1. Memory: long term memory
Psychology ATAR Unit 3
Old text
Chapter 11 pg
Chapter 14 pg
New text
Chapter 13

2. Working memory: rehearsal
There are 2 types of rehearsal:
Maintenance rehearsal
Elaborative rehearsal
Remembering information for immediate use
Repeating it aloud or in your head - does not transfer into LTM
Example: telephone number

3. Working memory: rehearsal
Elaborative rehearsal
Actively processing and encoding information into LTM
How? By focussing on the meaning of information and linking it to information already stored in LTM.
Self-reference effect – more likely to remember it if we can relate new information to personal experiences
Example: Associating the telephone number with another one you already know – finding patterns

4. LTM: multiple systems model
Declarative (explicit)
episodic
semantic
Procedural (implicit)

6. Procedural memory The ‘how to’ of memory
Memory for learnt actions and skills, mainly motor skills
Does not require conscious effort
Examples:
how to ride a bike, walk, talk, tie shoe laces
Sometimes call implicit memory
Most resistant to forgetting

7. Declarative memory The ‘what’ of memory
Memory of facts, information & experiences
Sometimes called explicit memory
Requires conscious effort for retrieval
There are 2 types of declarative memory
Semantic memory
Episodic memory

8. Declarative memory Semantic memory meaning impersonal facts Examples:
capital of Australia
4 + 5 = 9
months of the year
Episodic memory
time and place
personally significant events
linked to feelings and sensations
Examples:
what you got for your 18th birthday
who your best friend in primary school was

10. Comparing sensory, working and long term memory
Memory type
Capacity
Duration
Models/encoding
Sensory
Working (short term)
Long term

11. Recall, recognition, relearning
Measuring how much a person has remembered:
Recall – asking to retrieve information without any prompts or cues (e.g. who won the women’s 400m race at the Sydney Olympics?)
Recognition – identifying information from a list of alternatives (e.g. is the Head of Senior School Mrs Rehm, Mr Fallon or Mrs Mitchell?)
Recognition is easier than recall:
Multiple choice vs. essay questions
Recognising person’s face vs. remembering their name
Reading vs. spelling

12. Recall, recognition, relearning
If we can learn something the second time more quickly than the first, some information must have been retained

13. Forgetting How and why do we forget? Retrieval failure Interference
Motivated forgetting
Decay

14. Forgetting Retrieval failure
The inability to retrieve a certain piece of information
Successful retrieval:
Use of cues eg. mental images, sounds, prompts from others
Interference
Retrieval difficulty due to similar information being stored – info mix-ups
Retroactive interference – the learning of new info interferes with old info
Proactive interference – old info interferes with the learning of new info

15. Forgetting Motivated forgetting
Inability to retrieve information because there is some advantage to not remembering it
Self-protection mechanism
Not deliberate
Examples:
Not remembering the detail of traumatic events
Forgetting to clean the toilet

16. Forgetting Decay The fading away of memory over time
Much more evident in sensory memory and WM than LTM

17. Enhancing retrieval Memory can be improved through:
Organising the information
Using the information
Paying closer attention to the information to be remembered
Rehearsal
Mnemonics and other memory-aid tricks

18. Enhancing retrieval
Organising information and linking it to other information assists storage and retrieval:
Example:
Bower and Clark (1969) found that students told to link words together by a story remembered more words than those not told to use a story (90% compared to 15%)
What is the first thing that comes to your mind when you hear the word “red”?

19. Enhancing Retrieval Contextual cues helps to trigger memory Example:
studying in quiet, exam like conditions can help you to recall information when the conditions are similar)
Emotional state
Material learned in one mood is better remembered in the same mood state

20. Semantic network theory
Information in LTM is organised systematically in overlapping networks of concepts (nodes)
Each node is linked with other nodes
When we retrieve information the activation of one node causes other related nodes to be also activated
The more nodes activated, the quicker information can be retrieved

21. Semantic network theory

22. Crash Course
Memory (10 min) C48&index=13&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6 Remembering and forgetting (10 min) Kw&index=14&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6