Foundations of Psychology Review 3 Memory Types Episodic Sematic Procedural Implicit daily Explicit o Memory from personal experience what you did only you know o Knowledge that you acquire cognitive ability to memorize for an exam o Skills that become automated writing riding a bike swimming walking sequences of movements Memory can also be divided into o Memory that doesn t require an effort to memorize something you do o Memory that is deliberately memorized something you don t usually do Basic processes of memory 1 Encoding a Taking in 2 Storage 3 Retrieval a Maintaining the information over time a Having access to the information by recalling or recognition Role of attention attention focus awareness on a narrow range of events or stimuli attending to stimuli moves them over from sensory memory to short term memory working memory Role of rehearsal in STM and LTM Rehearsing moves it from short term to long term memory Elaborative memory keeps it in long term memory Stages of information process 1 Sensory memory a Auditory visual somato sensory gustatory and olfactory b Remains no longer than 0 5 seconds in the memory c When you don t pay attention it only remains in the sensory memory for a brief amount of time d We attend to only certain aspects of this sensory memory allowing some of this information to pass into the next stage short term memory 2 Short term memory Information that we are aware of or thinking about Information remains about 20 30 seconds in the short term memory a b c Stored by rehearsal d Can be just seconds if no rehearsal e We can memorize 5 9 or 7 2 bits of information f Paying attention to sensory memories generates the information in short g Attending to this information rehearsing allows it to move to the next term memory stage LTM 3 Long term memory a Storage in the long term memory is permanent b Association and rehearsal of the short term memory c You have to elaborately rehearse it d Elaborative rehearsal e Sometimes you try to memorize it using conceptual hierarchy semantic network organize the information by meaning Serial position effect Experiments show that when participants are presented with a list of words they tend to remember the first few and last few words and are more likely to forget those in the middle of the list Primary effect Tendency to recall earlier words Recency effect Tendency to recall later words Long term memory how you store Semantic network model This model suggests that certain triggers activate associated memories for example thinking about a particular place might trigger other memories associated with the place organize your knowledge Conceptual hierarchy refers to how we learn Forgetting Deficiency in encoding storage or retrieval Pseudo forgetting Inefficiency in encoding the memory is not there in the first place Not spend time enough time to break down the information and store it properly Tip of the tongue phenomenon Temporary failure to remember something you know accompanied by a feeling that it is just out of reach Mood congruent retrieval When you can recreate the mood when the event took place Memory recalled based on mood When you store information in memory most of use cues to retrieve information You can also use mood to store and retrieve the memory Retrieval Recall Reproduce information without any external cues Recognition Select previously learned material from an array of options Relearning Memory retrieval involves relearning information that has been previously learned This often makes it easier to remember and retrieve information in the future and can improve the strength of memories Ebbinghaus forgetting curve The effect of when a person memorizes a list of non sense syllables after a period of time The average human subject remembers less than 40 percent of the items after nine hours The rate of forgetting levels off over time 20 Decay theory a memory trace is created every time a new theory is formed Decay theory suggests that over time these memory traces begin to fade and disappear If information is not retrieved and rehearsed it will eventually be lost Proposes that that trace fades Not considered to be correct for long term memory Engram imprint of something that you have been exposed to and somehow end up being in your memory elusive hard to find where it is represents a physical structure that correlates with the memory Interference theory Retroactive new information enters memory and replaces the old memory retro going backward new info prevents you from retrieving old information Proactive Difficult to retain new material because of what you already know Encoding specificity principle Provides a general theoretical framework for understanding how contextual information affects memory Specifically the principle states that memory is improved when information available at encoding is also available at retrieval Usefulness of retrieval cue depends on how well it corresponds with memory code Related to mood congruent corresponds with When you store information in memory most of use cues to retrieve information You can also use mood to store and retrieve the memory Motivated forgetting When you deliberately forget the memory repression of distressful thoughts Keep such thoughts buried in unconscious You are motivated to forget about the memory not going to be asked Repressed memory refers to things that supposedly happened to you and you have no memory Effects of head injury to humans Interrupting consolidation process when concussion no memory happens Retrograde amnesia Refers to an inability to remember past events remote or recent before trauma Anterograde amnesia Refers to an inability to form new memories just after trauma Difference between retrograde and anterograde Anterograde amnesia recovers retrograde amnesia never recovers Psychological test is a standardized measure of a sample of your behavior Measures mental ability used to measure individual differences Intelligence 2 Types of tests Mental ability tests o Intelligence Assess general intellectual potential o Aptitude Assess specific types of mental abilities verbal reasoning numerical ability formal reasoning perceptual speed and accuracy language skills presence of some potential o Achievement Assess specific mastery of knowledge math history etc Personality tests Any test should meet 2 criteria Reliability repeated test should show the same result Validity a test should measure what it claims to measure o Content What
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