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IUB PSY-P 101 - exam 4

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Section 4, Cognitive Processes (higher, more complicated mental processes)Memory (Chapter 8), Thinking and Language (Ch.9)We now know a good deal about the behavioral and physiological aspects of memory. This is a topic that has considerable applied interest.Overview:I. A model of memory: sensory, short-term, and long-term memory.II. Types of memories: Figure 8.14, Page 313Where did I ride my bike on Tuesday? (episodic)What is a bicycle? (semantic)How do I ride a bicycle? (skills)III. Retrieval and storageIV. How do we forgetV. Brain mechanisms of memorySpecial topics: Improving memory, eye witness testimonyA model of memory, Shiffrin (IU) and Atkinson: (What is a scientific model? What is a model airplane? Something works like or as if it were the real thing, but not necessarily in every respect.)By memory we mean that something is stored beyond the time that it is physically present. Is memory useful for survival?Three stages: sensory, short-term, long-termI. Sensory memory: A brief and fading storage. How much gets stored? A lot. Visual memoryBiconic, auditory memoryBechoicSperling experimentBdemonstrates how much, how long iconic memorySensory memory stores much, much more than we can ever process (remember) or should try to remember. The role of attention. What=s important to remember.II. Short-term (working) memory (Peterson and Peterson, IU)A. EncodingB. Storage1. limited capacity: magic number 7+-2,demo.2. chunking: how to overcome limited capacityBdemo.3. forgetting: fading, displacementC. Importance of rehearsal1. Maintenance rehearsal2. Elaborative rehearsal (involves long-term memory) (early demo.)Working memory (short-term memory)Two things: How much can it hold, how long can it hold it?Sensory memory holds a lot for a very brief period of time.Working memory about 5 to 9 items. Key word is “items.” What constitutes an item? one letter, one word, one phrase, one sentence?CHUNKINGHow long (without rehearsal, that is, without actively trying to remember it)? Peterson and Peterson experiment, IUSensory memory:capacity large, storage time short, less than a second, ethic: several secondsworking memory:capacity limited, storage time, 20 to 30 secondsholds a lot for a very brief period of timemagic number 7 plus or minus 2about 5 to 9 items can be held in working memoryhow long can you hang onto things without rehearsal?Peterson and Peterson experiment, IUMaintenance rehearsal – over and over againElaborative rehearsal- adding meaning to thingsChunking things togetherChunks come from long term memoryCant chunk words in a foreign languageA. encondingB. storageLimited capacity; magic 7 +-2Chunking: how to overcome limited capacityForgetting: fading displacementLife without memoryMoment to momentFeels like he is awakening fresh the whole timelong term memory:capacity unlimited, storage time, longiconic memorya fleeting photographic memoryhow many of the letters can you getsperling’s iconic memory experimentflash it on, flash it off, told them what row to look at1/20 of second, recalled about ½still something there after visual image goes off3/27long term memory:what we usually think of when we talk about memorystagesencodingstoragesimilar meanings stored togetherretrievalI know it, I just cant say itStorage Two kinds of memoryDeclarative: the kind we can talk aboutEpisodic (think episodes) eventsSemantic – meaning, definitions, factsImplicit memoriesHow to do something procedural and classically conditioned responsesRetrievalThe importance of retrieval cuesHow could test the important of retrieval experimentallyTulving’s experimentRetrievalTulving’s experiment on retrieval: Uppercase, rhyming, and fill in the sentence in class activityKelly Michael’s Case: Children’s memory: vivid detail, can they be believed? Questioned repeatedly. How to take this into the lab and do an ethical study. *False memory of the childrenStephen Ceci: points out he couldn’t do an ethical experiment with children like how they were treated by the police and investigatorsMemory: Brain mechanismsI. Explicit memories (Fig. 8.14) such as facts and personal events: Two important structuresA. HippocampusThere is one hippocampus in the left hemisphere and one in the right hemisphere. It appears that verbal material is processed by the hippocampus in one hemisphere and spatial information by the hippocampus in the other hemispheres. Left hippocampus processes….?Right hippocampus processes….?B. Frontal cortex: takes time to consolidate information. Sleep may play a role.II. Implicit memories: classical conditioning and procedures (riding a bicycle)A. Cerebellum: large structure at the base of the brain involved in movement and in classical conditioningB. Basal ganglia: a series of interconnected brain areas deep in the cerebral cortex. Procedural memories, habits.III. Emotional memories: the amygdala (Ramachandran video)Adding emotional content to a situation increases the likelihood that it will be remembered. Increased activity in the amygdalaIII. How could you find out what role these brain structures play? What techniques would you use? What kind of evidence?IV. Memory at the level of the synapse. How is something like your name stored in the brain? What has to happen physically to retain a memory?Long-term potentiation: increased facilitation in synaptic transmission across a synapse. “Fire together. Wire together.”Recognition: this measure is like a multiple choice examRecall: like a fill in the blank examRelearning: how long, how many trials does it take for someone to relearn a task as compared to learning the task for the first time. Measured by a “savings score”Which measure is most sensitive, that is, if you wanted to show your psychology instructor that you really had learned something about classical conditioning which measure would you pick? RELEARNINGIn the real world, what measure is most often used? RELEARNINGWhen you apply for job, which measure is likely to be used in the job interview? RECALLIf/when you get the job, which measure?: RELEARNINGInterferenceOne of the causes of forgettingGet a new phone and new number, have trouble remembering the new number because you keep recalling your old cell phone numberLearn A learn BTry to recall B, but A interferes with it. Prior learning A interferes with new learning B = proactive interferenceLearn a learn b, try to recall AG. reconstructing memoryMemory is not like a video recorder, we will in details, we


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IUB PSY-P 101 - exam 4

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