PSY 100 1st Edition Lecture 15Outline of Last Lecture XVII. MemoryA. The influences of memoryB. Stage Model of MemoryC. Content Model of MemoryOutline of Current LectureXVIII. Memory ContinuedCurrent LectureXVIII. Memory Continued Meaning matters, being able to attribute a meaning to a group of letters makes it more easily memorized. (Level of processing)We remember things differently based on their position (Primacy and recency from lecture 14), our brains favor information. Recent information is closer to our sensory memory and what we see or hear first is often prioritized. When studying you should switch up the order of the information to avoid only learning and storing the first and last things in your memory. It is more difficult to remember words by syllable length or first letter than by meaning. People remember clusters more easily than individual elements (chunking) examples of this include 5 digit postal codes and telephone numbers (grouped as 3, 3 and 4). Memory test of colors and wordsWhen the color of the word and the name of the color match it is easy to recall the color of the words. When the color of the word and the name of the color are different it is much more difficult to recall the color of the words. (interference)We privilege information relevant and related to us.Information can go from our short-term memory to long-term memory and visa versa. We need to pay attention to retain sensory memories in our short-term (working) memory.Access points: ways/links into a memory such as experiences, interactions etc.These 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.If we only have one access point (haven’t used information just learned it once) it is harder to recall that information.The different types of long-term memory are described in the content model of
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