CH8- MEMORY- the way in which we record past events and knowledge3 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 brainretrieval failure: learned it, stored it, but you can’t ‘find it’-“tip of the tongue phenomena”ex: fill-in the blank & essay examsExposure isn’t enough.Information Processing Approach to Memory- Sensory register- we have one for vision, one for soundo Visual sensory register: eyeconic- lasts about ½ sec. capacity is big Ex: look around a room for ½ 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 ½ a secondDid they have it in their mind and leak away?Report on one row only at a time showed they were ableto remember it betterVisual holds a lot of information but VERY brieflyEchoic 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 durationo 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->applicationTypes of LONG TERM MEMORYo Procedural: “how to” memory.o Ex: bowling after a long time, but you still remember how to doito Declarativeo Semantic: memory of meaning, understanding, other concept-based knowledge. Underlies conscious recollection of general knowledge & factso 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 eventsImplicit: skills (procedural) & History of reinforcement&punishment and associationg between classical conditioning-we don’t think of these consciouslyRecognition and Free Recallo Recognitiono Ex: multiple choice testo Free Recallo Ex: fill-in the blanko 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 Strategieso 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 thathappened, etc.o Organizationo Chunkingo Mnemonics: memory tricks. aim to translate information into a formthat 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 sheetsHOW TO STUDYo Study repeatedly over timeo Spend more time actively thinking about the materialo Engaging with the material taught ex: relating psych to real lifeo Make the material personally meaningfulo Relate it to your lifeo Use memories for listso Use retrieval cueso 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 dormo Minimize interference (see TB*)o Test yourselfo When you get one wrong, stop and learn it again. Do NOT go on, study it immediatelyo 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 informationAMNESIAMild:- 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 officeDisordered Memorieso 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 timeForgetting- Forgetting curve- Decay- Interference- Retrieval failureo Tip-of-the-tongue phenomenaIssues in Memory- Reconstructive memory: repeatedly questioned and you create false storieso childreno Liben and signorellao 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 dollAnatomically correct dolls were given to the child and asked to explain what the doctor did to them. The child does things tothe 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