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Chapter 9-Memory
Day 1
Memory
Memory: persistence of learning over time via the _______________________
Gives us our sense of self and connects us to _______________________.
Vivid Memories
Flashbulb Memories: ___________________________________________
Usually personally meaningful or historically significant.
Memory as Information Processing
Memory is similar to a computer (write to file, save to disk, read from disk).
3 Basic Steps to Memory:
1.Encoding: ______________________________________.
•File Cabinet
•Needs to be organized
2.Storage: ____________________________________________________
3.Retrieval: __________________________________________________.
Three Stage Processing Model of Memory
Stage One: The ____________________________________ in the memory system is
referred to as __________________________.
Stage Two: sensory memories are processed into _________________ your activated
memory which can only _____________________________________.
Stage Three: short term memories are encoded into _________________, the
__________________________ and limitless storehouse from which we retrieve.
Concept of Working Memory
Working Memory: similar to short-term memory but ___________________________
________________________________________
Working Memory and Short-Term Memory are both quite _______________________
______________________________________
You can only hold so much information in your working memory at one given time.
Magic Number tends to be ____________________
Types of Encoding
Automatic Processing
_________________________________________
space
time
frequency
________________________________ information
word meanings
we ___________________________________________
Effortful Processing: type of encoding that
__________________________________
Ex: Learning new vocabulary terms, memorizing historical events/chronology,
etc.
Encoding can be aided by maintenance rehearsal: ________________________ of
information in consciousness or even more successfully by elaborate rehearsal:
processing of _____________________________ which can more easily help produce
long term memories.
King of Memory Experiments is Hermann Ebbinghaus
Wanted to research capacity of verbal memory.
Looked to study to see capacity of peoples’ memories to study ___________________
________________________________
Ex: JIH, FUB, YOX, XIR
General Findings
1. Next in Line Effect- don’t concentrate/remember when you know you are going to
__________________________________
2. Info ________________________________ is not remembered
3. ______________________________ is not remembered
4. _________________________________. The more rehearsal he did on day 1, the
less rehearsal it took to learn the syllables again on day 2. Over learning increased
retention.
5. The Spacing Effect: the tendency for studying over a long period of time produces
________________________________ than is achieved through massed study or
practice. SPACED STUDYING BEATS CRAMMING!!!
6. Serial Position Effect: our tendency to recall best _________________________.
Ex: Presidents
Types of Encoding
Semantic Encoding: encoding of meaning, _______________________ of words…
yields best memory.
Acoustic Encoding: _________________________, especially the sound of words….
usually the _____________________________.
“ if the glove doesn’t fit , you must acquit”
Visual Encoding: the ____________________________________________.
Self Reference Effect- do better on things we _______________________________
Encoding Imagery
Imagery: ____________________________, helps effortful processing especially
when combined with semantic encoding.
Recall of events is often colored by __________________________________…usually
remember events differently than you evaluated them at the time.
Mneumonics: ______________________, often use vivid imagery and organizational
devices.
Organizing Information for Encoding
Chunking
organizing items into __________________________________
like horizontal organization- 1776149218121941
1776 1492 1812 1941
__________________________________
often occurs automatically
use of acronyms
HOMES- Huron, Ontario, Michigan, Erie, Superior
A way to get over the __________________________ rule
Hierarchies
________________________________. is remembered better
complex information broken down into broad concepts and further subdivided into
_________________________________________________
Day 2- Sensory, Short and long term memory
Storage: Sensory Memory
Sensory Memory: refers to the initial recording of sensory information in the memory system.
All information is held here briefly (_______________________________)
Filter system- ___________________________________________________
Sensory Memories include both:
1.Iconic Memory: a momentary sensory memory of a ____________________. Memory only
lasts for a few tenths of a second.
2.Echoic Memory: a momentary sensory memory for ________________________. Sound
memories can usually last up to _____________________________.
Sensory memory is ______________________________ since it fades as we try to measure it.
How Does Sensory Memory Get Processed Into Memory?
Sensory memories disappear unless you focus your _________________________ on
the information.
_________________________________________________________________
Rehearse things and ____________________________________________ to yourself
____________________ to get info into short term and then eventually into
long term memory storage
Storage: Short Term Memory
STM- has a _________________________ and duration
Couple seconds
____________________________
 R e m e m b e r ______ ____ ______ _______ _____ _____ _______ _______
Remember things we hear better than things we see
If you use chuncking, rehearsal and self reference you will remember things longer
Only through ________________________________ do short-term memories become
long term memories.
Storage- Long Term Memory
Average adult has a _______________________________ in their memory
If you don’t properly encode info, it __________________________________
We don’t always encode info correctly
LTM= _________________________________
Rajan Mahadeva = Pi experiment
So Where Are Memories Stored?
Karl Lashley searched for the brain “engram,” physical “memory trace” in rats after they had
run mazes from 1920 to 1955.
