1. Memory/Cognition
Describe and differentiate psychological and physiological systems of memory (e .g ., short-term memory, procedural memory)
Compare and contrast various cognitive processes:
— effortful versus automatic processing;
— deep versus shallow processing;
— focused versus divided attention
3. Outline the principles that underlie effective encoding, storage, and construction of memories
4. Describe strategies for memory improvement
5. Identify key contributors in cognitive psychology (e .g ., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A . Miller)

2. What is the purpose of memory???
Stages of Memory
What is the purpose of memory???

3. Stages of Memory
Memory is more of an active system receiving, storing, organizing, altering, and recovering information

4. Stages of Memory Encoded
Incoming information is changed into a usable form
Retrieved
Memories/information must be taken out of storage
Stored
Information is held in the system

5. It is in our sensory memory that we have icons and echos.
Sensory Memory holds an exact copy of what is seen or heard, for only a few seconds or less

7. Sensory Memory
Color of bicycles?

9. Sensory Memory
How many people wearing sunglasses?

11. Sensory Memory
How many people wearing a hat?

13. Sensory Memory
Color of shirt of 3rd person in row?

14. Which items were crossed off?
Short-term Memory
If information is able to make it through sensory memory, it gets passed on to short-term memory
Our short-term memory (stm) holds small amounts of information for relatively brief periods of time
What were some of the items on the grocery list from a few minutes ago?
Which items were crossed off?

16. Short-term Memory
Not everything that we see or hear going on around us is recorded in our short term memory.
Why?
Focusing on only a selected portion of sensory input
Something called selective attention controls what information actually makes it to STM.
What type of things are in our short term memory??

17. Short-term Memory How are they stored? Can be stored as: images
phonetically
STM is where we do the majority of our thinking, and is also the stopping point that allows to not become overburdened by useless garbage.
10 word test

18. LTM contains everything you know about the world.
Long-term Memory
Third memory system acts as a lasting storehouse for information that is meaningful
LTM contains everything you know about the world.
Does it ever fill up?

19. Adv. Psych Psychological vs. physiological aspects of memory
How do our brains make memories?
Physiological= What happens biologically to create a memory?
Hippocampus- part of limbic system that plays an important role in consolidating information from short term to long-term
Also is responsible for attaching senses and emotions with the memory itself

20. Adv. Psych Psychological vs. physiological aspects of memory
How do our brains make memories?
Physiological= What happens biologically to create a memory?
Recording a memory requires the adjustment of the connections between neurons.
Each memory tweaks a tiny sections of the neurons in the brain, changing the way in which they communicate.
2:20
Quick/simple chemical changes
Short term
vs.
Long term
Built into brain’s synapses

21. Who found all of this?
With a partner, I would like for you to please research the following cognitive psychologists.
Atkinson and Shiffrin
Hermann Ebbinghaus
Elizabeth Loftus
George A. Miller
For each psychologists please make sure you find
their beliefs as well as contributions.
When you are finished, you will be completing a
paragraph reflection.

22. Who found all of this?
With a partner, I would like for you to please research the following cognitive psychologists.
Atkinson and Shiffrin
Hermann Ebbinghaus
Elizabeth Loftus
George A. Miller
For each psychologists please make sure you find
their beliefs as well as contributions.
When you are finished, you will be completing a
paragraph reflection.
Provide an analysis of which psychologists you feel
contributed the most to the field of cognitive
psychology/memory.

23. Memory/Cognition
Describe and differentiate psychological and physiological systems of memory (e .g ., short-term memory, procedural memory)
Compare and contrast various cognitive processes:
— effortful versus automatic processing;
— deep versus shallow processing;
— focused versus divided attention
3. Outline the principles that underlie effective encoding, storage, and construction of memories
4. Describe strategies for memory improvement
5. Identify key contributors in cognitive psychology (e .g ., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A . Miller)

24. Encoding Encoding is a biological event Senses Perception
Thalamus and frontal lobe.
Many neurons firing
Attention
The sensory areas of the cortex decode the sensations, and combine the information with the hippocampus
Decoding
Leads to storage in different parts of the brain

