2.  CPAMIAPOWNCAAVCRDVDI BMNHLGHSATMATVFBICIAN BANHLNFLREMROMMTV

4.  Your first grade teacher?  Your first pet?  Your mom’s birthday?  Your 7 th grade science teacher?  First major disappointment?  The last 5 presidents?  Who won last Super Bowl?  Last year’s school musical?  The first time you drove by yourself?  Your earliest memory?

5. Figure 7.2 Three key processes in memory. Memory depends on three sequential processes: encoding, storage, and retrieval. Some theorists have drawn an analogy between these processes and elements of information processing by computers as depicted here. The analogies for encoding and retrieval work pretty well, but the storage analogy is somewhat misleading. When information is stored on a hard drive, it remains unchanged indefinitely and you can retrieve an exact copy. As you will learn in this chapter, human memory storage is a much more dynamic process. Our memories change over time and are rough reconstructions rather than exact copies of past events.

6. SHALLOW PROCESSING (ALSO KNOWN AS MAINTENANCE REHEARSAL) Involves simple repetition of the material NOT an effective way to encode material Ex: Try to draw what the home screen of your smartphone looks like (which apps are where) or if you are old school… try to draw what the keypad of your phone looks like DEEP PROCESSING (ALSO KNOWN AS ELABORATIVE REHEARSAL) Coding by forming associations between new information and information already stored Makes information more meaningful therefore it is an effective way to encode Ex: If you relate information presented in class to your own life, it will be easier to remember

8.  Defined as: memory devices for improving the encoding and retrieval of information  Single-use mnemonics are designed to improve recall of a particular bit of info  How do you remember the colors of the rainbow?  How do you remember which months have 31 days?  How do you remember which way to set the clock for daylight savings time?

9.  Locations of objects in a room are used to memorize a list  Lets practice with a shopping list

11. Fig 7.1

13. VISUAL MEMORYECHOIC MEMORY How long does it last? Maintains an image of what we have seen for a few tenths of a second after the stimulus has appeared. Research done by George Sperling (on the next couple of slides) How long does it last? Maintains the sounds we have heard for about 3 or 4 seconds after the stimulus Has anyone ever tried to catch you not listening? What happens when they say “What did I just say?” Why can we remember that when we REALLY aren’t paying attention

15.  Invented by George Sperling  A letter array is shown briefly  After array is gone, tone signals which row to report  Subjects recalled more letters when signaled to recall only one row compared to trying to recall all the letters

16.  Limited duration (some studies say it is limited to about 18 seconds)  About 7 items can be maintained at a time  Maintenance rehearsal retains information for longer periods of time  practice of intentionally rehearsing information

17.  Limited capacity  Interference is one of the main reasons why information disappears from STM  when new information enters STM & overwrites information that is already there  Chunking is combining separate items of information into a larger unit and then remembering the chunks of information  phone numbers are remembered in chunks  622-875-9211

19. Fig 7.1

20.  Declarative memory  Involves memories for factors or events  Includes semantic & episodic memory  episodic memory involves knowledge of specific events, personal experiences, or activities (e.g., activities in college)  semantic memory involves knowledge of facts, concepts, words, definitions & language rules (e.g., what you learn in class)

21.  Procedural or Nondeclarative memory  Memories for motor skills, some cognitive skills (learning to read), and emotional behaviors learned through classical conditioning  We cannot recall or retrieve procedural memories

22. Fig 7.7

23.  Flashbulb Memory  a clear memory of an emotionally significant moment or event

24.  Where were you when you first heard:  Princess Diana had been killed?  That planes had flown into the World trade center in New York?

29. The effect of leading questions on eyewitness recall. Subjects who were asked leading questions in which cars were described as hitting or smashing each other were prone to recall the same accident differently one week later, demonstrating the reconstructive nature of memory. (Based on “Reconstruction of Automobile Destruction: An Example of Interaction Between Language and Memory,” by E. F. Loftus and J.C. Palmer, 1974, Journal of Verbal Learning and Verbal Behavior, 13, 585–589. Academic Press, Inc. Adapted by permission of the author.)

31.  Learning some items may disrupt retrieval of other information  Proactive(forward acting) Interference  disruptive effect of prior learning on recall of new information  Retroactive (backwards acting) Interference  disruptive effect of new learning on recall of old information

35.  Measures the amount of previously learned information that subjects can recall across time Ebbinghaus –One of the 1st psychologists to study memory & forgetting –He tested his own memory of nonsense syllables

36.  Forgetting refers to the inability to recall previously learned information  Ebbinghaus documented the rate of forgetting of information  Initial rate of forgetting is high and then trails off... © 2002 John Wiley & Sons, Inc.

39.  Amnesia is forgetting produced by brain injury or by trauma  Retrograde amnesia refers to problems with recall of information prior to a trauma  Anterograde amnesia refers to problems with recall of information after a trauma Point of Trauma Retrograde amnesia Anterograde amnesia

40.  Cortex  Thin layer of brain cells that cover the surface of the forebrain  Amygdala  Almond-shaped structure lying below the surface of the cortex in the tip of the temporal lobe  Plays a critical role in adding a wide range of emotions to our memories  Hippocampus  Curved, finger-like structure that lies beneath the cortex in the temporal lobe  Transfers declarative information (words, facts & events) from STM into LTM

41.  Subjects were shown lists of words and asked to use one of three strategies:  Visual: Is the word printed in capital letters?  Acoustic: Does the word rhyme with _____?  Semantic: Does the word fit the sentence _________?  The more thought involved (elaborative rehearsal), the better was their memory.

42.  Sleepy  Sneezy  Dopey  Doc  Bashful  Happy  Grumpy

43.  An Encoding problem  A storage problem  An interference problem  An insufficient-cueing problem  A repression problem