2. What is Memory? The Processes of encoding, storage & retrieval

3. What is Memory? The encoding, storage and later retrieval of a response that was previously acquired.The encoding, storage and later retrieval of a response that was previously acquired. The Learning Process is made up of Two Stages: Acquisition & RetentionThe Learning Process is made up of Two Stages: Acquisition & Retention

4. Acquisition Acquisition – The initial learning of information.Acquisition – The initial learning of information. Affected by…Affected by… 1. Attention Process1. Attention Process 2. Degree of Motivation2. Degree of Motivation 3. Preparedness of the Learner3. Preparedness of the Learner 4. Type of Practice Followed4. Type of Practice Followed 5. Kind of Material to be Learned5. Kind of Material to be Learned 6. Transfer of Training (Application)6. Transfer of Training (Application)

5. Situational Factors that Influence Acquisition Attention Sensory GatingSensory Gating – process by which the brain sends messages to some of the sensory systems to decrease the amount of information they must deal with. –Example: Feeling of clothes, “white” noise Parallel vs. Sequential Attention (parallel sensory processing)Parallel vs. Sequential Attention (parallel sensory processing) –Parallel – Useful only when receiving new info. Brain processes several different stimuli simultaneously. –Sequential Attention – Higher Level, treat each piece of info separately in order. o

6. Factors Influencing Attention Feature ExtractionFeature Extraction (Decoding) – Sensory System selects which incoming stimuli to process then establishes meaning for these stimuli. –Example: “r” is different from “f” Characteristics of the LearnerCharacteristics of the Learner: –Individual Differences: development, motivation, expression of emotions PreparednessPreparedness – Time & Place. Example: Chimps can’t speak but are prepared for signing. The Learning CurveThe Learning Curve: Performance is not always an accurate indicator of learning.

7. Methods of Acquisition 1. Overlearning – any repetition over the point of acquisition –Follows the law of diminishing returns – more is not always better. Feedback2. Knowledge of Results: Feedback – any info about the effect of a response. –Leads to faster acquisition of new material –Immediate feedback is more beneficial than delayed 3. Distribution of Practice – Study - Rest - Study – Rest. (Take Breaks) 4. Whole-Part Distribution – Deciding whether to learn the entire amount of material as a whole or divide it into parts to learn. Depends on the task. 5. Active vs. Passive Approach – The more involved (active) you are in your learning the better you will remember it. 6. Primacy & Recency Effects – Tend to remember info that came first and last. 7. Content – We are better able to remember info that we can make associations to and infer meaning from.

9. The Information- Processing Model

10. Information Processing Model Encoding - getting information into the memory system Storage - the retaining of encoded information over time Retrieval - getting encoded information out of memory storage

11. How is Our Memory Like a Computer? Both encode, store, and retrieve data We can activate information from our long term memory (hard drives) Information on the screen disappears if not used right away – short term memory

12. Encoding: Serial Position Effect

13. Serial Position Effect The tendency to recall the first and last items in a list Primacy effect – the ability to recall information near the beginning of a list Recency effect – the ability to recall information near the end of a list

14. Primacy/Recency Effect or Serial Position Effect (From Craik & Watkins, 1973)

15. Encoding: Spacing Effect

16. Spacing Effect The tendency for distributed practice to yield better retention than is achieved through massed practice (cramming)

17. Distributed Practice Spreading rehearsal out in several sessions separated by period of time Usually enhances the recalling of the information

18. Massed Practice Putting all rehearsal together in one long session (cramming) Not as effective as distributed practice

19. Encoding: Encoding Meaning

20. Semantic Encoding The encoding of meaning Encoding information that is meaningful enhances recall

21. Self-Reference Effect The enhanced semantic encoding of information that is personally relevant Making information meaningful to a person by making it relevant to one’s life

22. Semantic Encoding (From Craik & Tulving, 1975)

23. Acoustic Encoding Encoding information based on the sounds of the information

24. Acoustic Encoding (From Craik & Tulving, 1975)

25. Visual Encoding Encoding information based on the images of the information

26. Visual Encoding (From Craik & Tulving, 1975)

27. Encoding: Organizing Information

28. Chunking Organizing information into meaningful units More information can be encoded if organized into meaningful chunks.

30. Encoding: Mnemonic Devices

31. Mnemonic Device A memory trick or technique for remembering specific facts “Every good boy does fine” to remember the notes on the lines of the scale “People say you could have odd lots of good years” as a way to remember how to spell “psychology”

32. Method of Loci A mnemonic device in which the person associates items to be remembered with imaginary places

33. Peg-Word System A mnemonic device in which the person associates items to remember with a list of peg words already memorized Goal is to visualize the items to remember with the items on the pegs

34. Peg Word System

35. Categorical Clustering Grouping items you want to remember by categories Example: Grocery list organized by aisles or food category.

