1. DO NOW…
What is your first memory?

2. Chapter 9
Memory

3. Memory Memory Flashbulb Memory
persistence of learning over time via the storage and retrieval of information
Flashbulb Memory
a clear memory of an emotionally significant moment or event
Example: September 11
What is your first memory?
Memory is an indication that learning has persisted over time
Flashbulb memories – it’s as if the brain commands you to remember the moment

4. Memory Let’s test your memory:
Take out a sheet of paper and silently write down the names of the seven dwarves in the Disney classic Snow White.
Give them time to try it

5. Memory Sneezy Lazy Pop Grumpy Bashful Cheerful Teach Shorty Nifty
Grouchy
Gabby
Fearful
Sleepy
Smiley
Jumpy
Hopeful
Shy
Droopy
Dopey
Sniffy
Wishful
Puffy
Dumpy
Sneezy
Lazy
Pop
Grumpy
Bashful
Cheerful
Teach
Shorty
Nifty
Happy
Doc
Wheezy
Stubby
Now see if you can pick out the seven dwarves

6. Snow White and the Seven Dwarfs
Dopey, Grumpy, Doc, Happy, Bashful, Sneezy, Sleepy
Check yourselves – recognition is easier than recalling from memory

7. Memory Memory as Information Processing Encoding similar to a computer
write to file
save to disk
read from disk
Encoding
the processing of information
into the memory system

8. Memory Storage Retrieval
the retention of encoded information over time
Retrieval
process of getting information
out of memory
Limitations of computer analogy: our memories are less literal and more fragile than a computer’s
The brain is slower than a computer, but it can do many things at once (with regards to recall)

9. Types of Memory Sensory Memory Short Term Memory Long Term Memory
the immediate, initial recording of sensory information in the memory system
Iconic
a momentary sensory memory of visual stimuli
a photographic or picture image memory lasting no more that a few tenths of a second
Registration of exact representation of a scene
Echoic Memory
momentary sensory memory of auditory stimuli
Short Term Memory
activated memory that holds a few (7 +/- 2) items briefly
Long Term Memory
the relatively permanent and limitless storehouse of the memory system
Sensory is the first step, it is fleeting
The next step is that things we want to remember temporarily are stored in short-term memory (like a phone number you repeat again and again until you call it)
Lastly, you encode it for long-term memory and later retrival

11. Sensory memory (Iconic)
What was in the scene?

12. The Atkinson Shiffrin Model
External
events
Sensory
memory
Short-term
Long-term
Sensory input
Attention to important
or novel information
Encoding
Retrieving

13. Check for Understanding
Many people have vivid memories of highly emotional moments – for example, when they heard the news of an assassination or what kind of morning it was when they brought the new baby home from the hospital. These clear memories of emotional moments are called
Short-term memories
Flashbulb memories
Inaccurate memories
Novel memories

14. Encoding Automatic Processing Effortful Processing
unconscious encoding of incidental information
well-learned information
word meanings
we can learn automatic processing
Effortful Processing
requires attention and conscious effort

15. Ways to Encode Rehearsal conscious repetition of information
to maintain it in consciousness
to encode it for storage
German philosopher Herman Ebbinghaus used nonsense syllables
TUV ZOF GEK WAV
the more times practiced on Day 1, the fewer repetitions to relearn on Day 2
The amount remembered depends on the time spent learning.

16. Ways to Encode Spacing Effect Primacy/Recency (Serial Position Effect)
distributed practice yields better long term retention than massed practice
Primacy/Recency (Serial Position Effect)
Example: US Presidents

17. The three stages of the Atkinson-shiffrin process of memory are:
(A) iconic, echoic, encoding
(B) sensory, short term, long term
(C) shallow, medium, and deep processing
(D) semantic, episodic, procedural

18. (C) apples, pears, bananas (D) peas, corn, onions
Doug wrote a grocery list of 10 items but leaves it at home. The list included in order: peas, corn, squash, onions, apples, pears, bananas, flour, milk, and eggs. If the law of primacy holds, which of the following is doug most likely to remember?
(A) peas, pears, flour
(B) banana, flour, peas
(C) apples, pears, bananas
(D) peas, corn, onions

19. WORD Poster Include the following: Definition Significance Image
Use it in a sentence
Related words

20. DO NOW…
Differentiate between effortful and automatic encoding.

21. Ways to Encode Hierarchies Imagery Mnemonics Chunking Use of Acronyms
Outlines
Imagery
Mental pictures
a powerful aid to effortful processing, especially when combined with semantic encoding
Mnemonics
memory aids
especially those techniques that use vivid imagery and organizational devices
Method of Loci (Greek drama)
Chunking
Organize information into meaningful units; helps us with unfamiliar meaning
Like horizontal organization –
Often occurs automatically
Use of Acronyms
HOMES – Huron, Ontario, Michigan, Erie, Superior
Socks Pulled On Cold Feet – Sensorimotor, Preoperational, …

22. Storage- Long Term Memory Subsystems
Types of
long-term
memories
Explicit
(declarative)
With conscious
recall
Implicit
(nondeclarative)
Without conscious
Facts-general
knowledge
(“semantic
memory”)
Personally
experienced
events
(“episodic
Skills-motor
and cognitive
Conditioning
effects

23. Retrieval
Relearning
amount of time saved when relearning previously learned information
Priming
activation, often unconsciously, of particular associations in memory
Reminders of information we could not otherwise recall
Guides to where to look for info
Context Effects
memory works better in the context of original learning

24. Forgetting Information never enters the memory system
Forgetting as Encoding Failure
Information never enters the memory system
Attention is selective
we cannot attend to everything in our environment

25. Forgetting as Interference
Learning some items may disrupt retrieval of other information
Proactive(forward acting) Interference
disruptive effect of prior learning on recall of new information
Example:
Retroactive (backwards acting) Interference
disruptive effect of new learning on recall of old information

26. Forgetting as Interference

27. Memory Construction Eyewitnesses reconstruct memories when questioned
Depiction of actual accident
Leading question:
“About how fast were the cars
going when they smashed into
each other?”
Memory
construction
Eyewitnesses reconstruct memories when questioned