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End of the Year Calendar Review (1 Chapter to
go!)
Vocabulary Assignment
Memory Activity
Notes
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VII. Cognition (8–10%)
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AP students in psychology should be able to do the following:
• Compare and contrast various cognitive processes:
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— effortful versus automatic processing;
— deep versus shallow processing;
— focused versus divided attention.
• Describe and differentiate psychological and physiological systems of memory
(e.g., short-term memory, procedural memory).
• Outline the principles that underlie effective encoding, storage, and construction
of memories.
• Describe strategies for memory improvement.
• Synthesize how biological, cognitive, and cultural factors converge to facilitate
acquisition, development, and use of language.
• Identify problem-solving strategies as well as factors that influence their
effectiveness.
• List the characteristics of creative thought and creative thinkers.
• Identify key contributors in cognitive psychology (e.g., Noam Chomsky,
Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller).
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How does information get into memory?
How is information maintained in
memory?
How is information pulled back out of
memory?
Figure 7.2 Three key processes in memory
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The role of attention
Focusing awareness
Selective attention = selection of input
 Filtering: early or late?
 https://www.youtube.com/watch?v=fO7WcGsKhFU
Figure 7.3 Models of selective attention
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Incoming information processed at
different levels
Deeper processing = longer lasting
memory codes
Encoding levels:
 Structural = shallow
 Phonemic = intermediate
 Semantic = deep
Figure 7.4 Levels-of-processing theory
Figure 7.5 Retention at three levels of processing
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Elaboration = linking a stimulus to other
information at the time of encoding
 Thinking of examples
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Visual Imagery = creation of visual images
to represent words to be remembered
 Easier for concrete objects: Dual-coding theory
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Self-Referent Encoding
 Making information personally meaningful
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START RESEARCHING METHODS OF HOW TO
EFFECTIVELY STUDY VOCABULARY
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Have out your notes and a blank piece of
paper!
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Sensory & Short Term & Long Term Memory
 George Miller “Magic Number 7” Activities
 Common Memory Phenomena
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Baddeley’s 3 Systems
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VII. Cognition (8–10%)
AP students in psychology should be able to do the following:
• Compare and contrast various cognitive processes:
— effortful versus automatic processing;
— deep versus shallow processing;
— focused versus divided attention.
• Describe and differentiate psychological and physiological systems of memory
(e.g., short-term memory, procedural memory).
• Outline the principles that underlie effective encoding, storage, and
construction
of memories.
• Describe strategies for memory improvement.
• Synthesize how biological, cognitive, and cultural factors converge to facilitate
acquisition, development, and use of language.
• Identify problem-solving strategies as well as factors that influence their
effectiveness.
• List the characteristics of creative thought and creative thinkers.
• Identify key contributors in cognitive psychology (e.g., Noam Chomsky,
Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller).
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Analogy: information storage in computers ~
information storage in human memory
Information-processing theories
 Subdivide memory into 3 different stores
▪ Sensory, Short-term, Long-term
Figure 7.7 The Atkinson and Schiffrin model of memory storage
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Brief preservation of information in
original sensory form
Auditory/Visual – approximately ¼ second
 George Sperling (1960)
▪ Classic experiment on visual sensory store
▪ Iconic memory and cued recall
Figure 7.8 Sperling’s (1960) study of sensory memory
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Limited capacity – magical
number 7 plus or minus 2
 Chunking – grouping familiar
stimuli for storage as a single unit
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Limited duration – about 20
seconds without rehearsal
 Rehearsal – the process of
repetitively verbalizing or
thinking about the information
 https://faculty.washington.edu/c
hudler/stm0.html
George Miller’s
“The Magical Number 7-Plus or
Minus 2”
Figure 7.9 Peterson and Peterson’s (1959) study of short-term memory
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STM not limited to phonemic encoding
Loss of information not only due to decay
Baddeley (1986) – 3 components of
working memory
 Phonological rehearsal loop
 Visuospatial sketchpad
 Executive control system
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Permanent storage?
 Flashbulb memories
 Recall through hypnosis
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Debate: are STM and LTM really different?
 Phonemic vs. Semantic encoding
 Decay vs. Interference based forgetting
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Clustering and Conceptual Hierarchies
Schemas and Scripts
Semantic Networks
Connectionist Networks and PDP Models
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Memory Loci- MEMORY PALACE OMG
http://www.ted.com/talks/joshua_foer_feats_of_memory_anyone_c
an_do
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The tip-of-the-tongue phenomenon – a failure in
retrieval
 Retrieval cues
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Recalling an event
 Context cues
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Reconstructing memories
 Misinformation effect
▪ Source monitoring, reality monitoring
▪ https://www.youtube.com/watch?v=gCswq5JDTaw
▪ https://www.youtube.com/watch?v=x6fRH5MLBIU
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http://www.pbs.org/newshour/updates/newly
-released-witness-testimony-tell-us-michaelbrown-shooting/
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Grouchy
Gabby
Fearful
Smiley
Jumpy
Hopeful
Sleepy
Shy
Droopy
Dopey
Sniffy
Wishful
Puffy
Dumpy
Lazy
Pop
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Grumpy
Bashful
Cheerful
Teach
Shorty
Sneezy
Nifty
Happy
Doc
Wheezy
Stubby
Shambly
Ugly
Fatty
Crazy
Sleezy
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Retention – the proportion of material
retained
 Recall
 Recognition
 Relearning
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Ebbinghaus’s Forgetting Curve
Figure 7.16 Ebbinghaus’ forgetting curve for nonsense syllables
Figure 7.17 Recognition versus recall in the measurement of retention
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Ineffective Encoding
Decay theory
Interference theory
 Proactive
 Retroactive
Figure 7.19 Retroactive and proactive interference
Figure 7.20 Estimates of the prevalence of childhood physical and sexual abuse
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Encoding Specificity
Transfer-Appropriate Processing
Repression
 Authenticity of repressed memories?
 Memory illusions
 Controversy
Figure 7.22 The prevalence of false memories observed by Roediger and McDermott (1995)
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Biochemistry
 Alteration in synaptic transmission
▪ Hormones modulating neurotransmitter systems
▪ Protein synthesis
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Neural circuitry
 Localized neural circuits
▪ Reusable pathways in the brain
▪ Long-term potentiation
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Anatomy
 Anterograde and Retrograde Amnesia
▪ Cerebral cortex, Prefrontal cortex, Hippocampus,
▪ Dentate gyrus, Amygdala, Cerebellum
Figure 7.23 The anatomy of memory
Figure 7.25 Retrograde versus anterograde amnesia
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Declarative vs. Procedural
Semantic vs. Episodic
Prospective vs. Retrospective
Figure 7.26 Theories of independent memory systems
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Engage in adequate rehearsal
Distribute practice and minimize
interference
Emphasize deep processing and transferappropriate processing
Organize information
Use verbal mnemonics
Use visual mnemonics