Download Memory

Warm Up:
• Write down as many
concepts/ideas that come to
mind when I say the word
“YELLOW.”
• What did you do on your fifth
birthday?
• Describe the events that
occurred the last time you
went to a restaurant.
• Who is the character in the
photo?
• With no memory, how
would you answer the
question: How are you
today?
• With no memory, who
would you be? How would
your identity be affected?
Memory
The persistence of learning over
time through the storage and
retrieval of information.
The Memory Process
Three step process….
• Encoding: The processing
of information into the
memory system.
• Storage: The retention of
encoded material over
time.
• Retrieval: The process of
getting the information
out of memory storage.
Take out a piece of paper and name all
the Presidents…
Encoding Information
• Serial Positioning
Effect
• Primacy Effect
• Recency Effect
• Von Restorff
Effect – unique
items embedded
in the middle of
a list are likely
to be
remembered
Encoding Demo
• Read the instructions on the slip of paper
• Please do not talk during the experiment
Encoding Exercise
The Ways we can encode…
• Visual Encoding: the
encoding of picture
images.
• Acoustic Encoding:
the encoding of
sound, especially the
sounds of words.
• Semantic Encoding:
the encoding of
meaning.
Short-Term Memory Activity
• Can you memorize this number?
238181776186012913
Short-Term Memory Activity
•
•
•
•
•
238 – This Room's Number
18 – Voting Age
1776 – Declaration of Independence
1860 – Lincoln's Election
12/9/13 – Today's Date
Short-Term Memory Activity
• Can you memorize this number?
216964615199725246801296160894
Short-Term Memory Activity
• Can you memorize this number?
216964615199725246801296160894
Three Box Model of Memory
Atkinson and Shiffrin
Ways to remember things in
STM…so they go to LTM
• Chunking:
Organizing items
into familiar, manageable units.
1-4-9-2-1-7-7-6-1-8-1-2-1-9-4-1
• Mnemonic devices
"Mary Very Easily Makes Jam Saturday Unless No Plums." “Please Excuse My Dear
Aunt Sally.” “Never Eat Slimy Worms.”
• Rehearsal:
over and over
repeat things
• Ie: 12 days of Christmas
• Elaboration:
connecting new
information to information
already stored in memory
Working-Memory Model Demo
• Close your eyes
• Mentally (not out loud) count the number of
windows in your house.
• Open your eyes when done
Working-Memory Model Demo
• Close your eyes again
• Mentally count the words in this sentence:
• “Please count the number of words in the
sentence I just said.”
• Open your eyes when done
Working-Memory Model Demo
 Raise your hand if you used your fingers to count
the number windows in your house
 How about to count the number of words in the
sentence?
 Explanation:
◦ We can use both the phonological loop and the visuospatial sketchpad simultaneously (visually picture
windows while counting phonologically) on a certain
task, but we can’t use one tool twice at the same time
(counting number of words in the sentence because
numbers and words are verbal labels).
Working Memory Model
Flashbulb Memory
• In a sentence or two, write
down your three most vivid
memories
• Tend to remember the
informant, who you were with,
your reaction, activity, and
reactions of others
Sensory Memory
• A split second
holding tank for ALL
sensory information.
• What might life be
like if all sensory
memory was encoded
into short-term
memory?
Short Term Memory
• The stuff we encode from
the sensory goes to STM.
• Events are encoded
visually, acoustically or
semantically.
• Capacity is limited & brief
• Holds about 7 (plus or
minus 2) items for about
30-60 seconds.
• Phone #s, Social
Security #s, etc
• We recall digits better
than letters.
Three Box Model of Memory
Atkinson and Shiffrin
Context Matters
• Read the following passage alone to yourself:
– “The procedure is really quite simple. First you
arrange things into different groups. Of course,
one pile may be sufficient depending on how
much there is to do…After the procedure is
completed one arranges the materials into
different groups again. Then they can be put into
their appropriate places. Eventually they will be
used once and the whole cycle will then have to
be repeated. However, that is part of life. “
Write down as much of the
passage as you can recall.
