Psych 100 1H Focus Questions Chapter 9 pg 325 end Class 20 10 11 2013 1 Define the terms maintenance rehearsal and encoding rehearsal What is evidence for the value of elaboration particularly as it relates to school learning maintenance rehearsal process by which a person holds information in working memory for a period of time holding info in STM encoding rehearsal process by which a person encodes information into long term store converting held info in STM to LTM evidence for value of elaboration relating to school learning immediate goal of elaboration is to understand perhaps the most effective way to encode information into long term memory Experiment in study with fifth graders Results found that students who received high marks in school were far more likely to use elaborate rehearsal than those who received lower marks Ex one passage described two different boomerangs a returning kind and non returning kind each used for different purposes Successful students reported they rehearsed material by asking themselves questions about it but less successful students just simply read the material Experiment students are taught to write down questions about every textbook section they read and the lecture notes Students who were taught the material scored higher than those who didn t the R2 of the SQ3R method S survey skim of outline Q questions 1st R read material 2nd R recitation 3rd R recall adding examples relationships strings fig 9 9 asking questions about material the Q of the SQ3R method Bransford et Al study with 5th graders 2 How does organization promote encoding Describe how chunking hierarchical organization and visualization play a role in this process Organization promotes encoding organization can improve memory by revealing or creating link among items that would otherwise be perceived as separate chunking decreases the number of items to be remembered and increases amount of information in each item e g grocery lists into sub groups fruits vegetables dairy etc use mnemonic devices ex F A C E ROY G BIV multiple level outlines like this one ex final exam question Tell me all you know about psychology Long term working memory a special type of LTM holding interrelated chunked patterns of information ex a medical syndrome pattern chess board positions symphony conductor memorizing a total orchestra score etc hierarchical organization related items are clustered together to form categories related categories form larger categories and so on serial complexity fig 9 11 ex biological taxonomy book table of contents Halpern study of organized and random lists of song titles visualization encode pictures or visual scenes into long term memory in a non verbal form which can be recalled later into the visuospatial sketchpad of working memory visual and verbal memories interact mental images of pictures diagrams figures cartoons written words etc mnemonic methods peg associate objects with numbers familiar words etc ex one gun two show three tree four door etc place walk a familiar route and place items to be remembered along the pathway Additional Notes availability accessibility 3 What does the case of H M tell us about the encoding of long term memories What brain areas are involved in this encoding and what evidence do we see for gradual consolidation of long term memories Be sure to include a discussion of retrograde amnesia retrieval and sleep case of H M tell us about encoding of long term memories H M underwent surgery for severe epilepsy Left him unable to encode new explicit long term memories He was able to remember all events before the operation but when his attention was distracted all the information he was thinking about would be lost and he would be unable to recall it later Ex remembered the number 584 for 15 minutes loss of portion of temporal lobe and underside portion of limbic system memory of pre operation events no new encoding of LTM brain areas involved in encoding temporal lobe amnesia areas of destruction strongly correlated with the hippocampus people with intact brains are presented new information to memorize they have increased activity in the hippocampus and other parts of the temporal lobe Inability to store memories would lock organism into present no recall of any past no ability to plan for future no recall of information no recall of future plans immediately after they were made evidence we see from gradual consolidation of long term memroies consolidation process by which labile memory form is converted to stable form theory today is labile form of long term memory involves neural connection in the hippocampus and stable form involves neural connections in the cerebral cortex when people recall memories that were acquired recently neural activity in hippocampus increases but when recall memories that were acquired years earlier increase activity occurs in the cerebral cortex Consolidation process of making STM into LTM involves temporal lobes hippocampus and prefrontal cortex fig 9 12 retrograde amnesia loss of memories of events before an injury generally time graded retrieval sleep Amnesias loss of memories temporal lobe amnesia often from stroke involving hippocampus and limbic systems anterograde amnesia inability to form LTM after injury retrograde amnesia time graded loss of memories before injury major implication indicates memories are labile at first and then over time become solid 4 How do we use mental associations to retrieve information from long term memory Include the terms association by contiguity and association by similarity How can memory be conceptualized as a network and what type of rehearsal facilitates memory retrieval use mental associations to retrieve information from long term memory association by contiguity some concepts are associated because they occurred together contiguously in the person s previous experience Ex napkin and plate associated together association by similarity items that share one or more properties in common are linked in memory whether or not they were ever experienced together Ex think apple might evoke thought of rose because they re both red memory be conceptualized as a network what type of rehearsal facilitates memory retrieval 5 Differentiate between schemas and scripts How do preexisting beliefs suggestion imagination and social pressure distort memory Provide evidence in your response schemas scripts preexisting beliefs suggestion imagination social pressure distort memory 6
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