CH8 MEMORY the way in which we record past events and knowledge 3 parts for a successful memory acquisition need to learn it the first time storage need to keep the information You can learn but fail to keep it leaked away retrieval ability to retrieve it from your brain retrieval failure learned it stored it but you can t find it tip of the tongue phenomena ex fill in the blank essay exams Exposure isn t enough Information Processing Approach to Memory Sensory register we have one for vision one for sound o Visual sensory register eyeconic lasts about sec capacity is big Ex look around a room for a second then you have the image of a room Then it goes away and happens again and again How do we know we have a big visual sensory capacity Sperling s Partial Report Procedure Showed a chart of letters for a second Did they have it in their mind and leak away Report on one row only at a time showed they were able to remember it better Visual holds a lot of information but VERY briefly Echoic sensory register hearing Ex what did you say Then you hear it right after oh nevermind Short term memory similar to working memory Left unattended we can hold information for a matter of seconds 15 30 working memory if you keep repeating things to yourself you can keep the information indefinitely o Capacity about 7 things Little or big information phone s are 7 digits chunking reduces the load if we have beyond 7 things to remember o Ex someone s phone ending with 1492 and you think in 1492 columbus sailed the ocean blue stores as 1 thing Long term memory extremely large capacity long duration o Atkinson and Shiffron stimulus comes in to the sensory register pay attention to some subset of the information short term memory strategies rehearsal etc long term application Types of LONG TERM MEMORY o Procedural how to memory o Ex bowling after a long time but you still remember how to do it o Declarative o Semantic memory of meaning understanding other concept based knowledge Underlies conscious recollection of general knowledge facts o Episodic memory for events Ex what did you eat for dinner where were you who was there etc Long term memory can also be broken into Explicit Facts experienced events Implicit skills procedural History of reinforcement punishment and associationg between classical conditioning we don t think of these consciously Recognition and Free Recall o Recognition o Ex multiple choice test o Free Recall o Ex fill in the blank o Primacy Effect tendency for the first items presented in a series to be remembered better or more easily or for them to be more influential than those presented later in the series If you hear a long list of words it is more likely that you will remember the words you heard first at the beginning of the list than words that occurred in the middle o Recency Effect remembering more at the end of the list o MetaMemory knowledge of your own memory capabilities Being able to reflect and think okay this is going to be hard so I need to do this thing method HOW DO WE GET INFORMATION INTO MEMORY o Strategies o Rehearsal Maintenance simple rehearsal Reading and repeating Very shallow processing Elaborative link the new information to things you already know really well in your long term memory Hippocampus Depth of processing model the more likely we re to remember things the deeper we process them ex real life experiences favorite movie funny thing that happened etc o Organization o Chunking o Mnemonics memory tricks aim to translate information into a form that the brain can retain better than its original form Commonly encountered mnemonics are often used for lists and in auditory form such as short poems acronyms or memorable phrases but mnemonics can also be used for other types of information and in visual or kinesthetic forms Their use is based on the observation that the human mind more easily remembers spatial personal surprising physical sexual humorous or otherwise relatable information rather than more abstract or impersonal forms of information Ex Every Good Boy Does Fine lines on the music sheets HOW TO STUDY o Study repeatedly over time o Spend more time actively thinking about the material o Engaging with the material taught ex relating psych to real life o Make the material personally meaningful o Relate it to your life o Use memories for lists o Use retrieval cues o Learning other things along with the material Ex learning psych information in the class it may be easier to remember information in the classroom rather than in your dorm o Minimize interference see TB o Test yourself o When you get one wrong stop and learn it again Do NOT go on study it immediately o Emphasize Deep Processing o Retrieval cues remembered best when they re in the environment they learned it o The environment itself where you learned the material can help remember the information AMNESIA Mild Infantile amnesia we don t remember much of our first couple years of life Source amnesia misattribution you learn something in one situation but you think you learned it in a different situation o Convinced that you left something on your coffee table but it was always left in your office Disordered Memories o Retrograde amnesia lose existing memory usually by a blow to the head If they come back they come back chronologically from oldest to newest o Anterograde amnesia damage to hippocampus switch from short term to long term memory Drinking alcohol in excess for a long period of time Forgetting Forgetting curve Decay Interference Retrieval failure o Tip of the tongue phenomena Issues in Memory Reconstructive memory repeatedly questioned and you create false stories o children o Liben and signorella o Ceci and bruck Bruck doctor experiment Doctor takes a child into a room and just tickes their foot with a stick ties a ribbon around their wrist makes a marker mark on their stomach The child comes out and is given an anatomically correct doll Anatomically correct dolls were given to the child and asked to explain what the doctor did to them The child does things to the doll abuse touching the privates sticking a stick up the vagina that didn t happen to them at all not identifying the doll with themselves Ceci mouse trap experiment asked children if they got their finger stuck in a mouse trap they say no but after a few weeks of asking the same question once a week the story changed and the child said yes they got their finger stuck They would make detailed stories of where the