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UO PSY 201 - Information Processing Model of Memory
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PSY 101 1st Edition Lecture 13Outline of Last Lecture I. Continuation of movie/classical conditioningII. Problems with behaviorisma. Cognitive processes in learningb. Evolutionary considerationsIII. Biological basis of learningIV. SummaryOutline of Current LectureI. Information processing model of memorya. Memory storesb. Control processesc. Kinds of memories and knowledgeII. Sensory memoryIII. STM and encoding into LTMIV. LTM: representation and organizationV. LTM: retrievalVI. Neuropsychology of memoryCurrent LectureI. Memorya. Storage and retention of info and events that happen in the world; a record of the past that is referred to in the present and affects the presentII. Information Processing model of memorya. Memory storesi. Three kinds (with different functions, capacities and durations)1. Sensory memory: sensory input gets transferred to short-term memory (STM). Trace of sensory input that’s retained for a brief time (high capacity, short duration)a. STM= what you are thinking about currently, whatever is inyour mind at the momentb. This information can be converted into long term memory (LTM)2. Short-term memory (STM): the attentive and conscious processingThese 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. Information enters STM from sensory memory and LTM (small capacity, short duration)3. Long-term memory (LTM): stored representation of knowledge gained from previous experience (unlimited capacity, indefinite duration).a. Sensory input=>sensory memory (unattended info is lost)=>short term memory (unrehearsed info is lost)=> long term memory (may be lost over time)b. Control processes: manipulate info within or between storesi. Encoding: moving information from STM to LTMii. Storage: maintaining information in the LTMiii. Retrieval: movement of information from LTM to STMc. Kinds of Memory/Knowledgei. Implicit/procedural knowledge: a learned skill, habits (bike riding, conditioning), unconscious1. Accessible through performanceii. Explicit/declarative knowledge: can be declared in words or by pictures1. Depends on different parts of the brain2. Two kinds of this knowledge:a. Semantic knowledge: general knowledge of the world (likeknowing word meanings without knowing the exact process of learning them)b. Episodic knowledge: remembering specific past experiences and events, knowing place and timeIII. Sensory Memorya. Iconic memory: visual sensory memory (how much can be seen in a single glance), large capacity and short durationi. Example: show briefly a presentation of an array of letters. The subject is asked to report one row of the array (which is revealed after the display disappears). The experimenter’s cue tells subjects which letters in sensorymemory go to STM1. Sperling partial report procedureIV. STM and encoding into LTMa. Capacity of verbal STM: the max number of items that can be remembered after one presentation is about 7 items (give or take 2)b. Duration of STM: Brown and Peterson; measured rate of disappearance of items from STM when rehearsal is preventedi. Read three letter clusters and recall after timed delays. They input a distracter task between presentation and recallii. Information is quickly lost from the STM if you don’t rehearse that information (performance decreases after 3 seconds, and is almost completely gone after 15)c. Primacy and recency effectsi. Considered in serial list learning: evidence of separate STM and LTM stores1. Experiment: subject presented list of words to remember one at a timea. Afterwards they have a free recall time periodii. People tend to remember items from the beginning of a list and the end of a list better than the items in the middle (primacy=beginning, recency=end) 1. Final items are still in STM, the first items are rehearsed more and are therefore in the LTMd. Maintenance vs. elaborative rehearsali. Maintenance rehearsal: the repeating of information (amount of time an item is rehearsed and kept in STM isn’t related to how well it’s remembered1. Example: list of words presented in order (hold onto the last word that starts with G), time that the G-word is held in memory has noeffect on later recallii. Elaborative rehearsal: involves deeper thinking and more active thinking. The more something interests you and stimulates your thinking, the morelikely it will be remembered1. Example: identify how facts and items are related to each other and to prior knowledge and experience that you have, develop an overall organization of knowledge and facts2. Experiment: subjects are shown a list of words, and after each word, they are asked:a. Print (visual): was it written in capitals?b. Sound (acoustic): did it rhyme with “rain”?c. Meaning (semantic) does that word fit into the following sentencei. People remember way more words when asked questions of meaning, and more words when askedquestions of sound/rhyme than of print or visuale. Ways to increase recalli. Chunking: organizing items into smaller subparts make them easier to remember (as well as going off of prior knowledge)1. Memory can improve due to chunking2. Experiment: a man’s memory of digit sequences improved due to chunking (times, dates, ages, combining genres of chunks to increase the number of numbers remembered)ii. Relate materials to what we already know; it helps to organize incoming informationiii. Mnemonic devices: mental tricks to encode information into LTM1. Example: place a list of items to be remembered on a familiar route (method of loci)2. Example: verbal mnemonics; the Great Lakes (HOMES), the 9 planets (My Very Excellent Mother Just Serves Us Nine Pizzas)3. Example: rhyming and visualization (1 bun, 2 shoe, 3 tree, 4 door etc.)iv. Adequate sleepv. Verbal and visual mnemonicsvi. Distributed study time (not


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