Download Memory and Intelligence

Memory
 Memory
 persistence of learning over time
through the storage and retrieval of
information
 Flashbulb Memory
 a clear memory of an emotionally
significant moment or event
How Does Your Memory Work?
Memory
 Encoding
 the processing of information into the memory
system (extracting meaning)
 Storage
 the retention of encoded information over time
 Retrieval
 process of getting information out
Memory
 Short-Term Memory
 activated memory that holds a few items
briefly
 Long-Term Memory
 the relatively permanent and limitless
storehouse of the memory system
Encoding
 Automatic Processing
 unconscious encoding of incidental information
 space
 time
 frequency
 well-learned information
 word meanings
 we can learn automatic processing
 reading backwards
Encoding
 Effortful Processing
 requires attention and conscious effort
 Rehearsal
 conscious repetition of information
 to maintain it in consciousness
 to encode it for storage
Encoding
 Imagery
 mental pictures
 a powerful aid to effortful processing, especially when combined
with semantic encoding
 Mnemonics
 memory aids (ROY G BIV)
 especially those techniques that use vivid imagery and
organizational devices
 Chunking
 organizing items into familiar, manageable units
 use of acronyms
 HOMES--Huron, Ontario, Michigan, Erie, Superior
Storage: Long-Term Memory
 How does storage work?
 Karl Lashley (1950)
 rats learn maze
 lesion cortex
 test memory
 Synaptic changes
 Long-term Potentiation
 Strong emotions make for stronger memories
 some stress hormones boost learning and retention
Storage: Long-Term Memory
 Implicit vs. Explicit Memory
 Retention independent of conscious recollection vs.
memory of facts and experiences
Tasks requiring implicit
memory
Tasks requiring explicit
memory
mirror tracing
reading reversed text
doing a word-completion
task
singing part of a familiar
song
recalling last year
paired associate learning
identifying the head of
state
writing a term paper
Retrieval
 Recall
 the person must retrieve information
learned earlier
 as on a fill-in-the blank test
 Recognition
 the person has only to identify items
previously learned
 as on a multiple-choice test
Retrieval Cues
 Deja Vu (French)--already seen
 cues from the current situation may
subconsciously trigger retrieval of an earlier
similar experience
 "I've experienced this before."
Retrieval Cues
 Mood-congruent Memory
 tendency to recall experiences that are
consistent with one’s current mood
 memory, emotions, or moods serve as
retrieval cues
 State-dependent Memory
 what is learned in one state (high, drunk, or
depressed) can more easily be remembered
when in same state
Forgetting
 Forgetting as encoding failure
 Information never enters long-term memory
Attention
External
events
Short- Encoding
Sensory
term
memory Encoding
memory
Encoding
failure leads
to forgetting
Longterm
memory
Forgetting
 Interference
 Proactive (forward acting) Interference
 disruptive effect of prior learning on recall of new
information
 Retroactive (backwards acting) Interference
 disruptive effect of new learning on recall of old
information
Forgetting
 Interference, cont.
 Motivated Forgetting
 people unknowingly revise memories
 Repression
 defense mechanism that banishes from
consciousness anxiety-arousing thoughts,
feelings, and memories
 Amnesia – loss of memory
Memory Construction
 We filter information and fill in missing pieces
 Misinformation Effect
 incorporating misleading information into one's memory of an event
 Source Amnesia
 attributing to the wrong source an event that we experienced, heard
about, read about, or imagined (misattribution)
Origins of Intelligence Testing
 Intelligence
 ability to learn from experience, solve problems, and use knowledge
to adapt to new situations
 Mental Age
 a measure of intelligence test performance devised by Binet
 chronological age that most typically corresponds to a given level of
performance
 Stanford-Binet IQ Test
Multiple Intelligences?
 Social Intelligence
 the know-how involved in comprehending social situations and
managing oneself successfully
 Emotional Intelligence
 ability to perceive, express, understand, and regulate emotions
 Howard Gardner (7 Intelligences)
 Visual-Spatial, Kinesthetic, Musical, Interpersonal, Intrapersonal,
Linguistic, Logical-Mathematical
Assessing Intelligence
 Wechsler Adult Intelligence Scale (WAIS)
 most widely used intelligence test
 subtests
 verbal and performance
 Aptitude Tests
 a test designed to predict a person’s future performance
 aptitude is the capacity to learn
 Achievement Tests
 a test designed to assess what a person has learned
Assessing Intelligence
 Standardization
 defining meaningful scores by comparison with the performance of a
pretested “standardization group”
 Normal Curve
Assessing Intelligence
 Reliability
 the extent to which a test yields consistent results
 assessed by consistency of scores on:
 two halves of the test
 alternate forms of the test
 retesting
 Validity
 the extent to which a test measures or predicts what it is
supposed to