Download Top Memory Improvement Tips

Notes on Memory – Chapter 9
Name __________________
Read the information in the article, and answer the questions that are in bold. Complete
questions in the order that they are presented. The pages numbers that are in parentheses
are from the purple text, the one you will use in class. The first page numbers are from
the text you have at home. Turn this paper in at the end of class.
Psychology
Top Memory Improvement Tips
By Kendra Cherry, About.com Guide
Before you study for your next exam, you might want to use a few strategies to boost your memory of
important information. There are a number of tried and tested techniques for improving memory.
These strategies have been established within cognitive psychology literature and offer a number of
great ways to improve memory, enhance recall and increase retention of information.
1. Focus your attention on the materials you are studying.
Attention1 is one of the major components of memory. In order for information to move from shortterm memory into long-term memory, you need to actively attend to this information. Try to study in
a place free of distractions such as television, music and other diversions.
Describe the area(s) where you typically study. Do they allow you to pay full attention to
your work? What adjustments can you make to help you pay attention?
2. Avoid cramming by establishing regular study sessions.
According to Bjork (2001), studying materials over a number of session's gives you the time you need
to adequately process the information. Research has shown that students who study regularly
remember the material far better than those who did all of their studying in one marathon session.
Describe your reading and studying for the Ch. 7 test. Did you follow this rule or not?
PP. 347-348 (321-322) – Describe Ebbinghaus’ experiment with non-sense syllables, and
include the conclusions from the experiment.
pp. 348 (322) Define and give an example of the following (examples from your own life
are best):
Spacing Effect –
Next in line effect –
3. Structure and organize the information you are studying.
Researchers have found that information is organized in memory in related clusters. You can take
advantage of this by structuring and organizing the materials you are studying. Try grouping similar
concepts and terms together, or make an outline of your notes and textbook readings to help group
related concepts.
Define the following terms pp 352-353, (326-327):
Chunking –
Hierarchies -
4. Utilize mnemonic devices to remember information.
Mnemonic devices are a technique often used by students to aid in recall. A mnemonic is simply a way
to remember information. For example, you might associate a term you need to remember with a
common item that you are very familiar with. The best mnemonics are those that utilize positive
imagery, humor or novelty. You might come up with a rhyme, song or joke to help remember a
specific segment of information.
Give an example of the following:
Method of Loci – p. 351 (325)
Peg-word system-pp. 352 (325)
5. Elaborate and rehearse the information you are studying.
In order to recall information, you need to encode what you are studying into long-term memory. One
of the most effective encoding techniques is known as elaborative rehearsal. An example of this
technique would be to read the definition of a key term, study the definition of that term and then
read a more detailed description of what that term means. After repeating this process a few times,
your recall of the information will be far better.
Give a definition and an example of the following:
Self-Reference Effect pp. 351 (324)
6. Visualize concepts to improve memory and recall.
Many people benefit greatly from visualizing the information they study. Pay attention to the
photographs, charts and other graphics in your textbooks. If you do not have visual cues to help, try
creating your own. Draw charts or figures in the margins of your notes or use highlighters or pens in
different colors to group related ideas in your written study materials.
Give examples of the three types of Encoding – pp. 349-351 (323-324)
7. Pay extra attention to difficult information.
Have you ever noticed how it's sometimes easier to remember information at the beginning or end of
a chapter? Researchers have found that the order of information can play a role in recall, which is
known as the serial position effect. While recalling middle information can be difficult, you can
overcome this problem by spending extra time rehearsing this information. Another strategy is to try
restructuring the information so it will be easier to remember. When you come across an especially
difficult concept, devote some extra time to memorizing the information.
Read pp. 349 (322) and define:
Serial Position effect -
Part 2 What is Memory?
Memory refers to the processes that are used to acquire, store, retain and later retrieve information.
There are three major processes involved in memory: encoding, storage and retrieval2.
In order to form new memories, information must be changed into a usable form, which occurs
through the process known as encoding. Once information has been successfully encoded, it must be
stored in memory for later use. Much of this stored memory lies outside of our awareness most of the
time, except when we actually need to use it. The retrieval process allows us to bring stored memories
into conscious awareness.
The Stage Model of Memory
While several different models of memory have been proposed, the stage model of memory is often
used to explain the basic structure and function of memory. Initially proposed in 1968 by Atkinson and
Shiffrin, this theory outlines three separate stages of memory: sensory memory, short-term memory
and long-term memory.