Remote Associations Activity
Phase 1:
• Fold a piece of paper in thirds
• Number 1-25 in each third
• Write your first, second, or third association to the
prompt.
– Ex: My first association to an NFL team is the Detroit
Lions, second association is the Buffalo Bills, and third
association is the Philadelphia Eagles
• At the end fold paper so answers are hidden
Remote Associations Activity
Phase 2:
• Go back to your folded paper, but do not look
at your first list
• See how many you can recall
Warm Up:
• Make sure you have a pencil!
• Pick up a Scantron at the counter by the
door and fill out heading box
Take out a piece of paper…..
• Name the seven
dwarves…..
Now name them…..
Was it easy or hard?
• It depends on several
things….
• If you like Disney
movies?
• When was the last
time you have seen the
movie?
• Are people around you
being loud pain in the
butts so you cannot
concentrate?
Recall Versus Recognition
Recall
• you must retrieve the
information from your
memory
• fill-in-the blank or essay
tests
Recognition
• you must identify the
target from possible
targets
• multiple-choice tests
The Context Matters!!!
• Mood Congruent
Memory
• State Dependent
Memory
Retrieval Demo
• Spend 3-5 seconds reading each of the
sentences below
• Read the list only once
• When done reading flip over the sheet and
write down as many as you can remember
– You do not need to write “can be used” each time.
Long Term Memory
• Explicit (declarative)
memories
•Conscious recall
•Processed in hippocampus
•Facts, general knowledge or
personally experienced events
• Implicit (non-declarative)
memories
•W/out conscious recall
•Processed by other brain areas,
including cerebellum
•Motor & cognitive skills, classical
conditioning
Explicit Memories
• Episodic Memories
•ie: Your happiest day
• Semantic Memories
•Ie: Facts or general
knowledge
Implicit Memories
• Procedural Memories
•ie: Tying your
shoes, riding a bike,
driving, etc
• Conditioned Memories
Closure:
• What's the difference between explicit and
implicit memories?
• How can context influence memories?
Warm Up:
• Get ready to take the Ch. 7.1, 7.2, & 7.3
Reading Quiz
• Hand in the Research Article Questions as well
• Also, make sure you have these following inclass review questions on your list:
– What's the difference between explicit and
implicit memories?
– How can context influence memories?
Write down as many things as
you can recall in the office.
•
•
•
•
•
•
Night
Tired
Rest
Slumber
Sound
Eat
•
•
•
•
•
•
Dream
Awake
Bed
Snore
Comfort
Wake
Schema
• An organized cluster of knowledge of a
particular object or sequence of events
• Recall of an object will be influenced by both
actual details and your schema for the object or
event
Write down as many items from
the list you can recall.
Closure:
• What is schema, and how can it influence
memory?
• I need 4 volunteers who think they have a
pretty strong memory.
A TWA 747 had just taken off from Miami International
Airport for Los Angeles when a passenger near the rear of
the aircraft announced that the plane was being taken over
by the People’s Revolutionary Army for the Liberation of
the Oppressed. The hijacker then held a 357 Magnum to
the head of Jack Swanson, a flight attendant, and forced
him to open the cockpit door. There, the hijacker
confronted the pilot, Jane Randall, and ordered her to
change course for Cuba. The pilot radioed the Miami Air
Traffic Control Center to report the situation, but then
suddenly hurled the microphone at the hijacker, who fell
backward through the open cockpit door and onto the
floor, where angry passengers took over from there. The
plane landed in Miami a few minutes later and the hijacker
was arrested.
• I need 4 new volunteers for this demo…
John received a letter in the mail on Saturday notifying
him that he had lost the Texas State Achievement in
Math Competition. He had wanted to win and was
unhappy with the results. He had been the best student
in his math class last year. Losing really hurt his selfesteem and so he cried. He found out that Terry
Browning had done better than him. He hated Terry
Browning for that. To make himself feel better, he
kicked his dog and baked cookies. That night he took a
long bath and called his best friend, Sam, to chat. On
Sunday morning he went to the mall and shopped with
Sam. After that, he went back home watched some
football and played Call of Duty all afternoon. Later that
night he watched his favorite movie The Princess Bride,
and went to bed feeling better.
