Unit 4 Memory & Forgetting - Notes PDF

UNIT 4 MEMORY AND FORGETTING 11/30/2019 Ambachew M. 1 Chapter Overview The previous chapter (learning) and this chapter (memory) are closely related. The two terms often describe roughly the same processes. The term learning is often used to refer to processes involve...

UNIT 4 MEMORY AND FORGETTING 11/30/2019 Ambachew M. 1 Chapter Overview The previous chapter (learning) and this chapter (memory) are closely related. The two terms often describe roughly the same processes. The term learning is often used to refer to processes involved in the initial acquisition or encoding of information, whereas the term memory more often refers to later storage and retrieval of information. Thus, psychologists often refer to the learning/memory process as a means of incorporating all facets of encoding, storage, and retrieval. 11/30/2019 Ambachew M. 2  Learning Outcomes At the end of this unit, you will be able to: Define memory and forgetting. Describe the stages and memory structures proposed by theory of memory. Explain the processes that are at work in memory functions. Identify how learned materials are organized in the long term memory. State the factors underlying on the persistence, and loss of memory. Explain different theories of forgetting. 11/30/2019 Ambachew M. 3 Introduction  An important dimension of humans‘ intelligent life (or mind & behavior) that normally follows sensation & perception is memory- a warehouse of our past life –events  Human memory, like memory in a computer, allows us to store information for later use.  In order to do this, however, both the computer & we need to master three processes involved in memory 11/30/2019 Ambachew M. 4  Memory Q. What is memory?  the ability to retain or recall previous experience  the process by which information is acquired, stored in the brain, & later retrieved  it is a system by which the products of learning are stored for future use 11/30/2019 Ambachew M. 5  Processes of Memory 11/30/2019 Ambachew M. 6  Components /Stages/ of memory Memory processes are the mental activities we perform to put information into memory, to keep it there, and to make use of it later. This involves three basic steps: (A)Encoding or input or acquisition  is the conversion of information, into a form that can be stored in memory  gathering & representing information  paying attention important during the acquisition stage 11/30/2019 Ambachew M. 7  Cont’d (B) Storage  is the retention /holding/ information in memory for later use  the process of actually putting the coded information into the memory system  Effects of repetition or rehearsal:- the old proverb ―practice makes perfect‖ applies in many learning situations e.g. speaking a language, writing a computer program, riding a bicycle, etc 11/30/2019 Ambachew M. 8  Cont’d  Effects of organization:-involves arranging the material to be remembered into meaningful forms, symbols, or ideas that simplify & facilitate remembering them materials as required e.g. chunking: involves combining two or more units or bits of information into the smaller unit - 1402520161914=140-25-20-16-19-14  Effects of association:- indicates the detection of a relation between events 11/30/2019 Ambachew M. 9 Cont’d (C) Retrieval  recovering information from storage in memory  getting at the information when needed  information cues (an action or event that is a signal for some body to do some thing) are required to retrieve the information stored 11/30/2019 Ambachew M. 10  Types of memory  We have an infinite varieties of memory but these limitless varieties can be classified into certain types:  Primary & Secondary memory  Sensory, Short-term & long-term memory  Procedural & Declarative memory  Episodic & Semantic memory 11/30/2019 Ambachew M. 11  Schematic representation of the hierarchical organization of memory Memory Primary memory Secondary memory /long-term/ Sensory Short-term Procedural Declarative Episodic Semantic 11/30/2019 Ambachew M. 12  Cont‘d  William James considered sensory memory, short- term memory & long-term memory as primary and secondary memory respectively  Sensory memory /SM/ is a memory of sensory events such as sights, sounds & tastes, with no further processing or interpretation - Sensory memories last for a brief period / few seconds/ 11/30/2019 Ambachew M. 13  Cont‘d  Short-term memory /STM/ can store a few item of un rehearsed information for up to 30 seconds. - It is also called working memory. Because we use the STM to think about information provided by either SM or LTM  Long-term memory/LTM/ has a very large capacity and the capability to store information relatively permanently. - here, there is an important of rehearsal or practice 11/30/2019 Ambachew M. 14  Cont’d According to the influential memory researcher Endel Tulving, we store information in two kinds of LTM- Procedural & Declarative memory  Procedural memory is memory of observable b/rs (skills). e.g. To learn how to play the piano  Declarative memory is memory of non observable & mental experiences. e.g. remembering