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Chapter Menu Chapter Introduction Section 1: Taking In and Storing Information Section 2: Retrieving Information Chapter Preview 1 Taking In and Storing Information Describe the three processes involved in memory: encoding, storage, and retrieval. Chapter Preview 2 The Senses Understand that stored memory can be retrieved by recognition, recall, and relearning. Section 1-Main Idea Main Idea There are three processes involved in memory: encoding, storage, and retrieval. Section 1-Key Terms Vocabulary • memory • encoding • storage • retrieval • sensory memory • short-term memory • maintenance rehearsal • chunking • semantic memory • episodic memory • declarative memory • procedural memory Section 1-Objectives Objectives • Explain the three processes of memory. • Describe the information-processing model of memory. Section 1 The Processes of Memory • Memory is the input, storage, and retrieval of what has been learned or experienced. • Three steps: – Encoding – Storage – Retrieval Section 1 Three Stages of Memory • The three types of memory: – Sensory memory • prevents you from being overwhelmed • gives you some decision time • allows for continuity and stability in your world Section 1 Three Stages of Memory (cont.) – Short-term memory • Maintenance rehearsal • Chunking – Long-term memory Section 1 Three Stages of Memory (cont.) • Four types of long-term memory: – Semantic memory – Episodic memory – Declarative memory – Procedural memory Section 1 Memory and the Brain • Two theories regarding the physiological changes that occur when we learn something: – A change in the neuronal structure of nerves occurs. – Learning is based on molecular or chemical changes in the brain. Section 1 Memory and the Brain (cont.) • Procedural memory involves activity in an area of the brain called the striatum. • Declarative memories result from activity in the hippocampus and the amygdala. Section 2-Main Idea Main Idea Stored memory can be retrieved by recognition, recall, and relearning. Section 2-Key Terms Vocabulary • recognition • decay • recall • interference • reconstructive processes • elaborative rehearsal • confabulation • mnemonic devices • schemas • eidetic memory Section 2-Objectives Objectives • Identify several memory retrieval processes. • Explain the processes involved in forgetting. Recognition Section 2 • Recognition • A single item of information may be indexed under several headings so that it can be reached in many ways. Recall Section 2 • Recall involves a person’s knowledge, attitudes, and expectations. • Recall is influenced by reconstructive processes. • Adding addition information not in memory is called confabulation. Recall (cont.) Section 2 • Our memories may be reconstructed in terms of schemas • Eidetic memory • State-dependent learning occurs when you recall information easily when you are in the same physiological or emotional state or setting you were when you originally encoded the information. Elizabeth Loftus Relearning Section 2 • Relearning is a measure of both declarative and procedural memory. Forgetting Section 2 • When information that once entered longterm memory is unable to be retrieved, it is said to be forgotten. • Forgetting may involve: – Decay – Interference – Repression Section Forgetting (cont.) • Two kinds of blockage: – Proactive – Retroactive 2 Section Forgetting (cont.) 2 • Amnesia—a loss of memory that may occur after a blow to the head, brain damage, drug use, or severe psychological stress. • Infant amnesia—the relative lack of early declarative memories. Section Forgetting (cont.) 2 • Theories for why we do not remember being young: – Freud thought that memories are repressed because of the emotional traumas of infancy. – Others believe that because infants do not yet understand language, their memories are nonverbal, whereas later memories are verbal. Section Forgetting (cont.) 2 – Others claim that the hippocampus may not be mature enough in infancy to spark memories. – Or that infants have not yet developed a sense of self to experience memories. Section 2 Improving Memory • Techniques for improving memory are based on efficient organization of the things you learn and on chunking information into easily handled packages. • Elaborative rehearsal Section 2 Improving Memory (cont.) • Ways to protect a memory from interference: – Overlearn it. – Avoid studying similar material together. – Use distributed practice, or study a little at a time. Section 2 Improving Memory (cont.) • Mnemonic devices • Examples: – The Method of Loci – “Thirty days has September” – “Every Good Boy Does Fine” – Mental pictures