn on Day 2
Finding: The amount remembered depends on the amount of time learning.
Spacing Effect
distributed practice yields better long-term retention than massed practice

27. Encoding 20 15 10 5 8 16 24 32 42 53 64 Time in minutes8 16 24 32 42 53 64
Time in minutes
taken to relearn
list on day 2
Number of repetitions of list on day 1

28. Take out a piece of paper and name all the Presidents… You have 4 minutes.

29. Encoding: Serial Position Effect12
Percentage of
words recalled 90 80 70 60 50 40 30 20 10
Position of word in list 1 2 3 4 5 6 7 8 9 11
Serial Position Effect - tendency to recall best the last items in a list

30. Encoding Information
Carefully and quietly read the directions on your paper.
As I read each statement aloud, rate each sentence on your paper.
When finished ranking, turn your paper over and write the numbers 1 through 20.

31. What Do We Encode? Semantic Encoding Acoustic Encoding Visual Encoding
encoding of meaning
including meaning of words
Acoustic Encoding
encoding of sound
especially sound of words
Visual Encoding
encoding of picture images

32. Encoding

35. Final Activity Encoding and Improving Memory (pp
Final Activity Encoding and Improving Memory (pp. 354 – 361 and 391 – 392)
Create a realistic plan to improve your retention of material in any class you are currently enrolled in. Outline your plan as specifically as possible.
The plan should implement at least four strategies for improving your memory discussed in the book.

37. Encoding: Effortful Processing Strategies
If we have short-term recall of only 7 letters, but can remember 5 words, doesn’t that mean we could remember more than 7 letters if we could group them into words?
This is an example of an effortful processing strategy, a way to encode information into memory to keep it from decaying and make it easier to retrieve.
Effortful processing is also known as studying.
Examples:
Chunking (grouping)
Mnemonics: images, maps, and peg-words
Hierarchies/categories
Rehearsal, especially distributed practice
Deep processing
Semantic processing
Making information personally meaningful
 Can you remember this list?
Click to reveal bullets and examples.

38. Applying what we’ve learned about memory Improving Memory to Improve Grades
Learn the material in more than one way, not just by rote, but by creating many retrieval cues.
Ways to save overall studying time, and build more reliable memory.
Think of examples and connections (meaningful depth).
Create mnemonics: songs, images, and lists.
Minimize interference with related material or fun activities; study right before sleep or other mindless activity.
Have multiple study sessions, spaced further and further apart after first learning the material.
Click to reveal bullets.
Spend your study sessions activating your retrieval cues including context (recalling where you were when learning the material).
Test yourself in study sessions: 1) to practice doing retrieval as if taking a test, and 2) to overcome the overconfidence error: the material seems familiar, but can you explain it in your own words?

39. How does the process of memory create a unique experience for each individual?
Differences between memory and flashbulb memory.
Information Processing Models
Encoding: Getting Information In
How We Encode
Automatic v. Effortful Processing
What We Encode
Encoding Meaning
Visual Encoding
Organizing Information for Encoding
NEXT CLASS: Storage