Download Chapter 9 Memory Page 330

Chapter 9 Memory Page 330
Ideas:
Remembering is an active process
Memories can be lost and revised
There is short term and long term memory
Info that appears to be lost may still be in memory.
Problems with memory
1. Forgetting
2. Storage problems
“Recovered Memories” are problematic
Conventional Learning = strong memories are lasting
Basic Memory Systems
Definition:
Memory is an active system that Receives, Stores, Organizes, Alters, and recovers info.
Works similar to computer
Info is Encoded changed to usable form
Info is storage 3 storage system
Info must be retrieved from Storage
Chart page 332
Incoming
information
Sensory
Memory
Selective
Attention
Short Term
Successfully
coded for
storage in
LTM
Not
attended to
Not coded
while
In
Forgotten
STM
Forgotten
Sensory Memory
New info enters Sensory Memory
Is held exact copy for a few seconds
Icon- fleeting mental image
Echo- playback
Holds info just long enough to transfer it to second memory
2nd Memory System
Short Term Memory = working memory
Selective Attention
Controls- what info goes on to short term memory
Holds- small amounts of info for a brief time
Encoding- STM
(STM- memories are stored by images)
Phonetically – mostly by sound = words +letters
Long
Term
Memory
STM
Limited in size
Temporary storehouse for small amounts of information
(Phone numbers shopping lists)
Working memoryBriefly holed info while other mental activities ae taking place
Sensitive to interruption + interference
Long Term Memory (LTM) (Found in Cortex of Brain and Hippocampus)
 Important + Meaningful info gets transferred to long term memory
 More permanent storehouse for memory
 Everything you know
 The more you know the easier it is to add to memory
Encoding = storage based on meaningDual Memory
STM
LTM
Info
Out
Retrieved
Small Desk
or
Stored
(File Cabinets)
File Cabinets
Short Term Memory (images)
Information Bits “Magic number of 7” slots plus or minus 2 slots
Good memory = 9 Bits
These are meaningful pieces info
Recording = reorganizes info
TVI BMUS NY MCA (what does this mean?)
Chunks = groups of information
It is easier to remember info in chunks
Chunking is an example of reorganizing (recording) info  Already in long term
memory
*  Try to Link 2-3 or more facts into larger Chunks and your memory will
improve
Rehearsal = repeating to save info
(Increases STM)
Elaborate Rehearsal
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Elaborate = extend – think about info as you study
Ask yourself “Why?” why would that be true?
Try too relate new ideas to your own- experiences + knowledge
Links new information to memories already in LTM
Long Term Memory
Elizabeth Loftus, John Palmer (1974) film of car accident
Showed many different responses
Memories in LTM can be changed revised
Revised memories enhance one’s self image
Constructive processing
Updating memory
We fill in gaps of memory with logical  conclusions or extensions/inferences
Can also be considered pseudo-memories (false memories)
** Problem sometimes we can’t remember the sources of memories
Key to memory is what we find meaningful.
How we feel about things.