the route to school 11/30/2019 Ambachew M. 15  Cont‘d o Semantic memory is a form of declarative memory represents a person‘s knowledge of the world. E.g. knowing that Harar is east of A.A o Episodic memory that makes possible the remembering of events from one‘s personal past. Thus, we use the term know to describe semantic memories & the term remember when referring to episodic memories 11/30/2019 Ambachew M. 16 Factors Affecting Memory Eleven Factors that Influence Memory Process in Humans are as follows: a. Ability to retain: This depends upon good memory traces left in the brain by past experiences. b. Good health: A person with good health can retain the learnt material better than a person with poor health. c. Age of the learner: Youngsters can remember better than the aged. 11/30/2019 Ambachew M. 17  Cont’d d. Maturity: Very young children cannot retain and remember complex material. e. Will to remember: Willingness to remember helps for better retention. f. Intelligence: More intelligent person will have better memory than a dull person, g. Interest: If a person has more interest, he will learn and retain better. h. Over learning: Experiments have proved that over learning will lead to better memory. 11/30/2019 Ambachew M. 18  Cont’d i. Speed of learning: Quicker learning leads to better retention, j. Meaningfulness of the material: Meaningful materials remain in our memory for longer period than for nonsense material, k. Sleep or rest: Sleep or rest immediately after learning strengthens connections in the brain and helps for clear memory. 11/30/2019 Ambachew M. 19  Forgetting  It is the inability to retrieve previously stored information in the brain. Useful information that were stored in the brain may not be retrieved  But forgetting also has an adaptive function by enabling the brain discard useless information that might impair the retrieval of useful information Q. Why do we forget ? 11/30/2019 Ambachew M. 20  Forgetting as retrieval failure Retrieval—process of accessing stored information Sometimes info IS encoded into LTM, but we can‘t retrieve it Encoding Short-term Long-term memory memory X Retrieval Retrieval failure leads to forgetting 11/30/2019 Ambachew M. 21  Forgetting Theories Encoding failure Interference theories Motivated forgetting Decay theories 11/30/2019 Ambachew M. 22  Forgetting as encoding failure Info never encoded into LTM Short-term memory X Encoding Long-term memory Encoding failure leads to forgetting 11/30/2019 Ambachew M. 23  Interference Theories ―Memories interfering with memories‖ Forgetting NOT caused by mere passage of time Caused by one memory competing with or replacing another memory Two types of interference 11/30/2019 Ambachew M. 24  Types of Interference Retroactive Proactive Interference Interference 11/30/2019 Ambachew M. 25  Retroactive Interference When a NEW memory interferes with remembering OLD information Example:- When new phone number interferes with ability to remember old phone number - Learning a new language interferes with ability to remember old language 11/30/2019 Ambachew M. 26  Proactive Interference Opposite of retroactive interference When an OLD memory interferes with remembering NEW information Example: Memories of where you parked your car on campus the past week interferes with ability find car today 11/30/2019 Ambachew M. 27  Motivated Forgetting Undesired memory is held back from awareness – Suppression—conscious forgetting – Repression—unconscious forgetting (Freudian) 11/30/2019 Ambachew M. 28  Decay Theories Memories fade away or decay gradually if 100 100% unused Average 90 80 Time plays critical percentage of 70 information 60 role retained 50 Ability to retrieve info 40 30 declines with time 20 10 after original 0 20 1 8 24 2 6 31 encoding mins hr hrs hrs daysdaysdays Interval between original learning of nonsense syllables and memory test 11/30/2019 Ambachew M. 29  Improving Memory A better approach is to follow some general guidelines. Pay Attention: It seems obvious, but often we fail to remember because we never encoded the information in the first place. When you do have something to remember, you will do better if you encode it. Encode information in more than one way: The more elaborate the encoding of information, the more memorable it will be Add meaning: The more meaningful the material, the more likely it is to link up with information already in long-term memory. 11/30/2019 Ambachew M. 30  Cont’d Take your time: If possible, minimize interference by using study breaks for rest or recreation. Sleep is the ultimate way to reduce interference. Over learn: Studying information even after you think you already know it- is one of the best ways to ensure that you‗ll remember it. Monitor your learning: By testing yourself frequently, rehearsing thoroughly, and reviewing periodically, you will have a better idea of how you are doing 11/30/2019 Ambachew M. 31   Remember the Three R’s: - Respect for self; - Respect for others; - Responsibility for all your actions End of UNIT 4 11/30/2019 Ambachew M. 32