2. Chapter Menu Chapter Introduction Section 1: Taking In and Storing InformationTaking In and Storing Information Section 2:Retrieving InformationRetrieving Information

3. Chapter Preview 1 Chapter Objectives · Section 1 Taking In and Storing Information Describe the three processes involved in memory: encoding, storage, and retrieval.

4. Chapter Preview 2 Chapter Objectives · Section 2 The Senses Understand that stored memory can be retrieved by recognition, recall, and relearning.

5. Chapter Preview-End

6. Section 1-Main Idea Main Idea There are three processes involved in memory: encoding, storage, and retrieval.

7. Section 1-Key Terms Vocabulary memory encoding storage retrieval sensory memory short-term memory maintenance rehearsalmaintenance rehearsal chunking semantic memory episodic memory declarative memory procedural memory

8. Section 1-Objectives Objectives Explain the three processes of memory. Describe the information-processing model of memory.

9. A.A B.B C.C D.D Section 1-Polling Question How many windows were in your first bedroom? A.None B.One C.Two D.Three or more

10. Section 1 The Processes of Memory Memory is the input, storage, and retrieval of what has been learned or experienced.Memory Three steps: –EncodingEncoding –StorageStorage –RetrievalRetrieval The Processes of Memory

11. A.A B.B C.C D.D Section 1 If you’re studying for a vocabulary test and you create a sentence in order to remember the word, which type of code are you using? A.Visual B.Semantic C.Acoustic D.All of the above

12. Section 1 Three Stages of Memory The three types of memory: –Sensory memorySensory memory prevents you from being overwhelmed gives you some decision time allows for continuity and stability in your world Stages of Memory

13. Section 1 Three Stages of Memory (cont.) –Short-term memoryShort-term memory Maintenance rehearsal Chunking –Long-term memory Spot the Real Penny Using Short-Term Memory

14. Section 1 Four types of long-term memory: –Semantic memorySemantic memory –Episodic memoryEpisodic memory –Declarative memoryDeclarative memory –Procedural memoryProcedural memory Three Stages of Memory (cont.) Three Systems of Memory

15. A.A B.B C.C Section 1 The ability to repeat the last sentence someone says although you are only half-listening is which type of memory? A.Sensory B.Short-term C.Long-term

16. Section 1 Memory and the Brain Two theories regarding the physiological changes that occur when we learn something: –A change in the neuronal structure of nerves occurs. –Learning is based on molecular or chemical changes in the brain.

17. Section 1 Memory and the Brain (cont.) Procedural memory involves activity in an area of the brain called the striatum. Declarative memories result from activity in the hippocampus and the amygdala. Memory Centers in the Brain

18. A.A B.B C.C D.D Section 1 Which part of the brain is responsible for emotional associations? A.The Amygdala B.The Cortex C.The Thalamus D.The Hippocampus

19. Section 1-End

20. Section 2-Main Idea Main Idea Stored memory can be retrieved by recognition, recall, and relearning.

21. Section 2-Key Terms Vocabulary recognition recall reconstructive processesreconstructive processes confabulation schemas eidetic memory decay interference elaborative rehearsalelaborative rehearsal mnemonic devices

22. Section 2-Objectives Objectives Identify several memory retrieval processes. Explain the processes involved in forgetting.

23. A.A B.B Section 2-Polling Question Do you remember the name of your first-grade teacher? A.Yes B.No

24. Section 2 Recognition A single item of information may be indexed under several headings so that it can be reached in many ways.

25. A.A B.B C.C D.D Section 2 With the content being the same, which type of test do you feel is easier? A.Multiple Choice B.Short Answer C.Essay D.Verbal

26. Section 2 Recall Recall involves a person’s knowledge, attitudes, and expectations.Recall Recall is influenced by reconstructive processes.reconstructive processes Adding addition information not in memory is called confabulation.confabulation

27. Section 2 Recall (cont.) Our memories may be reconstructed in terms of schemasschemas Eidetic memory State-dependent learning occurs when you recall information easily when you are in the same physiological or emotional state or setting you were when you originally encoded the information. Elizabeth Loftus

28. A.A B.B C.C D.D Section 2 Filling in “gaps” in a story would be an example of what? A.Schemas B.Eidetic memory C.Recall D.Confabulation

29. Section 2 Relearning Relearning is a measure of both declarative and procedural memory.

30. A.A B.B C.C D.D Section 2 Have you ever tried to relearn something and found it easier the second time around? A.Yes B.No C.Sometimes D.Not sure

31. Section 2 Forgetting When information that once entered long- term memory is unable to be retrieved, it is said to be forgotten. Forgetting may involve: –DecayDecay –InterferenceInterference –Repression

32. Section 2 Forgetting (cont.) Two kinds of blockage: –Proactive –Retroactive

33. Section 2 Forgetting (cont.) Amnesia—a loss of memory that may occur after a blow to the head, brain damage, drug use, or severe psychological stress. Infant amnesia—the relative lack of early declarative memories.

