1. Hogeschool van Amsterdam Interactieve Media Memory & media Hoorcollege - Using Media week 4

2. Hogeschool van Amsterdam Interactieve Media Agenda  The importance of memory  Types of memory  Explicit memory  Implicit memory  Memory & media  Summary

3. Hogeschool van Amsterdam Interactieve Media The importance of memory

4. Hogeschool van Amsterdam Interactieve Media Memory and understanding In order to understand this sentence, which is rather long and rambling, you as students will have to keep the beginning of this sentence in your memories, until you have reached the end of it, which isn’t quite yet, in fact there are another few words to come, but here we go, we’re at the end, phew!

5. Hogeschool van Amsterdam Interactieve Media Memory and personal identity

6. Hogeschool van Amsterdam Interactieve Media Memory & doing stuff

7. Hogeschool van Amsterdam Interactieve Media Types of memory

8. Hogeschool van Amsterdam Interactieve Media Types of memory

9. Hogeschool van Amsterdam Interactieve Media Explicit memory

10. Hogeschool van Amsterdam Interactieve Media Features of explicit memory  Memory that can be expressed verbally  Memory we are consciously aware of

11. Hogeschool van Amsterdam Interactieve Media How explicit memory works -Magic number 7 ± 2 -Executive processes (chunking & rehearsal) to extend working memory -Encoding is key to later retrieval -Recall vs. recognition -Retrieval requires memory traces -Retrieval is aided by context and association

12. Hogeschool van Amsterdam Interactieve Media Working memory  Working memory  Used to be called Short-term memory  This is a kind of work bench for our memories  Incoming stimuli are stored here for use  Memories from long-term memory are brought here for use  This lets you remember the beginning of a sentence so that you understand it  Magic number = 7 ± 2  The number of items that can be held in working memory is between 5 and 9

13. Hogeschool van Amsterdam Interactieve Media Working memory - the magic number  7 ± 2 can be extended by recoding  Can you remember this number sequence? 149162536496481  Is this easier? 1 4 9 16 25 36 49 64 81  This is known as chunking and it allows us to make better use of working memory  Another option is to rehearse the information (e.g. saying it to yourself several times)

14. Hogeschool van Amsterdam Interactieve Media LTM: Encoding the key to retrieval  Encoding is not a passive thing  We actively encode information for storage in memory  Strategies for successful encoding  Use deep processing in place of shallow processing  Deep processing involves understanding the meaning of the stimulus  Shallow processing involves only looking at superficial (oppervlakkig) characteristics of the stimulus (e.g. only looking at the font of a sentence)  Organization  Chunking  Relating it to what is already known  Mnemonics (ezelsbrug)  Verbal - rhythm and rhyme  Visual imagery

15. Hogeschool van Amsterdam Interactieve Media Retrieval  Two types of conscious retrieval  Recall (e.g. response to a question)  Recognition (e.g. picking from a list)  Once encoded and stored in LTM, they must also be accessed  We do this via  Association (this is how mnemonics work)  Using the context  Successful encoding provides us with memory traces that allow us to access our memories

16. Hogeschool van Amsterdam Interactieve Media Semantic network model of explicit memory

17. Hogeschool van Amsterdam Interactieve Media Flashbulb memory

18. Hogeschool van Amsterdam Interactieve Media Implicit memory

19. Hogeschool van Amsterdam Interactieve Media Features of implicit memory  Memory of how to  Not usually acquired via the consciousness  Although conscious effort may be involved  We are only consciously aware of it via task performance  Not easy to verbalize without doing at the same time  Can you explain how to tie a shoe lace without your hands?

20. Hogeschool van Amsterdam Interactieve Media Learning to drive: Explicit & implicit memories  In learning a new task (like driving a car) we use both systems  Explicit memory is perhaps dominant at first  But we are not very good at it  Over time, implicit becomes more important  The task becomes “second nature” as our implicit system takes over  Explicit is sometimes used in difficult situations

21. Hogeschool van Amsterdam Interactieve Media Why do we need implicit memory?  The limits of working memory  Speed in stressful situations

22. Hogeschool van Amsterdam Interactieve Media The priming effect  One important effect of implicit memory is what is known as the priming effect  We tend to react more favourably to things that we feel familiar with even if we do not know why  Implicit memory effects are stimulus specific  The priming effect only occurs if things remain visually the same (font, colour, etc.)  Logos work partly as a result of implicit memory

23. Hogeschool van Amsterdam Interactieve Media Memory and media

24. Hogeschool van Amsterdam Interactieve Media The art of forgetting

25. Hogeschool van Amsterdam Interactieve Media Tips for ensuring retrieval of your persuasive messages  Don’t overload (7 ±2) working memory  Facilitate encoding  Provoke deep processing (get them to question the meanings)  Help them organize information  Chunking  Link to things already they know  Suggest context to develop memory traces  Use mnemonics (rhythm, rhyme, tune)  Aid recall  Consider how to link the learning context to point of sale  Flashbulb memory?  Consider how to use implicit memory (learned behaviour, priming)

26. Hogeschool van Amsterdam Interactieve Media Summary  The memory is important to our sense of identity and being able to understand our world  The memory is not one thing  Working memory is a work bench with a maximum mount of space  7 ± 2  Encoding is the key to retrieval  When using media you can improve the chance of remembering and retrieval by understanding memory