Memory Types of memory Episodic Refers to memory for personal experience Semantic Refers to generalized formal knowledge of the world Procedural Refers to memory for learned skills Implicit Prior experiences that influence you These experiences are not intentionally remembered Explicit Deliberately remembered events Basic processes Encoding acoustic visual semantic Storage Maintaining info over time short term and long term Retrieval having access to that info by recall and recognition Role of attention When you sense something Sensory memory you can only store it in sharp memory if you pay attention By attending to stimuli you can pass the info from sensory memory to short term memory Information processing model Consists of 3 stages in order Sensory memory then short term memory then long term memory To store info properly it needs to go through all 3 stages in that order Duration and capacity of types of memory Sensory memory auditory visual somatosensory gustatory olfactory Very brief about half a second Short term or working memory 7 2 chunks of info about 20 seconds Long term memory Unlimited capacity lasts until you forget but can later remember if correct info is presented Role of rehearsal in STM and LTM Rehearsal is the principal method of remembering in STM When you sense something you can only KEEP it in short term memory but if you rehearse it practice repeat you can store it in long term memory Serial position effect Experiment listen to list of words and then asked to write a list Primacy effect When you only remember the beginning of something but forget the middle it is a tendency Why Because things e g words at the beginning have the opportunity to be rehearsed more than the things in the middle stored in LTM Recency effect When you only remember the end of something and forget the middle it is a tendency as well Why Because things are still stored in short term memory LTM Long Term Memory Conceptual hierarchy There are many categories by which we store info When you study something easy and then something more complex the easier thing will be stored as most important because it is more basic It is stored in your long term memory Semantic network Relating one category in the conceptual hierarchy to the next You store things based on the meaning Forgetting Deficiency in encoding storage and retrieval Ineffective encoding lack of attention Forgetting may be due to this sometimes but it isn t really forgetting because the info was not in memory in the first place Pseudo forgetting Tip of the tongue phenomenon Temporary failure to remember something you know it is accompanied by a feeling that is just out of reach Mood Congruent Retrieval The mood in which you were in when you stored a memory is recreated Retrieval it helps gain access again to memories It can be a letter a sound word etc Ways of measuring retention There are 3 1 Recall Reproduce information without external cues reminder factor help 2 Recognition Select previously learned material from a range of options MC test 3 Relearning How much time does it take to learn previously learned material First time may take one hour to relearn a list of words three weeks later it may take only 10 minutes to relearn the list Ebbinghaus s Forgetting Curve L shaped He used syllables with no meaning placed them in flash cards and studied them repeatedly then he tried to remember Graph tells you how long it took him to forget It tells us that if the info does not mean anything to you you will forget it within 9 hours Average human remembers less than 40 of the items after 9 hours if the info is not relevant to the subject Decay Theory Impermanence of memory storage Theory says that memory traces fade away with time It is very TRUE for sensory and short term memory but FALSE for long term memory Interference Theory Experiment subjects receive information Some go to sleep and others stay awake Those awake retain less because of interference from competing info Therefore it is determined that Interference negatively impacts retention Retroactive difficulty retaining OLD material because of what you are presently learning already know Proactive Interference Difficulty in retaining NEW material because of what you Encoding Specificity Principle Usefulness of retrieval cue depends on how well it corresponds with memory code How well you record something will determine how well you will remember it Motivated Forgetting When you try to forget something repress un purpose they are kept buried in the unconscious Bad test scores bad experiences Retrograde Amnesia Refers to inability to REMEMBER past events remote or recent BEFORE trauma Anterograde Amnesia Refers to an inability to FORM new memories Just AFTER trauma Intelligence Psychological Test Standardized measure of a sample of your behavior The test response is a sample of your behavior It measures mental abilities aptitudes interests and aspects of personality They are used to measure individual differences but are NOT precise measuring devices Mental ability tests 3 major types Intelligence tests assess general intellectual potential IQ tests The most widely used modern tests for intelligence are Stanford Binet Wechsler Intelligence Scale for Children WISC Wechsler Adult Intelligence Scale WAIS Each consisting of a series of 10 or more subtests vocabulary similarities digit span information etc Aptitude tests Assess specific types of mental abilities such as verbal reasoning numerical ability formal reasoning perceptual speed etc SAT Achievement tests Assess specific mastery of knowledge such as math history etc GRE AP IB The Two Fundamental Requirements for tests Reliability Test retest correlation Repeated administration should yield similar results results from first and second administration should depict HIGH positive correlation Validity Test should measure what it claims to measure 3 subcategories in validity o Content Validity Test should adequately cover the subject matter o Predictive Validity Test claims to predict performance on job college etc o Construct Validity We often measure very abstract concepts such as intelligence These concepts are also called Hypothetical constructs vocabulary categorization historical and current info objects assembly putting together puzzles mazes tracing them simple arithmetic problems Standardization Uniform procedures in administration and scoring of a test Test norm Normative sample Where does a score on a psychological
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