34. Section 2 Forgetting (cont.) Theories for why we do not remember being young: –Freud thought that memories are repressed because of the emotional traumas of infancy. –Others believe that because infants do not yet understand language, their memories are nonverbal, whereas later memories are verbal.

35. Section 2 Forgetting (cont.) –Others claim that the hippocampus may not be mature enough in infancy to spark memories. –Or that infants have not yet developed a sense of self to experience memories.

36. A.A B.B C.C D.D Section 2 Which of the following is more likely after an accident? A.Decay B.Interference C.Repression D.Amnesia

37. Section 2 Improving Memory Techniques for improving memory are based on efficient organization of the things you learn and on chunking information into easily handled packages. Elaborative rehearsal

38. Section 2 Improving Memory (cont.) Ways to protect a memory from interference: –Overlearn it. –Avoid studying similar material together. –Use distributed practice, or study a little at a time.

39. Section 2 Mnemonic devices Examples: Improving Memory (cont.) –The Method of Loci –“Thirty days has September” –“Every Good Boy Does Fine” –Mental pictures

40. A.A B.B C.C Section 2 Of the following, which do you find more effective in remembering information for a test? A.Elaborative rehearsal B.Distributed practice C.Mnemonic devices

41. Section 2-End

42. Figure 1 Stages of Memory Psychologists often compare human memory to a computer; however, unlike a computer, people can never fill their long-term memories so full that there is no room left for storage.

43. Figure 2 Spot the Real Penny Which is the genuine penny among the fakes? Even though you live in the United States and probably see hundreds of pennies a week, it is difficult to identify the real one. Mere reception, such as seeing something over and over again, does not guarantee a strong memory.

44. Figure 3 Using Short-Term Memory Glance quickly at the left figure in this pair, then look away. How many dots did you see? Now do the same with the right figure. You were probably surer and more accurate in your answer for the right figure.

45. Figure 4 Three Systems of Memory The moment you pay attention to information in sensory memory, that information enters short-term memory. Then that information remains in short-term memory for a few seconds. If you rehearse that information, it stays; if you do not, it disappears.

46. Figure 5 Memory Centers in the Brain Researchers have identified the parts of the brain that are involved in memory.

47. Figure 7 The Processes of Memory Memory involves three processes.

48. Profile Elizabeth Loftus 1944– “One of the things that we know about memory for very upsetting experiences, traumatic experiences, is that the memory does not work like a videotape recorder.”

49. Concept Trans Menu Chapter Concepts Transparencies Chunking Select a transparency to view.

50. Concept Trans 1

51. DFS Trans 1

52. DFS Trans 2

53. Vocab1 memory: the input, storage, and retrieval of what has been learned or experienced

54. Vocab2 encoding: the transforming of information so the nervous system can process it

55. Vocab3 storage: the process by which information is maintained over a period of time

56. Vocab4 retrieval: the process of obtaining information that has been stored in memory

57. Vocab5 sensory memory: very brief memory storage immediately following initial stimulation of a receptor

58. Vocab6 short-term memory: memory that is limited in capacity to about seven items and in duration by the subject’s active rehearsal

59. Vocab7 maintenance rehearsal: a system for remembering that involves repeating information to one-self without attempting to find meaning in it

60. Vocab8 chunking: the process of grouping items to make them easier to remember

61. Vocab9 semantic memory: knowledge of language, including its rules, words, and meanings

62. Vocab10 episodic memory: chronological retention of the events of one’s life

63. Vocab11 declarative memory: stored knowledge of learned skills that does not require conscious recollection

64. Vocab12 procedural memory: permanent storage of learned skills that does not require conscious recollection

65. Vocab13 recognition: memory retrieval in which a person identifies an object, idea, or situation as one he or she has or has not experienced before

66. Vocab14 recall: memory retrieval in which a person reconstructs previously learned material

67. Vocab15 reconstructive processes: the alteration of a recalled memory that may be simplified, enriched, or distorted, depending on an individual’s experiences, attitudes, or inferences

68. Vocab16 confabulation: the act of filling in memory gaps

69. Vocab17 schemas: conceptual frameworks a person uses to make sense of the world

70. Vocab18 eidetic memory: the ability to remember with great accuracy visual information on the basis of short-term exposure

71. Vocab19 decay: fading away of memory over time

72. Vocab20 interference: blockage of a memory by previous or subsequent memories or loss of a retrieval cue

73. Vocab21 elaborative rehearsal: the linking of new information to material that is already known

74. Vocab22 mnemonic devices: techniques for using associations to memorize and retrieve information

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