1. Memory Q1
Persistence of learning over time through the storage and retrieval of information

2. Types of memory Q2
Sensory - immediate, initial recording of sensory information
Working / short-term- processing briefly stored information
Long-term memory - relatively permanent and limitless storage
Q3 Flashbulb memory - clear memory of emotionally significant event

3. Memory processes Q4
Encoding
Storage
Retrieval

4. Encoding Encoding - processing information for storage
Q5 Automatic - unconscious encoding of incidental information
Space - the definition of memory was on the first slide
Time - I lost my phone - I had it in psych class and in math class
Frequency - that’s the third time I’ve seen her today
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5. Effortful encoding Q6 Requires attention and conscious effort
Q7 Rehearsal - conscious repetition
Spacing - distributed practice better than massed practice
Serial position effect - we remember best the first and last words on a long list

6. Processing Effortful vs automatic Deep vs shallow processing
Focused vs divided attention

7. What we encode Q8 Semantic encoding - meaning, esp words
Acoustic encoding - sounds, word sounds, echoic
Visual encoding - iconic, mental images

8. Memory aids – encoding Q9
Imagery - adding an image to a semantic memory helps
Mnemonics - generally memory aids
Chunking - phone numbers
Acronyms - HOMES
Hierarchies - both visual and semantic

9. Storage
Short-term / working
Long term

10. Short term memory Limited in duration and capacity
Magic number seven (Miller)

11. Storage: Long-Term Memory Subsystems Q10
Types of
long-term
memories
Explicit
(declarative)
With conscious
recall
Implicit
(procedural)
Without conscious
Facts-general
knowledge
(“semantic
memory”)
Personally
experienced
events
(“episodic
Skills-motor
and cognitive
Dispositions-
classical and
operant
conditioning
effects

12. How does storage work?
Hippocampus is involved in processing memories for long term storage; cerebellum involved in procedural memory
Strong emotions - some stress hormones boost learning and retention
Q11 Synaptic changes - long term potentiation - after brief stimulation neurons have higher firing potential - practice improves learning?

13. Retrieval Q12 Recognition - identify previously learned item - mc test
Recall - retrieve info learned - fill-in-blank test
Relearning - we learn something faster the 2nd time
Priming - associations activated – one strand in the neural network can lead to others

14. Retrieval cues Q13 Context - beach / sea experiment
Déjà vu - cues from current situation may trigger association with previous experience - priming
Mood congruence - ability to recall experiences that are consistent with current mood - happy, depressed
State-dependent - similar to mood, may include drunk, sober, etc

15. Memory errors Q14 Forgetting Encoding failure Storage failure - decay
Retrieval failure

16. Forgetting Q15
Absent mindedness - inattention to detail causes encoding errors
Transience - decay over time of unused information
Blocking - tip of the tongue phenomenon - information in stored but momentarily inaccessible

17. Distortion Q16 Misattribution - confusing the source of information
Suggestibility - effects of misinformation
Bias - someone you disliked is now a friend. How do you remember initial meeting?

18. Intrusion Q17 Unwanted memories we can’t get rid of
Remember Freud’s repression?

19. Encoding errors
Memory is very selective - we choose to encode very few sensory memories
Inattention to information - effortful processing will fail

20. Storage errors Physical damage to brain Decay from age
Decay from lack of use - memory for foreign language vocabulary
Q Ebbinghaus’s curve of forgetting

21. Retrieval errors Q19 Proactive interference Retroactive interference
Motivated forgetting - we may revise memories of unpleasant events

22. Reconstructing memories Q20
We fill in the blanks of incomplete memories
We may fill in misinformation
We may attribute information to wrong source
Eyewitnesses reconstruct memories, especially in response to questions
Recovered memories?

23. How to improve your memory
Study repeatedly for shorter periods
Rehearse, actively process
Make info personally meaningful - “now I know why Grandpa forgets things”
Use mnemonics - make up a story, a song
Minimize interference
Practice recall when information is fresh