Lashley believed:
_____________________________________________________________________
Neural Basis and Emotional Impact For Memory
Long Term Potentiation (LTP): refers to the _______________________________
______________________________________. Is believed to be the neural basis for
learning and memory.
Process occurs naturally when we learn through association…after learning has
occurred, neurons involved in process ________________________________________.
Drugs that block LTP __________________________________.
__________________________________________________________________
Stress hormones boost impact on learning.
Storage Loss: Amnesia
Amnesia __________________________________________
Depending on the damage or disease different kinds of memories can be
d a m a g ed
Amnesiac patients typically have _______________________________.
Explicit Memory (declarative memory): _____________________ and experiences
that one can consciously know and declare.
My birthday is ………
Hippocampus’s Role in Explicit Memory
Hippocampus: neural center located in limbic system that helps
______________________________ for storage….left and right hippocampus have
different effects.
Hippocampus’s Role in Explicit Memory
Names, images and events
Damage to the Left= ________________________________________
Damage to Right= _______________________________
Different parts of the brain house different memories
Monkeys with Hippocampus damage had ___________________________________
Implicit Memory
Other type of memory storage is known as:
Implicit Memory (Procedural Memory): retention of things without conscious
recollection. ______________________________________
Walking
Riding a bike
Cerebellum’s Role in Implicit Memory
Cerebellum: helps facilitate associate _____________________________
ie classical conditioning.
Cutting pathway to the cerebellum makes rabbits
_____________________________________
Day 3- Storage, Retrieval and forgetting
Retrieval: Getting Information Out
Recall: a measure of memory in which the person must _____________________
learned earlier.
Ex: _____________________________
Recognition: a measure of memory in which the person need only ________________
________________________________________
Easier than recall
Ex: ______________________________________
Retrieval Cues
Priming: activation, often unconsciously, of particular _________________________.
Missing child poster…. Kidnapped
Tastes, smells,sights
Context Effects Memory Retrieval: able to retrieve information better _____________
_________________________________________________________
Deja Vu
Emotional/Mood Impact of Memory:
1. State-Dependent Memory: information is most easily recalled _______________
_______________________________________ it was learned in.
Drunk
2. Mood Congruent Memory: tendency to recall experiences that are ____________
_______________________________________________________
Depressed ppl recall parents as rejecting , mean…..

7 sins of Memory
1.Absent Mindedness – __________________________ produces encoding failure
2.Transience- ______________________________________
3.Blocking- unable to access stored info…._________________________________
4.Misattribution- __________________________________ of the info.
Suggestibility- the lingering effects of misinformation
________________________________
6. Bias- _________________________________________
7. Persistence- __________________________________________
Forgetting-Forgetting As Encoding Failure
Information ________________________________________
Attention is selective
____________________________________________________
William James said that we would be as bad off if we remembered everything as we
would be if we remembered nothing
Change Blindness
Penny
Storage Decay –
Retrieval Failure-
Forgetting can result from _________________________________________
Forgetting As Interference
Learning some items may disrupt retrieval of other information
Proactive(forward acting) Interference
 _________ __ ____ __________ ___ ____ __________ ____ ___ ___
New Phone Number
New schedule
Retroactive (backwards acting) Interference
 _________ __ ____ __________ ___ ____ __________ ____ ___ ____
Teacher learning new names
Take a break after learning
Day 4- Memory reconstruction
Motivated Forgetting
Motivated Forgetting is the idea that _____________________________________.
Repression: idea put forth by psychoanalytic theorists like Freud which states anxiety
arousing thoughts, feelings, and
______________________________________________
Ex: ____________________________________ may be repressed and not be able to
be actively recalled.
Memory Construction
Memory Construction refers to the idea that memories are NOT objective, recordings
of the actual events we experience.
________________________________________________ and involve information
filtering and interpretations.
Memory Construction Affected By:
Misinformation Effect: incorporating ___________________________________ of an
event
Source Amnesia: ____________________________________________ that we
experienced, heard about, read about, or imagined (misattribution)
Reagan and the movie, A Wing and a Prayer
Memory Construction Overview
People ______________________________ with plausible guesses and assumptions
__________________________________ can create false memories
Persistence and _________________________________________
Children's eyewitness recall
Child sexual abuse does occur
Some innocent people suffer false accusations
Some guilty cast doubt on true testimony
Children are fairly accurate when their memories are not tampered with
Memory Construction
Roediger and McDermott Brain Study
False and true memories registered in the hippocampus
_______________________________________________________
Processes speech sounds
Memory Construction and Abuse
Memories of Abuse
Repressed or Constructed?
Child sexual abuse does occur
Some adults do actually forget such episodes
 _________ __ ____ __________ ___ ____ __________ __
Memories _________________________________________
Infantile amnesia
False Memory Syndrome
condition in which a person’s identity and relationships center around a
________________________________________________________________
________________________ by well-meaning therapists