Sensory Memory
Sensory memory is the earliest stage of memory. During this stage, sensory information from the
environment is stored for a very brief period of time, generally for no longer than a half-second for
visual information and 3 or 4 seconds for auditory information. We attend to only certain aspects of
this sensory memory, allowing some of this information to pass into the next stage - short-term
memory.
Read p. 354-355 (328) and then define:
Iconic Sensory Memory-
Echoic Sensory Memory –


Short-Term Memory3
Short-term memory, also known as working memory, is the information we are currently aware of
or thinking about. Paying attention to sensory memories generates the information in short-term
memory. Most of the information stored in active memory will be kept for approximately 20 to 30
seconds. While many of our short-term memories are quickly forgotten, attending to this
information allows it to continue on the next stage - long-term memory.
Long-Term Memory5
Long-term memory refers to the continuing storage of information. This information is largely
outside of our awareness, but can be called into working memory to be used when needed. Some
of this information is fairly easy to recall, while other memories are much more difficult to access.
Read pp. 345-346 (319-320) Draw the diagram of the stage model (it is in the reading).
Instead of the example used in the book (angry man) use the example of looking up a
number in the phone book …. You should draw pictures to go with the diagram, and to do
this correctly, you need to understand the material, so read and comprehend before
drawing.
The form memory takes in the brain.
Researchers have long believed that changes in brain neurons are associated with the formation of
memories. Today, most experts believe that the formation of memory is associated with the
strengthening of existing connections or the growth of new connections between neurons1.
Read pp. 356-357 (329-331) and then explain Long Term Potentiation (LTP)
The connections between nerve cells are known as synapses2, and they allow information carried in
the form of nerve impulses to travel from one neuron to the next. In the human brain, there are
trillions of synapses forming a complex and flexible network that allows us to feel, behave and think.
It is the changes in the synaptic connections in areas of the brain such as the cerebral cortex and
hippocampus that is associated with the learning and retention of new information.
So what can you do to strengthen your synapses?



Avoid stress: Research has found that extended exposure to stress can actually interfere
with neurotransmitter3 function. Other studies have found that stress shrinks neurons in the
prefrontal cortex and hippocampus.
Avoid drugs, alcohol and other neurotoxins: Drug use and excessive alcohol consumption
have been linked to synaptic deterioration. Exposure to dangerous chemicals such as heavy metals
and pesticides can also cause synaptic loss.
Get Plenty of Exercise: Regular physical activity help improve oxygenation of the brain,
which is vital for synaptic formation and growth.
Last question for now – What will you do this week to strengthen your synapses?
How to Encode to do Your Best:
1. Avoid the …..________________ _________________ ________________.
2. Remember what Ebbinghaus said about effortful encoding which was…..
3. Organize….use _____________________.
4. Remember the spacing effect. If you don’t, you may experience
Retroactive Interference
Proactive Interference
Draw a diagram that shows these two types of interference….
5. Remember semantic encoding……
6. Remember State Dependent Memory……draw one of the diagrams I put on the board.
7. Use retrieval cues. Remember LTP….memories are strengthened as more connections are
made…use all the types of encoding to help you.
8. Remember what Ebbinghaus said about the forgetting curve!! Figure 9.19
The information you will put on this page is from the article, “It’s Magical, It’s Malleable, It’s
Memory” and from your text. If a question has page numbers, you know the info is from your
text.
1. What was ironic about Elizabeth Loftus’ memory problem?
2. What examples does the article give for implicit and explicit memory?
3. What is the relationship between the hippocampus and consolidation?
4. What’s the relationship between Post Traumatic Stress Disorder and memory?
5. “Memory is more reconstructive than reproductive”. Explain this quote.
6. What is the misinformation effect? P. 372 (345)
7. Can imagining actions cause false memories? Explain. P. 373 (346)
8. How could mood congruent memory cause false memories? P. 364 (337)
9. Write down a personal example of source amnesia. P. 374-375 (346)