LTM Organization - of info
Lots of info in a lifetime
Info may be arraigned according to structure of memory
Rules
Images
Symbols
Similarities
Formal meaning
Personal meaning
Patterns of Association- works in
memory structure
Network Model (SCHEMA)
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Network of linked ideas
We make organizations based on linked meanings
P 338
Reintegration Memories
Memories can be triggered
Triggered memories connect to others
One memory serves as a cue to trigger another
(picture, smells, songs/sounds)
3 Types of Long Term Memory = (skill and fact memory)
1 Procedural Memory- (skill) conditioned responses
Learned Actions (typing, driving, actions
Automatic
Located in Lower Brain- cerebellum
2. Declarative Memory (Fact)
(Amnesia lacks declarative memory)
Names, faces, dates, words, ideas
Expressed as words or symbols
Semantic MemoryEncyclopedia of basic knowledge
Basic knowledge of the world you don’t forget
Episodic MemoryAutobiographical
Memory of personal experience
Helps us re-experience
Memories between age 10 + 30 are stored better & can be recalled
Episodic memory are most easily forgotten
Measuring Memory
Partial memories are common
Recognition  recall partial memories
Tip of the tongue sensation
Feelings of a memory being available but not quite retrievable
Memory Tasks = Tests
Recall, Recognition Re-Learning
Recall- who- what = direct retrieval of information or facts
Verbatim = word for word memory
Serial Position Effect
Being able to memorize the beginning and end of a list
But not the middle
STM beginning of list and LTM end of list
Recognition Memory
Previous learned material is correctly identified
Recognize correct answers
Accurate for visuals
Re-Learning
Previously exposed to or learned information
Shows 29% greater proficiency
Most sensitive measure of memory
Learn we forget – relearn is faster= review is good
Implicit and Explicit Memories
Recall used- conscious memories
We are not aware – “unconscious
Priming
Related implicit memory (sub-conscious)
Giving a person limited cues
Information previously learned is reflected in cued responses
Exceptional Memory
Internal Images = Mental pictures, many memories are stored in mental images
Pg 344
Learned Strategies
Training to improve memory
Use chanting
Association
Practiced strategies of Encoding + Storing
Exceptional memory can be learned
Use memory strategies
Association
Practiced strategy of encoding + storing
Specialized interests + knowledge makes info easier to remember
Natural Gift
Memory Strategy is Mnemonics
Basic Principles
1. Use mental pictures
2. Make things meaningful
3. Make info Familiar- connect to what you already know
4. Mental associations- more outrageous = easy to remember
Why we forget
Forgetting is rapid at first
#1 reason is encoding failure
Memory was never formed
Writing things down helps Encode information
Prevents info from slipping out of short term memory
Before you can review it and store it more permanently
Decay- sensory memories
Memory traces= changes in verve cells or brain activity
Disuse
Memories not retrieved and used become weaker overtime
Cue Dependent Forgetting
Deals with stimuli associated with memory are missing
Context of a situation is important
A trigger will help retrieval of information
Odor cues
State Dependent Learning
The state of the time during learning
Emotional state- happy learning= happy
Interference
New memories impairs retrieval of older memories
New memories impair older memories
Proactive Interference
Prior learning inhibits recall of latter learning
Positive Transference
Mastery of one task aids mastery of a second task
Knowledge and skill in one adds to another
Negative Transference
Skills developed in one situation conflict with those required to master a new task
Repression (unconscious)
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Memory motivated by forgetting
Forgetting painful troubling or embarrassing memories
Held out of consciousness
Sensitive to emotional events
Use repression to protect themselves from threatening thoughts
Suppression (conscious)
An active conscious attempt to put something out of mind
We actively avoid remembering upsetting information
Painful upsetting event avoided suppression could be repression
Flashbulb Memories:
Memories/events seemed to be frozen
Landmarks in our lives
Memory Formation (forgetting)
Consolidation (LTM)
The forming of long term memory
It takes time to move info from STM to LTM
Electroconvulsive Shock (ECS)
Shock to brain
Destroys memory
Mostly effects recent memories
(Before consolidation)
Brain and Memory
Hippocampus
Consolidation of memory
Important for long term memory
“Switching Station” better
Grows neurons – which make new connections within the brain
Damage to Hippocampus = problem inability to store new memories (LTM)
“50 First Dates”
Retrograde Amnesia
Forgetting events that occurred before an injury or trauma
Anterograde Amnesia
Forgetting events that follow an injury
Brain and Memory
3 lbs of brain
No one location of the Brain associated with memory
Areas of cerebral Cortex are more important
Frontal Cortex = STM and Episodic Memory
Back Areas = Semantic Memory
Improving Memory
Feedback = knowledge of results
Helps secure memory
Recitation =feedback for yourself
Recitation
Summarize aloud whiole you learn
You practice retrieving information
While reading stop and try to reinforce by stating