36. Acronyms Set of letters from a word or phrase in which each letter stands of a certain other word or concept. Example: HOMES = Names of the Great Lakes

37. Acrostics Initial letters that taken in order form a word or phrase that trigger what you want to remember. Example: Please Excuse My Dear Aunt Sally (Math) Example: Every Good Boy Deserves Fudge (Music)

38. Interactive Images Link a set of isolated words by creating visual representations for the words and then picturing interactions among the items. Example: If you had to remember a list of random things like an aardvark, pencil, table and book picture the aardvark sitting on a table holding pencil in its claws and writing in a book.

39. Keyword System Learning isolated words by linking sounds and meanings together. Example: Elvis shook his pelvis –Stalactite holds tight to the ceiling –Fibula lies beneath the Tibula –Tibula is on top of the fibula

40. Do Mnemonics Work? Watch this 8 minute video on how the world’s best memory competitors use mnemonics.Watch this 8 minute video on how the world’s best memory competitors use mnemonics

41. Storage

42. Three Storage Systems Three distinct storage systems : –Sensory Memory –Short-Term Memory (includes Working Memory) –Long-Term Memory

43. Storage: Sensory Memory

44. Sensory Memory The brief, initial coding of sensory information in the memory system –Iconic store – visual information, ½ second –Echoic store – sound information, 2-3 seconds Information held just long enough to make a decision on its importance

45. Storage: Short-Term Memory

46. Short-Term Memory Conscious, activated memory which holds information briefly before it is stored or forgotten Holds approximately seven, plus or minus two, chunks of information Can retain the information as long as it is rehearsed Also called “working memory”

47. Storage: Long-Term Memory

48. Long-Term Memory The relatively permanent and limitless storehouse of the memory system Holds memories without conscious effort

49. Name the Seven Dwarves Take out a piece of paper

50. Retrieval

51. The process of getting information out of memory storage Two forms of retrieval –Recall –Recognition

52. Recall A measure of memory in which the person must retrieve information learned earlier Example: Essay, fill-in-the-blank, and short answer test questions test recall Recall Tests will do THIS to your head.THIS

53. Recognition A measure of memory in which a person must identify items learned earlier Example: Multiple choice and matching test questions test recognition

54. Now pick out the seven dwarves. Turn your paper over. Grouchy Gabby Fearful Sleepy Smiley Jumpy Hopeful Shy Droopy Dopey Sniffy Wishful Puffy Dumpy Sneezy Pop Grumpy Bashful Cheerful Teach Snorty Nifty Happy Doc Wheezy Stubby Poopy

55. Seven Dwarves Sleepy, Dopey, Grumpy, Sneezy, Happy, Doc and Bashful

56. Retrieval: Context

57. Context Effect The enhanced ability to retrieve information when you are in an environment similar to the one in which you encoded the information

58. Context

59. Retrieval: State Dependency

60. State Dependent Memory The enhanced ability to retrieve information when the person is in the same physical and emotional state they were in when they encoded the information The retrieval state is congruent with the encoding state

61. Let’s Review The Three Processes of Memory

62. Encoding The processing of information into the memory system. Typing info into a computer Getting a girls name at a party

63. Storage The retention of encoded material over time. Pressing Ctrl S and saving the info. Trying to remember her name when you leave the party.

64. Retrieval The process of getting the information out of memory storage. Finding your document and opening it up. Seeing her the next day and calling her the wrong name (retrieval failure).

65. Memory Construction- itinerary Misinformation EffectMisinformation Effect Children’s MemoriesChildren’s Memories –Hypnosis (in general), drugs, therapy –Traumatic events –Rosanne Barr Eyewitness TestimonyEyewitness Testimony –Picking Cotton Environmental Contexts &Internal Emotional StatesEnvironmental Contexts &Internal Emotional States Déjà vuDéjà vu Types of AmnesiaTypes of Amnesia –Ten Second Tom

66. Misinformation effect Misinformation effect*-Misinformation effect*- when after exposure to subtle misinformation, many people misremember. Memories We construct our memories, using both stored and new information. are not stored as exact copies, In many experiments, people have witnessed an event, received or not received misleading information about it, and then taken a memory test.

