1. Review of Long-term Memory Long-term memory Working or Short-term Memory Sensory Input Sensory Memory Attention Encoding Retrieval Maintenance Rehearsal Retrieval transfers info from LTM to STM Retrieval transfers info from LTM to STM Forgetting - inability to retrieve previously available information Forgetting - inability to retrieve previously available information Why do people forget? Why do people forget?

2. Forgetting theories Poor encoding theories Poor encoding theories Decay theories Decay theories Interference theories Interference theories Retrieval-cue theories Retrieval-cue theories

3. When do we forget? It can occur at any memory stage It can occur at any memory stage Retrieval from long-term memory Depending on interference,retrieval cues, moods, and motives, some things get retrieved, some don’t. Long-term storage Some items are altered or lost. Short-term memory A few items are both noticed and encoded. Sensory memory The senses momentarily register amazing detail.

4. Forgetting as encoding failure Info never encoded into LTM Info never encoded into LTM Encoding X Long-term memory Encoding failure leads to forgetting Short-term memory

5. Which is the real penny? (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) (o)

6. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) (o) Answer

7. Encoding failures Even though you’ve seen thousands of pennies, you’ve probably never looked at one closely to encode specific features Even though you’ve seen thousands of pennies, you’ve probably never looked at one closely to encode specific features

8. Other encoding failure demos What letters accompany the number 5 on your telephone? What letters accompany the number 5 on your telephone? JKL JKL Where is the number 0 on your calculator? Where is the number 0 on your calculator? Bottom middle Bottom middle According to this theory, objects seen frequently, but info never encoded into LTM According to this theory, objects seen frequently, but info never encoded into LTM

9. Forgetting as retrieval failure Not all forgetting is due to encoding failures Not all forgetting is due to encoding failures Sometimes info IS encoded into LTM, but we can’t retrieve it Sometimes info IS encoded into LTM, but we can’t retrieve it Retrieval failure leads to forgetting Retrieval X Encoding Short-term memory Long-term memory

10. Tip of the tongue phenomenon a.k.a. TOT experience a.k.a. TOT experience Example: ??? Example: ???

11. Retrieval failure theories Decay theories Decay theories Interference theories Interference theories Retrieval cue theories Retrieval cue theories

12. Decay theories Memories fade away or decay gradually if unused Memories fade away or decay gradually if unused Time plays critical role Time plays critical role Ability to retrieve info declines with time after original encoding Ability to retrieve info declines with time after original encoding Average percentage of information retained 20 mins 1 hr 8 hrs 24 hrs 2 days 6 days 31 days Interval between original learning of nonsense syllables and memory test 100%

13. Retrieval failure theories Decay theories Decay theories Interference theories Interference theories

14. Interference theories “ Memories interfering with memories” “ Memories interfering with memories” Forgetting NOT caused by mere passage of time Forgetting NOT caused by mere passage of time Caused by one memory competing with or replacing another memory Caused by one memory competing with or replacing another memory

15. Two types of interference Types of interference Retroactive Interference Proactive Interference

16. Retroactive interference When a NEW memory interferes with remembering OLD information When a NEW memory interferes with remembering OLD information Example: When new phone number interferes with ability to remember old phone number Example: When new phone number interferes with ability to remember old phone number

17. French 101 Mid-term exam Retroactive interference Example: Learning a new language interferes with ability to remember old language Example: Learning a new language interferes with ability to remember old language F- Study French papier livreplume école Study Spanish papel libropluma escuela retroactive interference

18. Proactive interference Opposite of retroactive interference Opposite of retroactive interference When an OLD memory interferes with remembering NEW information When an OLD memory interferes with remembering NEW information Example: Memories of where you parked your car at school the past week interferes with ability find car today Example: Memories of where you parked your car at school the past week interferes with ability find car today

19. Proactive interference Example: Previously learned language interferes with ability to remember newly learned language Example: Previously learned language interferes with ability to remember newly learned language SPANISH 101 Mid-term exam F- Study French papier livreplume école Study Spanish papel libropluma escuela proactive interference

20. Retrieval failure theories Decay theories Decay theories Interference theories Interference theories Retrieval cue theories Retrieval cue theories

21. Retrieval cue theories Retrieval cue - a clue, prompt or hint that can help memory retrieval Retrieval cue - a clue, prompt or hint that can help memory retrieval Forgetting the result of using improper retrieval cues Forgetting the result of using improper retrieval cues

22. Which retrieval cues work best? Encoding specificity principle - cues used during initial learning more effective during later retrieval than novel cues Encoding specificity principle - cues used during initial learning more effective during later retrieval than novel cues

23. Which retrieval cues work best? Context-dependent memory - improved ability to remember if tested in the same environment as the initial learning environment Context-dependent memory - improved ability to remember if tested in the same environment as the initial learning environment Examples: class, smell Examples: class, smell

24. Context dependent effects Time of day is also important Time of day is also important 9 6 12 3 Learn at 3pmPerform better at 3pm 9 6 12 39 6 3 Than 9pm

25. Context-dependent effects Words heard underwater are best recalled underwater Words heard underwater are best recalled underwater Words heard on land are best recalled on land Words heard on land are best recalled on land Water/ land Land/ water Water/ water Land/ land Different contexts for hearing and recall Same contexts for hearing and recall Percentage of words recalled

26. State-dependent effects Recall improved if internal physiological or emotional state is the same during testing and initial encoding Recall improved if internal physiological or emotional state is the same during testing and initial encoding Context-dependent - external, environmental factors Context-dependent - external, environmental factors State-dependent - internal, physiological factors State-dependent - internal, physiological factors

27. State-dependent effects Mood or emotions also a factorMood or emotions also a factor Bipolar depressivesBipolar depressives Info learned in manic state, recall more if testing done during manic state Info learned in manic state, recall more if testing done during manic state Info learned in depressed state, recall more if testing done during depressed state Info learned in depressed state, recall more if testing done during depressed state

28. State dependent effects Drunk during learning Recall better if drunk Than if sober

29. Eyewitness testimony Schema - mental representation of an object, scene or event Schema - mental representation of an object, scene or event Example: schema of a countryside may include green grass, hills, farms, a barn, cows etc.Example: schema of a countryside may include green grass, hills, farms, a barn, cows etc.

30. Eyewitness testimony Scripts - type of schema Scripts - type of schema Mental organization of events in timeMental organization of events in time Example of a classroom script: Come into class, sit down, talk to friends, bell rings, instructor begins to speak, take notes, bell rings again; leave class etc.Example of a classroom script: Come into class, sit down, talk to friends, bell rings, instructor begins to speak, take notes, bell rings again; leave class etc.

31. Memory distortion Memory can be distorted as people try to fit new info into existing schemas Memory can be distorted as people try to fit new info into existing schemas Giving misleading information after an event causes subjects to unknowingly distort their memories to incorporate the new misleading information Giving misleading information after an event causes subjects to unknowingly distort their memories to incorporate the new misleading information

32. Loftus experiment Subjects shown video of an accident between two cars Subjects shown video of an accident between two cars Some subjects asked: How fast were the cars going when the smashed into each other? Some subjects asked: How fast were the cars going when the smashed into each other? Others asked: How fast were the cars going when the hit each other? Others asked: How fast were the cars going when the hit each other? Accident Leading question: “About how fast were the cars going When they smashed into each other?” Memory construction

33. Loftus results Word Used in Question Average Speed Estimate smashed collided bumped hit contacted 41 m.p.h. 39 m.p.h. 38 m.p.h. 34 m.p.h. 32 m.p.h.