Memory Overheads F24 PDF

CHAPTER 6 MEMORY http://www.youtube.com/watch?v= hHHdovKHDNU http://www.youtube.com/watch?v=z erCK0lRjp8 1   Today: Learning (cognitive learning, s...

CHAPTER 6 MEMORY http://www.youtube.com/watch?v= hHHdovKHDNU http://www.youtube.com/watch?v=z erCK0lRjp8 1   Today: Learning (cognitive learning, social learning theory) begin Memory  Midterm 1 : almost done  Will post marks by Friday  Quiz 4 (on Sensation & Perception) due before midnight Sun. Oct. 27 Announcements Memory {  Did you Know?  You are more likely to retain something if you rehearse it verbally than if you just view it repeatedly.  If you can see, you have a “photographic memory” (called an iconic memory), but it is only brief. Copyright © 2012 by Nelson Education Ltd. 4  Did you Know? continued  It may be easier for you to recall the name of your first-grade teacher than the name of someone you just met at a party.  You may always recall where you were and what you were doing on the morning of September 11, 2001. Copyright © 2012 by Nelson Education Ltd. 5 Did you Know? continued  If you study with your iPod (or stereo) on, you would probably do better to write a test with your iPod(or stereo) on.  Information we hear, like a phone number, can be stored in our short-term memory only briefly (under 30 seconds) before the information is either lost or transferred to long-term memory. Copyright © 2012 by Nelson Education Ltd. 6 What are the cognitive processes involved in the act of remembering? PROCESSES IN MEMORY 7 An Information-Processing approach Processing Information in Our Most Personal Computers  Psychologists and computer scientists speak of processing information.  The mind as computer analogy 8 Three processes in memory  Encoding  Transforming incoming info into a form that can be stored in the brain  Storage  Maintaining info in memory  Retrieval  Bringing stored material to conscious awareness 9  Three processes in memory 10 Copyright © 2012 McGraw-Hill Ryerson Encoding  Information about the outside world reaches our senses in the form of physical and chemical stimuli.  When we encode information, we transform it into psychological formats that can be represented mentally.  Visual code: remembering things as a picture.  Acoustic code: remembering things as a sequence of sounds.  Semantic code: remembering things in terms of their meaning. 11 Encoding  At any given time, there are a million noises, images, voices, ideas, thoughts competing for our attention  If we tried to accommodate them all, we’d go insane  Selective attention  The ability to focus on one piece of information, while keeping everything else in the background 12 Storage  For encoded information to be stored, some physiological changes must take place in the brain  This process is called consolidation 13 Storage  Storage: maintaining information over time.  Maintenance rehearsal: mentally repeating information.  Metamemory: our awareness of the functioning of our memory.  Elaborative rehearsal: elaborating or extending the semantic meaning of what you are trying to remember. 14 Retrieval  Retrieval of stored information requires locating it and returning it to consciousness. So, from an I-P approach, Memory is the processes by which information is encoded, stored, and retrieved. 15 The three processes are explained using the three stage model… Sensory memory (SM) Short-term memory (STM) Long-term memory (LTM) THE MODEL WHICH BEST EXPLAINS HOW THESE MEMORY PROCESSES WORK 16  Three Stages Model of Memory  Still the most widely accepted model of memory (Atkinson-Shiffrin Model )  how information progresses through these stages determines how and how long the information will be retained.  Three stages: ○ Sensory memory (SM) ○ Short-term memory (STM) ○ Long-term memory (LTM) Copyright © 2012 by Nelson Education Ltd. 17 Three-Stage Model of Memory Copyright © 2012 McGraw-Hill Ryerson Another look… Copyright © 2012 by Nelson Education Ltd. 20 Sensory Short Long memory term term Copyright © 2012 by Nelson Education Ltd. 21  Sensory Memory  Is able to store information for only a very short time.  