67. Misinformation effect Consider two witnesses to a car accident. (Billy and Sally). Billy is asked by a policeman, “How fast was the car going when it smashed into the other vehicle” Sally is asked by another policeman, “How fast was the car going when it bumped into the other vehicle.” Billy’s constructed memory will increase in numbers in comparison from Sally’s. Influenced by the descriptive words “smashed” and “bumped”.

68. Misinformation effect Misinformation effect can be caused by: 1.Leading questions 2.Influence of people filling in “gaps” in memory 3.Other testimony 4.Repeated imagining and rehearsing nonexistent events cause false memories (imagination inflation). 5.Source Amnesia*- attribute to the wrong source an event the we have experienced, heard about, read about, or imagined. (Ex. Dreaming an event and trying to determine if it happened or it was a dream)

69. Psychologists Questions on Misinformation Effect: 1.When are people susceptible to misinformation? a.Time (discrepancy detection principle) b.Subtle exposure 2.Who is susceptible to misinformation? a.Young children b.Memory performance rises up to the age of 20 c.Falls sharply at the age of 65 3.What happens to the original memory? a. After much research it is commonly believed that misinformation does impair the original details of memory. 4.Do people genuinely believe the misinformation? a. It is believed that people report misinformation confidently because they have the need to be “good” at recalling events.

70. Children’s Memories Preschool Children are sensitive to suggestion, and their recollections of sexual abuse may be prone to error. (can be given suggestive interviewing techniques) –Day Care Cases in 1980’s- mass abuse. Falsely reported by children who were influenced by the interviewers. Innocent people have been falsely convicted of abuse that never happened, and true abusers have sued the controversy over recovered memories to avoid punishment.

71. Repressed and Recovered Memories Psychologists agree that:Psychologists agree that: –Abuse happens and can leave lasting scars –Some innocent people have been falsely convicted of abuse that never happened and some true abusers have used the controversy over recovered memories to avoid punishment –Forgetting isolated good and bad memories triggered by some memory cue is commonplace –Infantile amnesia-inability to recall memories from the first three years of life makes recovery of very early childhood memories very unlikely. –Both real and false memories cause stress and suffering.

72. Hypnosis and Traumatic experiences Memories “recovered” under hypnosis or drugs or therapy are especially unreliable. Especially for children as are memories of things happening before age 3. (infantile amnesia)Memories “recovered” under hypnosis or drugs or therapy are especially unreliable. Especially for children as are memories of things happening before age 3. (infantile amnesia) Traumatic experiences are usually vividly remembered, not banished into an active but inaccessible unconscious.Traumatic experiences are usually vividly remembered, not banished into an active but inaccessible unconscious.

74. Eyewitness Memory Now turn over the True False 8-9 sheet on Eyewitness Memory sheet and complete it. On statement 9, 28 experts indicated that the “reverse is probably true.” All the statements on the handout except statement 9 as true.

76. Environmental contexts and internal emotional states on retrieval. State Dependent Memories- tendency to recall information best in the same emotional state (mood) as when the information was learned. Context Dependent Memories- being in a context similar to one we’ve been in before may trick us into subconsciously retrieving an earlier experience.

77. What is déjà vu? The term deja vu is French and means, literally, "already seen." Those who have experienced the feeling describe it as an overwhelming sense of familiarity with something that shouldn't be familiar at all.The term deja vu is French and means, literally, "already seen." Those who have experienced the feeling describe it as an overwhelming sense of familiarity with something that shouldn't be familiar at all. Younger people experience Deja vu more frequently, then the elder.Younger people experience Deja vu more frequently, then the elder. Deja vu has been firmly associated with temporal- lobe epilepsy. It can occur just prior to a temporal- lobe seizure. People suffering a seizure of this kind can experience deja vu during the actual seizure activity or in the moments between convulsions.Deja vu has been firmly associated with temporal- lobe epilepsy. It can occur just prior to a temporal- lobe seizure. People suffering a seizure of this kind can experience deja vu during the actual seizure activity or in the moments between convulsions. It could be simple fantasy or wish fulfillment, while some psychiatrists ascribe it to a mismatching in the brain that causes the brain to mistake the present for the past.It could be simple fantasy or wish fulfillment, while some psychiatrists ascribe it to a mismatching in the brain that causes the brain to mistake the present for the past.

78. Types of Amnesia (memory loss) Infantile Amnesia- inability of adults to remember the earliest years of their childhood. The amnesia generally covers events from birth until around three years old. beforeRetrograde Amnesia -someone will be unable to recall events that occurred before the development of amnesia Anterograde Amnesia - loss of the ability to create memories after the event that caused the amnesia occurs. (Such as Ten Second Tom)