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UO PSY 201 - Memory continued
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PSY 201 1st Edition Lecture 14Outline of Last Lecture I. 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 memoryOutline of Current LectureI. LTM; representation and organizationa. Representing verbal informationb. Representing visual-spatial informationc. Concepts and organization of knowledgeII. LTM retrievala. Forgettingb. Constructive effects in memoryIII. Neuropsychology of memoryCurrent LectureI. LTM; representing verbal infoa. Representing verbal information involves retaining the gist/meaning rather than exact wordingi. Testing: 1. One proposition (aka statement) per sentencea. Ex: the ants were in the kitchen. The jelly was on the table.The jelly was sweet. The ants ate the jelly.2. Two propositionsa. The ants in the kitchen ate the jelly. The ants ate the sweetjelly.3. Three propositionsa. The ants ate the sweet jelly which was on the table4. Four propositionsThese 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. The ants in the kitchen ate the sweet jelly which was on the tableb. When asked to identify the story read, most people remember the story with 4 propositionsc. Visual-spatial information: stored as propositions (verbal statements) or images (visual representation)i. Evidence; scanning, mental rotation, eidetic imagery1. Scanninga. Memorizing certain locations on a mapi. Takes more effort to locate and map further distances than closer ones2. Mental rotationa. Present subjects with letters and mirror images of those letters (rotated from varying degrees)b. Subjects supposed to identify if the image is mirrored or simply rotatedi. Images that are rotated take longer to identify if they are mirrored or not1. Subjects mentally rotate the figure to the upright position and compare it to an item stored in memory3. Eidetic imagerya. Long lasting detailed images of a visual scenei. Picture from Alice in Wonderland shown for 30 seconds to elementary schoolers; some kids were able to retain a vivid image of the picture1. About 10% of kids retain this vivid imageii. Remains in memory longer than items in STMII. Concepts/organization of knowledgea. Concepts=categories of thingsi. Prototype theory of concepts: picture-like representation of a typical member of a category1. Word meanings and concepts aren’t just definitions, but represented by prototypes (known as the average and typical member)a. Evidence: Roschi. Subjects rate members of categories as more/less typical than others1. Ex: robins/bluebirds most often the typical bird, with ostriches and penguins more atypical birdsii. Subjects more accurate in recognizing typical examplesb. LTM storagei. May be hierarchical or based on an interlocking web-like design1. Web: one group of thoughts can be linked to another by a common trait2. Hierarchy: General traits gradually get more specific until they lead to a single itema. Each category has properties which are stored as high as possible in the hierarchy with lower categories inheriting the properties of the higher categories that they belong toi. Links between different categories ii. Canary=>bird=>animalb. One level (middle) of the hierarchy is the ‘basic level’ (bird,fish) is the level at which people think best about an objecti. From this level you can form prototypes of that object/organismsc. Use: allows people to organize, classify and infer quickly about an experiencei. Assists in reasoning and communicating about the worldIII. LTM; retrieval a. Forgetting in the short term:i. Declines sharply in the very beginning, and then declines gradually following that (the decline stabilizes over time)ii. Childhood amnesia: not many memories from a very early age because the brain structures responsible for LTM are immature (but memories increase with age)b. Due to decay (information is no longer in the brain), interference, or lack of appropriate retrieval cuesi. Interference1. Retroactive interference: inhibitory effect of new material on olda. Learning a new phone number or an address makes it hardto retrieve the old information2. Proactive interference: inhibitory effect of old material on newa. Learning how to pronounce a word wrong (‘colonel’) affects the ability to do it correctly in the futurei. Interference greatest when the learning tasks involve similar itemsc. Retrieval cuesi. Recall vs. recognition1. Recall: no stimulus is present to help in remembering (essay exam)2. Recognizing: stimulus is present to provide retrieval cues (MC exams)a. This is much easier (especially if a long time has passed since learning; info is harder to access with time and you need more retrieval cues)ii. Cues present when you learn something can act as retrieval cues that will later trigger the memory1. Context dependent memory: if you are tested in the same place as you learn the material in, then you will remember more if the place and time is different2. State dependent memory: word learning with or without marijuanaa. These are usually used for recall test (they provide better retrieval cues)d. Constructive effects in memoryi. Remembering is an active and inferential processthat is influenced by someone’s general knowledge of the world1. Bartlett: remembering pictures and storiesa. Subject one: given a picture (owl) and told to draw it half an hour laterb. Subject two: given the first subject’s picture and told to draw what the item isi. Pictures get less and less clear, and eventually the picture evolves to look more like a cat from behindc. Remembering stories: read Native American stories and had the subjects later retell the storyi. Parts of the stories that aren’t consistent with the students’ background were changed to fit the students’ beliefs1. Simplification of the story2. Changing the emphasis3. Assimilate (changing details to fit their own cultural background or knowledge)a. Examples: plot changes, word changes, word omissions2. Loftus: information given after an event is experienced can changethe way you remember that eventa. Showed traffic accident film: asked people questionsi. “How fast were the cars going when they hit each other?”ii. “How fast were the cars going when they smashed into each other?”1. Using ‘smashed’


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