Chapter 9 Memory Page 330

Ideas: Remembering is an active process Memories can be lost and revised

There is short term and long term memory Info that appears to be lost may still be in memory.

Problems with memory 1. Forgetting 2. Storage problems

“Recovered Memories” are problematic Conventional Learning = strong memories are lasting

Basic Memory Systems

Definition: Memory is an active system that Receives, Stores, Organizes, Alters, and recovers info.

Works similar to computer

Info is Encoded changed to usable form

Info is storage 3 storage system

Info must be retrieved from Storage Chart page 332

Incoming Sensory Selective Short Term Successfully Long information Memory Attention coded for Term Memory storage in

LTM Not Not coded attended to while

STM Forgotten

Forgotten

Sensory Memory New info enters Sensory Memory Is held exact copy for a few seconds Icon- fleeting mental image Echo- playback Holds info just long enough to transfer it to second memory

2nd Memory System Short Term Memory = working memory Selective Attention Controls- what info goes on to short term memory Holds- small amounts of info for a brief time

Encoding- STM (STM- memories are stored by images) Phonetically – mostly by sound = words +letters STM Limited in size Temporary storehouse for small amounts of information (Phone numbers shopping lists) Working memory- Briefly holed info while other mental activities ae taking place

Sensitive to interruption + interference

Long Term Memory (LTM) (Found in Cortex of Brain and Hippocampus)  Important + Meaningful info gets transferred to long term memory  More permanent storehouse for memory  Everything you know  The more you know the easier it is to add to memory

Encoding = storage based on meaning-

Dual Memory STM Info Retriev LTM Out ed Small Desk or Stored (File Cabinets)

File Cabinets

Short Term Memory (images) Information Bits “Magic number of 7” slots plus or minus 2 slots Good memory = 9 Bits These are meaningful pieces info

Recording = reorganizes info TVI BMUS NY MCA (what does this mean?)

Chunks = groups of information It is easier to remember info in chunks Chunking is an example of reorganizing (recording) info  Already in long term memory *  Try to Link 2-3 or more facts into larger Chunks and your memory will improve

Rehearsal = repeating to save info (Increases STM)

Elaborate Rehearsal-  Elaborate = extend – think about info as you study  Ask yourself “Why?” why would that be true?  Try too relate new ideas to your own- experiences + knowledge  Links new information to memories already in LTM

Long Term Memory Elizabeth Loftus, John Palmer (1974) film of car accident Showed many different responses Memories in LTM can be changed revised Revised memories enhance one’s self image

Constructive processing Updating memory We fill in gaps of memory with logical  conclusions or extensions/inferences

Can also be considered pseudo-memories (false memories)

** Problem sometimes we can’t remember the sources of memories

Key to memory is what we find meaningful. How we feel about things.

LTM Organization - of info Lots of info in a lifetime Info may be arraigned according to structure of memory

Rules Images Symbols Patterns of Association- works in Similarities memory structure Formal meaning Personal meaning Network Model (SCHEMA)  Network of linked ideas  We make organizations based on linked meanings

Reintegration Memories Memories can be triggered Triggered memories connect to others One memory serves as a cue to trigger another (picture, smells, songs/sounds)

3 Types of Long Term Memory = (skill and fact memory)

1 Procedural Memory- (skill) conditioned responses Learned Actions (typing, driving, actions Automatic Located in Lower Brain- cerebellum

2. Declarative Memory (Fact) (Amnesia lacks declarative memory) Names, faces, dates, words, ideas Expressed as words or symbols

Semantic Memory- Encyclopedia of basic knowledge Basic knowledge of the world you don’t forget

Episodic Memory- Autobiographical Memory of personal experience Helps us re-experience Memories between age 10 + 30 are stored better & can be recalled

Episodic memory are most easily forgotten

Measuring Memory

Partial memories are common Recognition  recall partial memories Tip of the tongue sensation Feelings of a memory being available but not quite retrievable

Memory Tasks = Tests

Recall, Recognition Re-Learning

Recall- who- what = direct retrieval of information or facts Verbatim = word for word memory

Serial Position Effect Being able to memorize the beginning and end of a list But not the middle STM beginning of list and LTM end of list

Recognition Memory Previous learned material is correctly identified Recognize correct answers Accurate for visuals

Re-Learning Previously exposed to or learned information Shows 29% greater proficiency Most sensitive measure of memory Learn we forget – relearn is faster= review is good

Implicit and Explicit Memories Recall used- conscious memories

We are not aware – “unconscious

Priming Related implicit memory (sub-conscious) Giving a person limited cues Information previously learned is reflected in cued responses

Exceptional Memory Internal Images = Mental pictures, many memories are stored in mental images Pg 344

Learned Strategies Training to improve memory Use chanting Association Practiced strategies of Encoding + Storing

Exceptional memory can be learned Use memory strategies Association Practiced strategy of encoding + storing Specialized interests + knowledge makes info easier to remember Natural Gift

Memory Strategy is Mnemonics

Basic Principles 1. Use mental pictures 2. Make things meaningful 3. Make info Familiar- connect to what you already know 4. Mental associations- more outrageous = easy to remember

Why we forget Forgetting is rapid at first #1 reason is encoding failure

Memory was never formed

Writing things down helps Encode information Prevents info from slipping out of short term memory Before you can review it and store it more permanently

Decay- sensory memories Memory traces= changes in verve cells or brain activity

Disuse Memories not retrieved and used become weaker overtime

Cue Dependent Forgetting Deals with stimuli associated with memory are missing Context of a situation is important A trigger will help retrieval of information Odor cues

State Dependent Learning The state of the time during learning Emotional state- happy learning= happy

Interference New memories impairs retrieval of older memories New memories impair older memories

Proactive Interference Prior learning inhibits recall of latter learning

Positive Transference Mastery of one task aids mastery of a second task

Knowledge and skill in one adds to another

Negative Transference Skills developed in one situation conflict with those required to master a new task

Repression (unconscious)  Memory motivated by forgetting  Forgetting painful troubling or embarrassing memories  Held out of consciousness  Sensitive to emotional events  Use repression to protect themselves from threatening thoughts

Suppression (conscious) An active conscious attempt to put something out of mind We actively avoid remembering upsetting information Painful upsetting event avoided suppression could be repression

Flashbulb Memories: Memories/events seemed to be frozen Landmarks in our lives

Memory Formation (forgetting)

Consolidation (LTM) The forming of long term memory It takes time to move info from STM to LTM

Electroconvulsive Shock (ECS) Shock to brain Destroys memory Mostly effects recent memories (Before consolidation)

Brain and Memory

Hippocampus Consolidation of memory Important for long term memory “Switching Station” better Grows neurons – which make new connections within the brain Damage to Hippocampus = problem inability to store new memories (LTM)

“50 First Dates”

Retrograde Amnesia Forgetting events that occurred before an injury or trauma

Anterograde Amnesia Forgetting events that follow an injury

Brain and Memory 3 lbs of brain No one location of the Brain associated with memory Areas of cerebral Cortex are more important Frontal Cortex = STM and Episodic Memory Back Areas = Semantic Memory Improving Memory

Feedback = knowledge of results Helps secure memory Recitation =feedback for yourself

Recitation Summarize aloud whiole you learn You practice retrieving information While reading stop and try to reinforce by stating