PSY 326 SP14 001 Lecture 2 Outline of Current Lecture I. Memory is criticalII. Early Viewsa. Ebers Papyrus b. Plato III. The Science of Memorya. Definition of Empirical evidenceb. Definition of Observational studiesIV. Memory Types: William James (1890)a. Definition of Primary memoryb. Definition of Secondary memoryV. History of memorya. Herman Ebbinghaus 1. Definition of retention interval ii. Definition of Savingsiii. Definition of Overlearningiv. Definition of Spacing Effectb. Mary Calkins 1. Definition of Recency Effectc. Definition of Behaviorism i. Definition of Classical Conditioningii. Definition of Operant Conditioningd. 1930s: Gestalt Psychologye. Frederic Bartlett f. Atkins & Shiffrin g. Endel Tulving 1. Definition of Episodic 2. Definition of Semantich. Karl LashleyCurrent LectureChapter 1: Introduction to MemoryVI. Memory is criticalThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.a. Remembering important information: passwords, where your keys are, where you parked your carb. Remembering who you are: your name, your identity, your pastc. Remembering the knowledge you need for school, your job, or hobbiesd. Remembering the names and faces of peoplee. Impacts cognition, social and adaptive functionVII. Early Viewsa. Ebers Papyrus (1500 BCE-Ancient Egypt): memory injuryb. Plato (427 BCE- Ancient Greece): wax tablet in our minds- compare perception with memory representation in wax. Bird cage analogy for memory, we are reaching into a bird cage to pick out our memories, sometimes they can be hard to retrieve memories because you are grasping at something unstable.VIII. The Science of Memorya. Empirical evidence: is the result of scientific research; they are results of the scientific process.i. In memory science, that means the results of experimentsb. The goal of memory science is to make generalizations about how memory worksin the real world, but by studying it under careful and controlled laboratory condition.c. Observational studies: important, but need to be followed up by experiments when possibleIX. Memory Types: William James (1890)a. Primary memory: initial store available for conscious reflectionb. Secondary memory: cannot be retrieved without initiating an active cognitive processX. History of memorya. Herman Ebbinghaus (1850-1909)i. Memorized lists of nonsense syllables1. NOG, LIL, etc…2. Shorter lists learned more easily than longer listsii. Examined the effect of retention intervals on memory1. A retention interval is the time between when an item is initially learned or encoded and when it is retrieved or rememberediii. Measures saving scoreiv. Savings: the amount of information retained over a retention intervalv. Overlearning: studying after material has been thoroughly learnedvi. Spacing Effect: spacing your study improves your study efficiencyb. Mary Calkins (1863- 1930)i. Paired-associate learning techniqueii. Teaching people how to learn words linked together “rainbow-cathedral”, “captain-carbon”iii. Found related words are remembered more easilyiv. She was responsible for identifying recency effect1. Recency Effect: immediate recall (that is, when the test is right after learning), items which were most recently learned are remembered better than items from the middle of the list.c. Behaviorism (1920s-1950s): Psychology must only study directly observable behavior. Behaviorists believe cognitions don’t exist, or atheist aren’t measurable…i. Classical Conditioning: A situation in which a relation exists between a stimulus (e.g., a ringing bell) and an outcome (getting food); the organismdemonstrates behavior or response (e.g., salivating) that shows that the organism has learned the association between the stimulus and the outcome.ii. Operant Conditioning: organisms learn to emit responses or behaviors (e.g., pressing a bar), in response to a stimulus, to achieve desirable outcomes (getting food) or avoiding undesirable outcomes (getting electric shock).d. 1930s: Gestalt Psychologyi. Emphasized internal representations rather than only observable responsesii. Active role of learneriii. Paralleled the behaviorist movemente. Frederic Bartlett (1886-1969)i. Focused on memory in its natural use. Memory is a social phenomenon and based on meaning.ii. Memory is a “constructive” processiii. Bartlett: “Remembering” (1932) Story he read to subject than asked them to tell back1. Schema: Bartlett’s findings2. Different subjects recalled the passage in their own characteristic way3. BUT…a number of consistent tendenciesiv. Memory is a constructive processf. Atkins & Shiffrin (1968) : Computer metaphors, cognitive revolutioni. 3 box model of memory1. information from environment goes to sensory memory where it can be forgotten or transferred to.. 2. Short-term memory (STM) where it is than forgotten or transferred into…3. Long-term memory (LTM) until it is retrieved.g. Endel Tulving (born 1927)i. The encoding specificity principle; retrieval should match encoding.1. For example if you learn in a certain environment, you will perform a test better on the information learned if you are tested in the same environment where you learned itii. The episodic/semantic distinction in memory; multiple memory systems.1. Episodic “what, when, where”2. Semantic: Factual knowledgeiii. Focus on neural mechanismsh. Karl Lashley’s (1890-1958) search for the ENGRAMi. Search for the memory trace, made cuts into rat brains. None of the cuts resulted in a loss of maze learningii. “Engrams” are distributediii. No matter the extent of the lesion, trained rats could perform better than untrained ratsiv. Memories are distributed across