Download Psych8_Lecture_Ch08

Gleitman • Gross • Reisberg
Psychology
EIGHTH EDITION
Chapter 8
Memory
©2011 W. W. Norton & Company, Inc.
In Class Assignment
For the class on Memory, there is an in
class assignment. This will last the entire
class period.
You will need a piece of paper and a pen,
or a computer and the ability to email your
answers.
You will be asked a series of questions
about the topics covered in class. You will
be asked to turn in your answers.
Chapter Pretest
 What is Acquisition?
• What is Memory Storage?
• What does Retrieval mean?
• How do these three work together?
• What are Memory Gaps or Memory
Errors?
• Please name the different types of
Memory.
Chapter Topics
• Some Final Thoughts: Different Types, But
Common Principles
• Summary
Acquisition, Storage,
Retrieval (very simple)
• Remembering begins with acquisition.
• gathering information and placing it into
memory
• The next aspect of memory is storage.
• holding information for later use
• The final phase is retrieval.
• draw information from storage and use it
How Do People Create a
Memory?
Memories become memories through the
work of several parts of the brain working
together to tie things together.
This starts with our brain and the brains
interpretation of sensory information from
the seven senses which are…
https://youtu.be/6Ck_GRSB-7s
Memories
As a person move through life they are
bombarded with sensory information.
They have to make sense of this
information.
Sensory info includes sight, touch, taste,
hearing, smell, vestibular (through the
inner ear and control balance and eye
movement), and proprioceptive
(movement nd body position).
Understand Sensory Info
To understand the sensory info, our brain
inputs this data, and then has to process
this data.
To process this data, the brain searches
it’s knowledge banks for where it may
have seen the info before. The brain does
this to make sense of the info and to make
understanding fast and simple.
Sensory Memory
Visual Sensory Memory
The Brain
While this is going on, the brain is working
to manage these sensory cues.
The brain tries to focus on 3-5 things. To
do this it inhibits sensory info it believes is
unnecessary to pay attention to this new
info. This means the brain inhibits (stops)
competing information, selectively attends
to what is considers important, and
remains vigilant to changes in the
environment (to shift focus, or “sets”, as
needed).
Does this make sense?
Quiz
What is memory acquisition?
What is memory storage?
What is memory retrieval?
Please name two unique aspects of your
sensory memory.
Decode
As the brain is searching it is decoding.
Decoding refers to analyzing the info,
making sense of it from past data, so the
brain can understand the meaning.
Please keep in mind the brain is filtering
through its own biases and processing
deficits.
Also the past memories are deeply
associated to the sensory aspect it is
attached to, such as fear in PTSD.
Encoding
If the brain is not able to make sense of
something, the brain will start the process
of making a new memory.
Encoding allows the brain to do this.
Encoding means the brain gives the new
information a name, or a meaning. This
allows the brain to learn, store the new
info, and thus use the info later (retrieve).
Encoding and Retrieval
https://youtu.be/u4NpWUJbarQ
https://youtu.be/dV3LxbfKBfk
Memory can easily fade.
Memory is subject to suggestion and
priming.
Memories are created.
Quiz 2
What does Decoding mean?
What does Encoding mean?
What does priming mean?
The Fiction of Memory
https://www.ted.com/talks/elizabeth_loftus
_the_fiction_of_memory?language=en
Dr Elizabeth Loftus, False Memory
Researcher
Different Types of Memory
Short term.
Working Memory.
Long term.
Short term Memory
The short term memory holds information
for a brief period, literally just seconds, in
order to use the information a short period.
From there the information can be held in
working memory or lost.
Short term memory is simple, temporary
storage.
Example as a phone number.
Working Memory
This is your brain’s notepad. The working
memory allows you to plan, prioritize, pay
attention, and organize your time.
This is referred to as the central executive.
You have a visual, verbal (semantic), and
spatial working memory.
You can hold 3-5 things, or 3-5 chunks of
data here.
Working Memory
Working memory helps you decide what to
keep and put in your long term memory, or
what to discard and forget.
WM has a buffering mechanism that
allows you to hold info, as well as a
comprehensive coordinator (what is held,
what is acted upon, what is discarded.).
https://youtu.be/UWKvpFZJwcE
Review
Quiz 3
What are false memories?
Can any person have false memories?
How easy is it for us to make up our
memories? What are the reasons?
Please define short term memory.
Please define working memory. How many
chunks of info can the WM hold?
How does WM help you pay attention?
Long Term Memory
Long term memory is an unlimited storage
area consisting of several task-specific
systems.
Explicit (declarative) memories are
instances or facts that are recalled. These
are general facts, group norms, and facts
that are unique to you (your
autobiography).
Long term Memory
LTM also holds implicit memories.
These are skill sets that have been
learned, practiced, and then recalled or
retrieved as a result of this practice.
These skills may be motor maps designed
due to repeated physical use, techniques
acquired through learning and practice,
and daily objectives.
This memory system makes life easier.
Your brain does not have to work hard.
Long Term Memory
Memory Chart
Increasing Memory
• Primacy effects
• Early items receive more rehearsal and are
more likely to be transferred to long-term
storage.
• Recency effects
• Just-heard items can be retrieved directly
from working memory.
Processing for Memory
• Understanding promotes memory
• How well someone remembers will depend on
the depth at which he or she processed the
information.
• shallow processing: encoding that emphasizes
superficial characteristics
• deep processing: encoding that emphasizes
meaning
Processing for Memory
• We remember best the material that we’ve
understood.
• Memory connections link one memory to the
next.
• At the time of recall, these connections serve
as retrieval paths.
Mnemonics
• Mnemonics
•
help a person form memory connections that
can dramatically improve memory
• Many mnemonics utilize imagery.
•
This is most helpful if the visualized items
are imagined as linked to each other.
Quiz 4
Please define long term memory (LTM)?
What are the two main types of LTM?
Please define these two types.
What are primacy effects?
What are the reasons we are better able
to remember the material we really
understand (deep vs shallow processing)?
Improving Working Memory
https://youtu.be/hh2Z2hSgFIY
Memory Consolidation
• Establishment of a long-term memory
depends on memory consolidation.
• New connections are formed among neurons.
• Consolidation is the processes of stabilizing a
memory after the initial acquisition of this
memory.
• It happens during encoding and storage.
• Two types of Consolidation.
Synaptic Consolidation
Synaptic is the first type. This happens
within the first few hours of encoding.
Literally the forming of synaptic
connections. The neurons are firing
together thus wiring together and making
maps. Through neurotransmitter
excitiation or inhibition.
This is the brain changing or reorganizing
itself due to new learning or experiences.
This is known as plasticity.
Systemic Consolidation
This is defined as by the synaptic
connections that have created the memory
become pretty solid.
This can be disrupted (remember the false
memory video). Your memory can be
changed or transformed.
Memory Change
An event happens, your brain encodes
this information, the brain seeks to
consolidate what has been learned, this
becomes a fixed memory. However:
Our memories are labile. When this initial
memory is reactivated (called back up),
our ideas, opinions, thoughts, and images
can be changed.
Retrieval
• Retrieval of memories:
• usually easy but can fail, either completely or
partially (tip-of-the-tongue effect)
• promoted by retrieval cues
• Cues are useful if they re-create the context in
which the original learning occurred.
• Context reinstatement allows the person to use
retrieval paths.
Quiz
What are the two types of consolidation?
Please explain these two types of
consolidation.
Please name two ways we retrieve
memories.
Disorders of Memory
https://youtu.be/7mvx-mAUJL8
https://youtu.be/75JnkJIxLp8
https://youtu.be/dMzN6Cxnxlg
Quiz
What are two disorders of memory?
Please explain why these disorders would
cause memory problems.
Intrusion Errors
• Interference can also result from mixing
memories.
• intrusion errors
• misinformation effect
• It can be the result of schematic knowledge
intruding into memory of a particular event.
• Events are usually understood (and remembered)
with reference to schemas.
Avoiding Memory Errors
• Psychologists have searched
unsuccessfully for ways of distinguishing
correct memories from mistaken ones.
• Confidence expressed by the person
remembering has little value.
• Hypnosis also does nothing to improve
memory.
• can actually increase the risk of memory error
Final Thoughts
• The link between memory and perception
is that both try to inform us about “reality.”
• Perceiving, learning, memory, and thinking
are tied tightly together.
• Questions?
• In class assignment.
Concept Quiz
1) According to the stage theory of memory,
memory acquisition is a process of:
a) increasing the storage capacity of long-term
memory.
b) directly encoding experience into long-term
memory.
c) moving memories from working memory to
long-term memory.
d) maintaining memories in working memory.
Concept Quiz
2) Which of the following is a strategy you could
use to keep information in your working
memory?
a)
b)
c)
d)
context reinstatement
maintenance rehearsal
interference
declarative processing
Concept Quiz
3) You are trying to remember the name of a
person you met last week. According to the
principle of context reinstatement, it would be
most helpful to bring to mind:
a) the place and time you originally met this
person.
b) the reason you want to remember this
person’s name.
c) the names of other people you recently met.
d) the face of the person whose name you want
to remember.
Concept Quiz
4) In a psychology study, you are asked to
memorize a list of words. After a rest period,
you are asked to memorize a second list of
words. Your ability to remember the first list of
words is now likely to decrease because of:
a)
b)
c)
d)
decay
interference
retrograde amnesia
the primacy effect
Concept Quiz
5) H.M. is a patient made famous for his case of
anterograde amnesia, in which he lost the
ability to:
a) recall events that occurred just prior to the
onset of amnesia.
b) recall events that occurred in early
childhood.
c) acquire new procedural knowledge.
d) acquire new declarative knowledge.
Video Clips
This concludes the presentation
slides for Chapter 8
For more learning resources, visit the StudySpace at
http://www.wwnorton.com/college/psych/psychology8/