Foundations of Psychology Review 3MemoryTypes- Episodico Memory from personal experience (what you did, only you know)- Sematico Knowledge that you acquire (cognitive ability to memorize for an exam)- Proceduralo Skills that become automated (writing, riding a bike, swimming, walking) sequences of movementsMemory can also be divided into:- Implicito Memory that doesn’t require an effort to memorize, something you do daily- Explicito Memory that is deliberately memorized (something you don’t usually do)Basic processes of memory:1. Encodinga. Taking in2. Storagea. Maintaining the information over time3. Retrievala. Having access to the information by recalling or recognitionRole 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 memoryRole of rehearsal in STM and LTM: Rehearsing moves it from short-term to long-term memory. Elaborative memory keeps it in long-term memoryStages of information process:1. Sensory memorya. Auditory, visual, somato-sensory, gustatory and olfactoryb. Remains no longer than 0.5 seconds in the memoryc. When you don’t pay attention, it only remains in the sensory memory for a brief amount of timed. 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 memorya. Information that we are aware of or thinking aboutb. Information remains about 20- 30 seconds in the short term memoryc. Stored by rehearsald. Can be just seconds if no rehearsale. We can memorize 5-9 or 7 ± 2 bits of informationf. Paying attention to sensory memories generates the information in short-term memoryg. Attending to this information (rehearsing) allows it to move to the next stage (LTM)3. Long term memorya. Storage in the long term memory is permanentb. Association and rehearsal of the short- term memoryc. You have to elaborately rehearse itd. 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 wordsLong- 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 properlyTip of the tongue phenomenon: Temporary failure to remember something you know accompanied by a feeling that it is just out of reachMood- 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 memoryRetrieval:- 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 memoryInterference 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 knowEncoding 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 availableat 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 memoryMotivated 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 memoryEffects of head injury to humansInterrupting consolidation process, when concussion no memory happensRetrograde 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 recoversIntelligencePsychological test: is a standardized measure of a sample of your behavior. Measures mental ability; used to measure individual differences2 Types of tests:- Mental ability testso Intelligence: Assess general intellectual potentialo Aptitude: Assess specific types of mental abilities (verbal reasoning, numerical ability, formal reasoning, perceptual speed and accuracy, language skills) presence of some potentialo Achievement: Assess specific mastery of knowledge (math, history etc.)- Personality testsAny
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