25. Encoding Four main types Acoustic Encoding
Encoding of sound, words, and any other noise
Visual Encoding
Encodes images and visual sensory information
Tactile Encoding
Encoding of how something feels (usually in somatosensory cortex)
Semantic Encoding
Encoding of sensory input that has a particular meaning or association

26. Storage Passive event of retaining information
Memories are stored throughout the cortex in groups of neurons
These neurons are ready to fire together when they come across a similar experience
It is said that more than one copy is often stored
Why?
There is a scatter effect to where memories are stored

27. Retrieval Re-Accessing of information
The brain replays a pattern of neural activity
With a slight twist (otherwise there would be no difference between the bona fide experience)
We add in an awareness
Remembering = Creative Re-imagination
Recall and Recognition
Association of an event with a previous experience
Remembering an event that is not present

28. Recall Three main types Free Recall Cued Encoding
Recall is in any order
Cued Encoding
Cues are given when recalling
Serial Recall
Recall in a certain order

29. Improving Memory

30. Improving Memory Knowledge of Results
We often find that we are able to move on with our learning best when the feedback allows us to check progress.
Can help us identify areas that need extra practice or help, and the simple fact of knowing is rewarding.

31. Improving Memory Recitation
Recitation refers to summarizing aloud when you are reading
This forces you to practice retrieving the information.
By stopping frequently and trying to remember by restating the information
80/20

32. Improving Memory Rehearsal
The more you rehearse or mentally review, the better your memory of the content
Both maintenance and elaborative rehearsal are good.
Must make links between the facts.

33. Improving Memory Selection
Break down information into one or two important pieces of information.
NASHVILLE — Each in his own way, big men Anthony Davis of Kentucky and Festus Ezeli of Vanderbilt give Saturday's game a distinctive quality.
Davis, who is on the way to rewriting UK and Southeastern Conference records for blocks, has become a full-blown phenomenon.
"I don't know that I've ever seen anything like him," Vandy Coach Kevin Stallings said Thursday. "... Davis changes the game around the goal. He makes you think about (chuckles) other options because trying to take it in front of him is not a very intelligent option most of the time."
Has been shown that most students mark/highlight their text too much, rather than too little.

34. Improving Memory Selection
Break down information into one or two important pieces of information.
NASHVILLE — Each in his own way, big men Anthony Davis of Kentucky and Festus Ezeli of Vanderbilt give Saturday's game a distinctive quality.
Davis, who is on the way to rewriting UK and Southeastern Conference records for blocks, has become a full-blown phenomenon.
"I don't know that I've ever seen anything like him," Vandy Coach Kevin Stallings said Thursday. "... Davis changes the game around the goal. He makes you think about (chuckles) other options because trying to take it in front of him is not a very intelligent option most of the time."
Has been shown that most students mark/highlight their text too much, rather than too little.

35. Improving Memory Organization
Simple reordering of a list makes it much easier to learn.
North, man, red, spring, woman, east, autumn, yellow, summer, boy, blue, west, winter, girl, green, south
North, east, south, west, spring, summer, autumn, winter, red, yellow, green, blue, man, woman, boy, girl

36. Improving Memory Whole vs. Part Which is better for memory?
Whole learning- attempting to learn the whole package of information
Part Learning-subparts of larger pieces of information are studied individually

37. Improving Memory Serial Position Pinball Planted Plastic Problem
Ringing
Shifted
Sinking
Sunfish
Trusted
Twisted
Nothing
Contest
Dentist
Disrupt
Himself
Jumping
lending
Serial Position

38. Improving Memory Serial Position Pinball Planted Plastic Problem
Ringing
Shifted
Sinking
Sunfish
Trusted
Twisted
Nothing
Contest
Dentist
Disrupt
Himself
Jumping
lending
Serial Position
Be careful to pay attention to the middle of the lists/or information

39. Improving Memory Sleep Sleeping after studying decreases interference
When sleeping isn’t possible, take many study breaks.

40. Improving Memory Hunger
People who are hungry almost always score lower on memory tests.
Always eat a good breakfast before school.

41. Experiment creation
You have the remainder of the block to gather everything you will need to perform your experiment.