From a fraction of a second to several seconds  If information does not pass to short-term memory, it is lost for good.  Types of sensory memory  Iconic memory (visual)  Echoic memory (auditory) 22 Copyright © 2012 McGraw-Hill Ryerson  Iconic Memory Visual stimuli are referred to as icons. The sensory register that holds icons is labelled iconic memory.  Brief, but accurate, photographic memories  Photographic memory or eidetic imagery ○ Having the ability to store mental representations of visual stimuli over long periods of time ○ Not common Copyright © 2012 by Nelson Education Ltd. 23 Test for Eidetic Imagery Copyright © 2014 Pearson Canada Inc. 6 - 24  Echoic Memory  Echoes  Mental representations of sounds (auditory stimuli)  Memory traces of echoes last longer than icons  By selectively attending to certain stimuli we sort them out from background noise. Copyright © 2012 by Nelson Education Ltd. 25 Sensory Short Long memory term term Copyright © 2012 by Nelson Education Ltd. 26  Short-Term Memory  Also called working memory  If one focuses on a stimulus in the sensory register, they will tend to retain it in short term memory  In short term memory the image tends to significantly fade after 10-12 seconds if it is not rehearsed. ○ To retain the information, then rehearsal is needed.  Rehearsal allows information to be retained indefinitely Copyright © 2012 by Nelson Education Ltd. 27 Short-term Memory 28  I’m going to give you a list of words. At the end of the list, I’ll say “GO” You write down all the words you can remember OK, TIME FOR AN EXPERIMENT…. 29 I’m going to give you a series of letters. When I say “GO” write down as many as you can remember THE FIRST EXPERIMENT WAS FUN… 30  Chunking: A grouping of stimuli that is perceived as a distinct piece of information grouping stimuli together Number of items held in STM – Seven (plus or minus two) Chunking stimuli allows for semantic coding Copyright © 2012 by Nelson Education Ltd. 31 Applied Activity  You’ll find it on the course website, under Class Overheads for today Oct. 16  Today we did an experiment in class. What were you asked to do and what aspect of short term memory did it demonstrate?  Due before midnight, Oct. 21 Copyright © 2012 by Nelson Education Ltd. 32  Interference in Short-Term Memory  Attention to distracting information interferes with STM  Prevents rehearsal  Displacement  Appearance of new information in STM interferes with old information  Happens when STM is full; new info pushes out old info Copyright © 2012 by Nelson Education Ltd. 33 Copyright © 2012 by Nelson Education Ltd. 34 Sensory Short Long memory term term 35 Long-Term Memory Vast storehouse of information  We represent our world in the form of schemas or our mental representations of the world.  No known limit known for amount of information stored in long-term memory (LTM)  Long-term memories may last a life-time  Not lost by displacement ○ Some controversy about this… 36 Long-Term Memory  Information can be kept in long-term memory permanently (a belief of Freud and some psychologists).  We might not be able to retrieve them though.  The memories might be kept in the unconscious by the forces of repression.  Penfield found that when parts of the brain are stimulated many patients reported the appearance of images, like memories. 37 Three-Stage Model of Memory Copyright © 2012 McGraw-Hill Ryerson  Episodic memories Semantic memory Explicit vs implicit memory Retrospective versus prospective Memory DIFFERENT TYPES OF LTM… 39  Explicit Implicit (non- (declarative) declarative) episodic procedural semantic 40 Explicit versus Implicit Memories  Explicit memory—also referred to as declarative memory—is memory for specific information  Where you keep the cat’s food  How often you feed her 41  Episodic Memory  Memories of events experienced by a person or that take place in the person’s presence  Also referred to as autobiographical memory.  