Problems with Reconstructive Memory
• Memories are not always what they seem.
• Elizabeth Loftus
• People tend to distort the facts in “reconstructing”
memories.
• Misinformation effect – incorporating misleading info
into one's memory of an event
• Source amnesia – retain the memory of an event, but not
the context of which we acquired it
– Leveling: shortening and simplifying relevant details
– Sharpening: focusing on or overemphasizing certain
details
– Assimilation: alter facts to make the story fit his/her
own schema (views of the world)
Closure:
• Add these to your in-class review questions:
– What did Elizabeth Loftus's research focus on?
– What are the problems with constructive
memories?
Warm Up:
• Try the memory activity
• When done with that, add these to your list of inclass review questions:
– What does Ebbinghaus's Forgetting Curve demonstrate,
and how could you improve study habits based on this
information?
– Why do we forget?
– Does repression actually occur?
Forgetting
Warm Up:
• What does Ebbinghaus’s forgetting
curve show, and how can this research
improve your study habits?
• What are the reasons we forget?
• Ebbinghaus’s Forgetting Curve
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•
•
•
DO NOT CRAM!!!!!!!!!!!!
Space out your studying (spacing effect)
Review information right after class
Established importance of rehearsal
Forgetting
• Ineffective Encoding (“pseudoforgetting”)
– Due to lack of attention
• ie: can't remember what you read, can't remember the
name of a road you drive on everyday
• Ie: Change Blindness
• Decay Theory
– Memory traces fade with time
• Retrieval Failure:
– ie: “Tip-of-the-Tongue” Phenomenon
Forgetting
Getting a new bus
number and
forgetting old bus
number.
• Retroactive
Interference: new
information blocks
out old information.
• Proactive
Interference: old
information blocks
out new information.
Calling your new girlfriend by old
girlfriends name.
Forgetting
• Motivated Forgetting (“repression”)
– Keeping distressing thoughts and feelings buried in
the unconscious
– Freudian psychoanalytic theory
– Controversial
• Most psychologists believe repression rarely occurs b/c
traumatic experiences are too emotional (“flashbulb
memory”)
• ie: False memories created inadvertently through power
of suggestion
Closure:
• What does Ebbinghaus's Forgetting Curve
demonstrate, and how could you improve
study habits based on this information?
• Why do we forget?
• Does repression actually occur?
Warm Up:
• Add these to you list of in-class review questions:
– What are the two types of amnesia?
– How does the brain store memories?
– What is long-term potentiation?
• What would it be like if you had no long-term
memory?
• Ten Second Tom
Amnesia
• Retrograde amnesia – a person loses
memories for events that occurred prior to the
injury
• Anterograde amnesia – a person loses
memories for events that occur after the injury
• Case Study: Clive Wearing
Physiology of Memory
• Hippocampus – plays key role in consolidation of memories
(processing into LTM) & also stores explicit memories
• Cerebellum – stores implicit memories
• Amygdala – storage of “flash-bulb” (emotional) memories
• Memories stored in same cortical areas that were originally involved in
processing sensory input
– ie: Visual encoding stored in visual cortex (occipital lobe)
• Parallel Distributed Processing (PDP) – hippocampus binds together
individual elements of memory from all over the cerebral cortex
Neural Circuits
Long Term-Potentiation
• an increase in a synapse's firing potential after
brief, rapid stimulation
• believed to be a neural basis for learning and
memory
• In other words…they learn to fire together and get
better at it…creating a memory.
Closure:
• Your friend tells you that her father experienced
brain damage in an accident. Why can he still play
checkers very well, but have a hard time holding a
sensible conversation?
• What are the two types of amnesia?
• How does the brain store memories?
• What is long-term potentiation?