Download Long-term Memory

Good Afternoon Psychology!
Today:
1.Notes: Memory
HW: Study for Ch. 8 Test
Friday
Keep working on
Conditioning Project
Wednesday at Lunch and
After School – Review
Sessions.
Key Terms:
• Memory – the persistence of learning over time through the
storage and retrieval of information.
• Recall – a measure of memory where you can bring up
information you have learned previously with little
prompting (fill in the blank)
• Recognition – a measure of memory in which the person
need only identify items previously learned (multiple choice)
• Relearning – a measure of memory that assesses the
amount of time saved when learning material again (this
week right…)
How A Memory Is Made:
Sensory Memory – the immediate, very brief recording of sensory
information in the memory system.
Short-Term Memory- activated memory that holds a few items briefly.
OR Working Memory – a newer understanding that focuses on consciously
active processing of incoming auditory and visual information, and of
information retrieved from long term memory (memory of a memory)
Long-term Memory- the relatively permanent and limitless storehouse of
the memory system, including knowledge, skills and experiences.
Encoding: the processing of information into
the memory system.
• Automatic Processing is the unconscious encoding of incidental information
(highly flawed on recall)
• Space
• Time
• Frequency
• Well-learned information
• word meanings
• We can learn automatic processing
• reading backwards
• Effortful Processing – When you work to remember something. (Rehersal, Chunking
etc).
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Chunking – organizing information into familiar manageable units
Hierarchies – A type of chunking where you organize information into subsets.
Mnemonics – memory aids that use vivid imagery as an organizational device.
Automatic vs. Effortful Processing
© Bananastock/ Alamy
Spencer Grant/ Photo Edit
●Automatic Examples:
○ What did you eat for lunch today?
○ Was the last time you studied during
the day or night?
○ You know the meanings of these
very words you are reading. Are you
actively trying to process the
definition of the words?
●Effortful:
○ Committing novel information to
memory requires effort just like
learning a concept from a textbook.
Such processing leads to durable and
accessible memories.
Rehearsal
Ebbinghaus studied rehearsal by using
nonsense syllables: TUV YOF GEK XOZ
http://www.isbn3-540-21358-9.de
Effortful learning usually requires
rehearsal or conscious repetition.
SPACING EFFECT: The tendency for
disturbed study or practice to yield better
long term results.
TESTING EFFECT: The tendency of
improving memory after retrieving rather
than simply reading information. Retrieval
practice effect.
Hermann Ebbinghaus
(1850-1909)
Rehearsal
Continued….
The more times the
nonsense syllables were
practiced on Day 1,
the fewer repetitions were
required to remember
them on Day 2.
Levels of Processing:
1. Shallow Processing – encoding on a basic level based on the
structure or appearance of the word (poor memory retrieval
measured)
2. Deep processing – encoding semantically based on the
meaning of the words (yields best retention of information)
1. Why would thinking more deeply and complexly about a
subject help you learn it better?
1. HINT: Schema/Top-down Processing
What Else Impacts Memory Retrieval?
Priming – the activation, often unconsciously of particular association in memory. (The
What Do Cows Drink Joke)
Mood-congruent memory – the tendency to recall memories consistent with ones current
mood (This is also true for ones conscious state)
Serial position effect – our tendency to recall the first and last items of a list
When you learned it – learning something about an hour before bed has positive impacts
on your memory retrieval.
Encoding Failures:
1. Proactive Interference – the disruptive effect of prior learning on the recall of new
information
2. Retroactive Interference – the disruptive effect of new learning on the recall of old
information.
Studying and Memory:
Why do the following strategies work?
Why do the strategies described in the competition work?
How do they connect to the study strategies below?
• Repetition (in the moment and over time)
• Make the material meaningful
• Activate retrieval cues
• Use mnemonic devices
• Sleep More
Memory and Sensation and Perception.
Explain how memory impacts and is impacted by Top-Down and
Bottom-Up Processing.
Rain, Rain, Please Stay!
Today:
1.WE DINE IN HELL
1.Just kidding LOTS of Notes though
2.Why do we forget?
HW: Prepare for Chapter 8 Test
Read over the CLASS OUTLINES
Read over your TEXTBOOK NOTES
Watch Crash Course 13 and 14
Retrieving Your Memories.
• Retrieval – Refers to the process of getting information out of memory storage
• Explicit Memory – memory of facts and experiences that one can consciously know and declare.
• Iconic Memory – a momentary sensory memory of a visual stimuli
• Echoic - a momentary sensory memory of auditory stimuli.
Explicit memory is to long-term memory as iconic memory is to sensory memory.
• déjà vu – a feeling of similarity created by a confusion of current sensory input and memory.
IS THAT MEMORY REALLY WHAT HAPPENED? Memory Construction – Can happen in a lab, can happen
when you watch a movie, can also be interrupted by ‘rose colored glasses’. You may remember your
wedding in a less happy light, after you get a divorce.
Brain Science: Where Are Memories Stored?
Explicit Memory System:
Hippocampus – Where explicit memories are processed and fed to the brain for
storage. Located in the limbic system.
Implicit Memory System:
Cerebellum
Basal Ganglia
Amygdala – Emotion Center
Flashbulb Memories – a clear memory of an emotionally significant event.
Long-Term Potentiation (Synaptic Changes) – increases in a neurons firing potential.
Forgetting:
• Anterograde amnesia – inability to form new memories
• Retrograde amnesia – an inability to retrieve information from ones past.
• Source Amnesia – Believing someone else's story that you heard, in person or on TV is your own.
• Infantile Amnesia – No one remembers things from this early in life, so any memory is a source or false memory.
• Repression – the psychoanalytic theory that one can banish from their memory conscious anxiety-causing
thoughts, feelings and memories.
• Evidence shows that long standing cases of abuse do shrink the hippocampus – but is not creating a memory the
same as repression?
• Motivated Forgetting - gamblers, drug addicts, ‘forget’ the negative consequences of their actions.
Why do we forget?
Expert Effect: Humans are bad predictors of the future, but we’re WORSE when we are
experts – knowing TOO much causes us to try and take TOO MANY uncontrollable variable
into our considerations and we end up choosing wrong – more often than a simple equation
or random selection.
Happy Block Day Psychology!
Today:
1. False and Created Memories
1. Discussion
2. Memory Strategies
HW: Study for CH. 8
Conditioning Project
Review Session now ONLY Wednesday at
Lunch.
Memories, False Testimony and Ethical
Implications of our poorly reconstructed realities
Misinformation Effect – The tendency for humans to incorporate misleading
information into ones memory of an event. (We are good at forming explicit
memories, emotional memories, but not iconic memories – especially during
automatic processing).
What does this mean for you? How might you change how you interact with
others and the world around you now that you understand this information?
How do YOU Review?
Which of the following study strategies works best for you?
• Chunking
• Mnemonic Devices
• Visualization
• Peg-Word System
• Word Acronyms
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Hierarchies
Self-Testing: Testing Effect
Deep “Semantic” Processing
Developing Personal Meaning with information
Happy Friday AP Psychology – Now Relax!
Today:
1. Ch. 8 Test
HW: Begin reading Ch. 9
Conditioning Project Due Next
Block Day
Begin organizing your notes for
FINALS