<p>Chapter 9 Memory Page 330</p><p>Ideas: Remembering is an active process Memories can be lost and revised</p><p>There is short term and long term memory Info that appears to be lost may still be in memory.</p><p>Problems with memory 1. Forgetting 2. Storage problems</p><p>“Recovered Memories” are problematic Conventional Learning = strong memories are lasting</p><p>Basic Memory Systems</p><p>Definition: Memory is an active system that Receives, Stores, Organizes, Alters, and recovers info.</p><p>Works similar to computer</p><p>Info is Encoded changed to usable form</p><p>Info is storage 3 storage system</p><p>Info must be retrieved from Storage Chart page 332</p><p>Incoming Sensory Selective Short Term Successfully Long information Memory Attention coded for Term Memory storage in </p><p>LTM Not Not coded attended to while </p><p>In </p><p>STM Forgotten</p><p>Forgotten</p><p>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 </p><p>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</p><p>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</p><p>Sensitive to interruption + interference</p><p>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</p><p>Encoding = storage based on meaning-</p><p>Dual Memory STM Info Retriev LTM Out ed Small Desk or Stored (File Cabinets)</p><p>File Cabinets</p><p>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</p><p>Recording = reorganizes info TVI BMUS NY MCA (what does this mean?)</p><p>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 </p><p>Rehearsal = repeating to save info (Increases STM)</p><p>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</p><p>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</p><p>Constructive processing Updating memory We fill in gaps of memory with logical  conclusions or extensions/inferences</p><p>Can also be considered pseudo-memories (false memories) </p><p>** Problem sometimes we can’t remember the sources of memories</p><p>Key to memory is what we find meaningful. How we feel about things.</p><p>LTM Organization - of info Lots of info in a lifetime Info may be arraigned according to structure of memory</p><p>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</p><p>P 338</p><p>Reintegration Memories Memories can be triggered Triggered memories connect to others One memory serves as a cue to trigger another (picture, smells, songs/sounds)</p><p>3 Types of Long Term Memory = (skill and fact memory)</p><p>1 Procedural Memory- (skill) conditioned responses Learned Actions (typing, driving, actions Automatic Located in Lower Brain- cerebellum </p><p>2. Declarative Memory (Fact) (Amnesia lacks declarative memory) Names, faces, dates, words, ideas Expressed as words or symbols</p><p>Semantic Memory- Encyclopedia of basic knowledge Basic knowledge of the world you don’t forget</p><p>Episodic Memory- Autobiographical Memory of personal experience Helps us re-experience Memories between age 10 + 30 are stored better & can be recalled</p><p>Episodic memory are most easily forgotten</p><p>Measuring Memory</p><p>Partial memories are common Recognition  recall partial memories Tip of the tongue sensation Feelings of a memory being available but not quite retrievable</p><p>Memory Tasks = Tests</p><p>Recall, Recognition Re-Learning</p><p>Recall- who- what = direct retrieval of information or facts Verbatim = word for word memory</p><p>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</p><p>Recognition Memory Previous learned material is correctly identified Recognize correct answers Accurate for visuals</p><p>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</p><p>Implicit and Explicit Memories Recall used- conscious memories</p><p>We are not aware – “unconscious</p><p>Priming Related implicit memory (sub-conscious) Giving a person limited cues Information previously learned is reflected in cued responses</p><p>Exceptional Memory Internal Images = Mental pictures, many memories are stored in mental images Pg 344</p><p>Learned Strategies Training to improve memory Use chanting Association Practiced strategies of Encoding + Storing</p><p>Exceptional memory can be learned Use memory strategies Association Practiced strategy of encoding + storing Specialized interests + knowledge makes info easier to remember Natural Gift</p><p>Memory Strategy is Mnemonics</p><p>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</p><p>Why we forget Forgetting is rapid at first #1 reason is encoding failure</p><p>Memory was never formed</p><p>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</p><p>Decay- sensory memories Memory traces= changes in verve cells or brain activity</p><p>Disuse Memories not retrieved and used become weaker overtime</p><p>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</p><p>State Dependent Learning The state of the time during learning Emotional state- happy learning= happy </p><p>Interference New memories impairs retrieval of older memories New memories impair older memories</p><p>Proactive Interference Prior learning inhibits recall of latter learning</p><p>Positive Transference Mastery of one task aids mastery of a second task</p><p>Knowledge and skill in one adds to another</p><p>Negative Transference Skills developed in one situation conflict with those required to master a new task</p><p>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</p><p>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</p><p>Flashbulb Memories: Memories/events seemed to be frozen Landmarks in our lives </p><p>Memory Formation (forgetting) </p><p>Consolidation (LTM) The forming of long term memory It takes time to move info from STM to LTM</p><p>Electroconvulsive Shock (ECS) Shock to brain Destroys memory Mostly effects recent memories (Before consolidation)</p><p>Brain and Memory </p><p>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)</p><p>“50 First Dates”</p><p>Retrograde Amnesia Forgetting events that occurred before an injury or trauma</p><p>Anterograde Amnesia Forgetting events that follow an injury</p><p>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</p><p>Feedback = knowledge of results Helps secure memory Recitation =feedback for yourself</p><p>Recitation Summarize aloud whiole you learn You practice retrieving information While reading stop and try to reinforce by stating </p>