Exploring Memory: Processes and Mnemonics

• Memory can seem both perfect and flawed, known as the Memory Paradox.
• Eyewitness testimony is often inaccurate despite people's confidence.
• Flashbulb memories, while vivid, can be distorted.

Mnemonists and Memory

• Mnemonists, or memory athletes, demonstrate the power of memory.
• These individuals use the method of loci.
• Method of Loci (Memory Palace): involves placing information in familiar locations to aid recall.

Memory Processes

• Memory: the processes of encoding, storing, and retrieving information.
• Sensory Memory: holds brief sensory impressions.
  • Unattended information is lost in less than a second.
• Short Term Memory: responsible for storing information momentarily.
  • Unrehearsed information is lost.
  • Example: remembering a phone number long enough to dial it.
• Long Term Memory: responsible for storing information for a relatively long time.
  • Some information may be lost over time.

Encoding Strategies

• Encoding: mentally processing information to enable later conscious access.
• Chunking: organizing smaller bits of information into larger, meaningful units.
• Elaboration: linking new knowledge with existing knowledge.
• Self-Reference Effect: relating material to oneself.
• Hierarchical Organization: arranging material into a network of associations.
  • Example: creating an outline or concept map.

Depth of Encoding and the Spacing Effect

• Depth of Encoding: the degree to which information is encoded.
  • Deep encoding is associated with better memory.
  • Example: understanding a concept versus memorizing a definition.
• Spacing Effect: studying in shorter, spaced-out sessions instead of cramming.
  • Review over days is better than studying everything in one sitting.

Ebbinghaus and the Forgetting Curve

• Ebbinghaus: conducted memory experiments on himself using nonsense syllables.
• Forgetting Curve: information is forgotten rapidly at first, then the rate of forgetting slows.
  • Regular review flattens the curve.

Retrieval

• Retrieval: the act of accessing memory.
• Testing Effect: practicing retrieval improves memory.
• Generation Effect: generating items enhances memory compared to memorizing them.
• Context-Dependent Memory: memory is enhanced when the retrieval context matches the learning context.
• State-Dependent Memory: memory is enhanced when internal states match at learning and retrieval.
  • Mood-Dependent Memory: People who learned while in a happy or sad mood remembered better when tested in the same mood.
  • Drug/Alcohol-Dependent Memory: Memory improved when people studied and were tested while under the same influence.
  • Not recommended since downsides outweigh the memory benefits.

The 7 Sins of Memory

• The 7 Sins of Memory are broken into 3 types of failures: "I Forget, I Get It Wrong, I Can't Let Go"
• Forgetting: involves losing the memory.
  • Transience: memory decays over time.
    • Example: forgetting a 6th grade teacher's name.
  • Absent-Mindedness: failure to encode due to inattention.
    • Example: losing keys because of not paying attention.
  • Blocking: temporary failure to retrieve a memory.
    • Example: "tip of the tongue" phenomenon.
• Distortion: involves remembering incorrectly.
  • Misattribution: confusing the source of a memory.
    • Example: attributing information to a friend when it was from TikTok.
  • Suggestibility: false memories formed by suggestion.
    • Example: a witness falsely remembers seeing a weapon after being told there was one.
  • Bias: current beliefs change how you remember the past.
    • Example: thinking a past fight was clearly the other person's fault.
• Intrusion: involves being unable to forget.
  • Persistence: unwanted memories that won't go away.
    • Example: reliving a traumatic event.

Mnemonic Tricks for Remembering Sins of Memory

• Mnemonic Trick: "TAB-MSBP"
  • Transience, Absent-mindedness, Blocking, Misattribution, Suggestibility, Bias, Persistence

Loftus and Palmer Experiments

• Participants watched a video of a car accident.
• They were asked about the speed of the cars using different verbs like "smashed" or "hit".
• Results: harsher words like "smashed" led to higher speed estimates.