The day I turned 4  Going to England on vacation  The fight I had last night with my best friend… Copyright © 2012 by Nelson Education Ltd. 42  Semantic Memory  General knowledge and information we know about  Concerns meanings  Our mental encyclopedia  You can “know” that Canada has 10 Provinces and 3 Territories without visiting them and personally adding them up  Multiplication tables  Spelling  “Jeopardy” answers Copyright © 2012 by Nelson Education Ltd. 43 Explicit versus Implicit Memories Implicit memory—also referred to as nondeclarative or procedural memory—is memory of how to perform a procedure or skill; it is the act itself, doing something, like riding a skateboard  Playing piano  Driving a car Copyright © 2012 by Nelson Education Ltd. 44 Test for Eidetic Imagery Copyright © 2014 Pearson Canada Inc. 6 - 45 Long-Term Memory concepts  We use retrieval cues to access information  Recall and recognition 46 Levels of Processing theory  The greater the depth of processing we use when analyzing material, the more likely we are to retain that material in LTM  If no mental processing takes place, we forget the material almost immediately 47  Flashbulb Memories  Tend to remember events that are important and emotionally stirring  Memories are more distinctive  Increased networks of association  Elaborative rehearsal  Secretion of stress hormones Copyright © 2012 by Nelson Education Ltd. 48 Context- and State-Dependent Memory Context-dependent  Context in which information was originally acquired  Context-dependent memories are clearer in the same environmental context in which they were formed. ○ Being in the proper context can dramatically enhance recall.  E.g., studied in a quiet room, recalled better in a quiet room 49 Context-Dependent Memory Copyright © 2014 Pearson Canada Inc. 6 - 50 Context- and State-Dependent Memory State-dependent  We retrieve information better when we are in the physiological or emotional state that is similar to the one in which we encoded and stored the information. ○ There is evidence of support for this with love, anger, frustration, rage, sober or inebriated, happy, sad, and bipolar. 51 State dependent memory… Copyright © 2016 by Nelson Education Ltd. 7-52 FORGETTING Copyright © 2012 by Nelson Education Ltd. 53  The Causes of Forgetting Interference Theory:  Retroactive interference  New learning interferes with the retrieval of old learning  Proactive interference  Older learning interferes with the capacity to retrieve more recently learned material Copyright © 2012 by Nelson Education Ltd. 54 Retroactive and Proactive Interference Say, this term you take a psychology course and next term you take a sociology course… Copyright © 2014 Pearson Canada Inc. 6 - 55 The Causes of Forgetting Consolidation Failure Disruption in consolidation process preventing permanent memory forming. Motivated Forgetting Forgetting through suppression or repression. Protect oneself from painful material, anxiety, unpleasant memories. Copyright © 2014 Pearson Canada Inc. 6 - 56 The Causes of Forgetting Retrieval Failure Inability to locate information. Information in LTM, cannot retrieve it. Prospective Forgetting Forgetting to carry out an action in the future. Copyright © 2014 Pearson Canada Inc. 6 - 57  Amnesia  Anterograde amnesia  Unable to remember events that occur after physical trauma  Retrograde amnesia  Unable to remember events that occur prior to physical trauma 58 HOW CAN I IMPROVE MY MEMORY? 59 Improving Memory Organization We tend to retrieve information from LTM according to the way we have encoded it for storage E.g. can you name the 12 months of the year in alphabetical order? Overlearning Practicing or studying material beyond point where repeated once without error. ○ I.e., don’t study “just enough” Copyright © 2014 Pearson Canada Inc. 6 - 60 Improving Memory Massed practice One long learning practice session doesn’t work Better to space learning out in shorter practice sessions over an extended period Active Learning Connect new information to present knowledge. E.g., test yourself on material after you’ve read it over Copyright © 2014 Pearson Canada Inc. 6 - 61 Improving Memory with Mnemonic Devices  The First-letter Technique  ROY-G-BIV  The Method of Loci  The Keyword Method Copyright © 2014 Pearson Canada Inc. 6 - 62 The Method of Loci Copyright © 2014 Pearson Canada Inc. 6 - 63 The Keyword Method Copyright © 2014 Pearson Canada Inc. 6 - 64