Modules 23 – 27: Memory
Defining Memory:
 The persistence of learning over time through storage and retrieval
 Both a “______________” and a “______________”
Information Processing Model:
 Compares human memory to a computer…
 3 Memory Processes:
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Information from the environment enters Sensory Memory
If we focus attention on it, it enters Short-term Memory
We can maintain the information there temporarily
If we want this information to be kept, we must transfer it to Long-term Memory
Information can be stored in LTM for a lengthy period of time
When we need the information, it returns to STM (working memory) where it can be
used
 At any spot along the way, information can be lost (forgotten)
 Information Processing Model:
Encoding:
 How we encode
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Automatic Processing
Effortful Processing
 Rehearsal (______________________) can improve encoding
 ___________________ effect
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Rehearsal is distributed over time
 Encoding meaning
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Acoustic
 Levels of processing
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Deeper level =
Storage:
 Sensory Memory
 Short-term Memory
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____________________ Memory
 Long-term Memory
Sensory Memory:
 Purpose of Sensory Memory
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Accepts sensory information from the environment
Acts as a ________________________
 Duration of Sensory Memory
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Information remains here for an average of about ____________________
 Paying _________________ to this info passes it along to short-term memory
Short-term Memory:
 Purpose of STM
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1=
2=
3=
 Maintenance Rehearsal
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Repetition intended to ________________________________________
 Duration of STM
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Unrehearsed…about _______________________
Rehearsed…
 Capacity of STM
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Magic Number of STM = _____________________________
Examples
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Increasing STM…___________________________
Chunking:
 Organizing items into familiar, manageable units
 Examples…
 Try this one…
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ESPNPCTMDNBCRN
= 14 bits to 5 bits
 Try another one…
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2006911062806137
= 16 bits to 5 bits
Long-term Memory:
 Function of LTM
 Duration of LTM
 Capacity of LTM
 Need for ____________________________!
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Piles vs. File cabinet analogy (“File, don’t pile”)
_____________________________
 Similar to chunking in STM
 __________________________ Rehearsal
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Way to get info from STM to LTM
Making it _____________________
Attaching the new info to something already in LTM
 In PSY 111…__________________________________________
 Information retrieved gets sent back to STM (working memory)
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Example: W ho is considered the father of modern psychology?
Types of Long-Term Memories:
1.
Semantic
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2.
Episodic
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3.
The “encyclopedia” in memory
The “autobiography or diary” in memory
Procedural
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The “how-to” manual in memory
A special episodic memory:
 ______________________MEMORIES
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A clear memory of an emotionally significant moment or event
Encode all the sensory details of the event
Retrieval of event brings back all details
Can be very happy memories or tragic ones
 Examples
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Accuracy of flashbulb memories…
Retrieval of Memories:
 The third memory process
 _________________________
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Direct retrieval of previously stored material
Types of test questions…
 __________________________
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Identification of previously stored material
Types of test questions…
 __________________________________Experience
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Feeling of knowing
Inability to recall a memory
 ________________________________ Cues
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“Clue” or reminder to help spark LTM
Often cures ____________________________________
Context Effects:
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Bodily or internal state
Encoding = Retrieval
Example…
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Physical environment
Encoding = Retrieval
Example…
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2 Study Skills Considerations:
 ___________________________________Effect
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Tendency for distributed study/practice to yield better long-term retention than is
achieved through massed study/practice
 ___________________________________ Effect
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Information at the beginning and end of a “list” is better remembered than information
in the middle
Forgetting:
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 ________________________________ Forgetting Curve:
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Much of what we learn, we quickly forget
The course of forgetting is initially rapid, then levels off with time
Ebbinghaus Forgetting Curve:
Theories of Forgetting:
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Pseudo-forgetting
The information was never actually encoded in the first place
Due to internal and external distractions (not paying attention to the material)
2.
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When information competes for space in memory
Two ways:
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Previous info interferes with encoding new
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New info interferes with retrieving old
3.
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Memories fade over time because they are not used
Use them or lose them!
4.
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Inability to recall painful memories because material has been pushed into the
unconscious
 An automatic process
5.
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Inability to recall painful memories because material was consciously pushed out of
awareness
Amnesia:
 Forgetting due to some _________________________________to the brain
 ____________________________________AMNESIA
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Forgetting memories that were encoded and stored BEFORE the trauma
 ____________________________________ AMNESIA
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Inability to encode new memories
“50 First Dates” or “Memento”
Improving Memory:
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Study repeatedly to boost long-term recall
Spend more time rehearsing or actively thinking about the material
Make the material personally meaningful
Activate retrieval cues
Minimize interference
Use mnemonic devices
Using Mnemonics:
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Can be universal or unique
Should be geared toward your _____________________________
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Examples: