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 Taking In and Storing Information Describe the three processes involved in memory: encoding, storage, and retrieval.

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

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

6. 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

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

8. 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

9. 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

10. Section 1 Three Stages of Memory (cont.) –Short-term memoryShort-term memory Maintenance rehearsal Chunking –Long-term memory

11. 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.)

12. 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.

13. 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.

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

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

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

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

18. 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

19. 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

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

21. 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

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

23. 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.

24. 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.

25. 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.

26. 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

27. 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.

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