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A-State PSY 2013 - Memory 2
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PSY 2013 1st Edition Lecture 8 Outline of Last Lecture I. Memory ProcessesA. EncodingOutline of Current Lecture I. Memory ProcessesB. StorageC. RetrievalCurrent LectureI. Memory Processes (continued)B. Storage (Information Processing Theories)Example: With computers, you have input and output. Input is what you type in, output is whatis on the screen.However, thereis stuff going onon the inside.- Atkinson-Shiffrin model(right)o Sensorymemory–information is only stored for fractions of a secondo Short-term memory – information is stored for 10-20 seconds Rehearsal – lengthens the amount of time something is in your short-term memory Capacity – for short-term memory, the capacity is 5-9 items. So how can we remember a 10-digit phone number? Chunking allows us to remember a phone number as only 3 items (we group the numbers together)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. Working memory (this is short-term memory, but we’ll talk about it later)o Long-term memory  Comes from short-term rehearsing Thought to be infinite capacity Flash bulb memories – these are memories that are “scarred” into our brain. Often, they are very tragic events, for example, September 11, 2001.- The problem with this is that memory is reconstructed every time you access it. Example: 9-11 witnesses say they remember most vividly the first plane hitting the first tower. (They had no reason to be looking at the sky at this point. They had only seen it on TV. When they accessed the memory, it was reconstructed so that they truly believed they remembered seeing it.)- Baddeley’s Working Memory (right) o Phonological loop – processes letters,numbers, etc.o Visuo-spatial sketchpad – processesgraphs, pictures, etc.o Episodic buffer – decides where to putstuff. When needed, it combinesinformation in one or the other (PL orVSS). Also grabs things from long-termmemoryo Each one can only handle one thing at a time. o Processed simultaneously but separatelyExample: We can talk on the phone and drive at the same time. The visual part of driving and the auditory part of talking are processed in different parts. The problem comes when we are driving a new route. We have never driven the route, therefore we cannot visualize it. You are thinking turn left at the next light, instead of just knowing to do it, so there are now two things competing for your phonological loop. You are either going to miss part of your conversation or your turn.o Central executive can only do one at a time. When there is change (like needing to brake quickly while talking on the phone), there are problems.- How is information stored in long-term memory?(Representation of knowledge)o Schemas o Semantic network- Retrievalo This is the goal of memory!o Tip of the tongue phenomenon Prompts/cues- This can be eliminated by makingmore connections (aka “pushingcues”). (Think: I learned this whilewriting with a pen, while in x classroom, while sitting next to x person,etc.)o Context We have schemas of how things should work Example: Think of the scenario in class about the bishop and the football player. Even when the test group was shown the bishop in the football field and the player in the church (among other images), they remembered it the opposite way because that is what we know to make sense.o Memories are reconstructive Everytime you retrieve a memory, it changes.- When retrieval goes wrongo Misinformation effect – hearing a story (that you witnessed first-hand) from someone else changes your memory of that story Elizabeth Loftus discovered this effecto Source Monitoring – you remember the story but not who you heard it from Cryptomnesia- NOT the same as lying, basically accidental plagiarism- J K Rowling was accused of this (Harry Potter)- Forgettingo Ebbinghaus’s Forgetting Curve He remembered a list of 100 wordsperfectly, then waited an hour and recordedhow many words he remembered. Herecorded the number of words rememberedeach hour, and made this graph.- Retentiono Recall – when you draw information fromlittle to no cues; essays or short answero Recognition – multiple choice or matchingo Relearning – deals with learning information again. Faster than learning the first time.o WHY do we forget?? Ineffective coding: we didn’t get it the first time Decay – lose info over time Interference- Retroactive interference – new information interferes with the old- Proactive interference – old information interferes with the new Motivated forgetting – forgetting because you want to (it is debated about how true this


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