9 25 EXP3604C Exam 2 Notes Memory has 3 stages encoding storage and retrieval Repetition isn t what leads to encoding do you remember all the details on a penny Length of time studying doesn t lead to encoding Glenberg experiment Had to study a 4 digit number for 2 sec Also had to rehearse a distractor word for either 2 6 or 8 sec Asked to recall the word instead of the number No correlation between length of time rehearsing and correct recall Amount of effort taken to study doesn t work either Emotional pleasantness unpleasantness does Emotionally significant memories are the clearest Pollyanna principle remember pleasant things better Levels of processing from low to high letters numbers rhyming meaning Meaningful thinking and processing does lead to better remembering Testing yourself on how well you remember something also works Craik and Lockhart proposed that memory is a byproduct of processing Don t have to memorize or use a lot of effort Shallow processing forget Deeper processing remember better Deeper processing creates distinctiveness between items making them easier to pick out and recall Reduces interference by making them different Elaboration adding information onto items making connections and continuing thoughts Also works at improving memory Attention is a huge requirement for memory Heur and Reisberg experiment Hear story of a child who either goes through physical trauma or has a typical day Those who heard about the trauma remembered the story events 3x better The hippocampus memory and amygdala emotions are right next to each other in the brain Cahill experiment Watch 12 video clips some depict violent crimes Violent crimes remembered better Amygdala activity long term recall Adaptive memory considers whether remembering something has evolutionary or survival value Info that would increase survival emotionally pleasant info other info Flashbulb memory very emotional events are burned into the brain However memories change over time At first will focus on the most intense parts of an event Later the intensity fades and will remember different things Types of long term memory Episodic events Semantic facts Procedural how to perform a task Memory can be strengthened by self referencing There are also different memory techniques Spacing studying for a little bit then taking a break before continuing Mnemonics make a word or sentence out of letters ROY G BIV order of planets Narrative method make a story involving each item or object in order Loci method pair each item with a place then imagine travelling to the locations in order Retrieve bring out a memory Recall bring out a memory with no cues Recognition bring out a memory with cues 9 25 cnt d 9 27 Free recall have to remember without any cues hardest retrieval task short answer questions Cue recall given cues hints keywords Medium difficulty Recognition have to tell what something is if it was there or not Easiest multiple choice Tulving and Pearlstone experiment Study list of 48 items which are in 12 categories of 4 words each Subjects remembered more in cue recall than free recall Availability in memory somewhere Accessibility can be brought out and remembered Retrieval cues can include context like when you go into a room and forget what you wanted to do Entering into old context and retracting previous actions can help Godden and Baddeley experiment Divers study 20 words either underwater or on land Memory was tested either in same context as before or different Remembered more if in same context that they studied in Studying in the same context you would be tested in improves memory Similar tests show the same for arousal or emotional states Mood congruence remember better if in same mood as encoded Dijkstra being in same body position during studying and testing slightly improves memory Encoding specificity unique way that information is encoded into memory with cues Ex focusing on a specific detail such as heaviness or sound to remember piano Memory better if studying with same cues hints that would be on the test Mnemonics can include associating two pieces of information together To remember a face with a name it helps to find a facial detail that sticks out Pair this detail with an object and create a mental image to remember the person by Cues can include any information during encoding Evolution explains forgetting as a survival skill Says we don t need to remember everything just what is useful Doesn t explain why we forget things that we actually do need to remember Decay theory time leads to forgetting Older memories forgotten more than newer ones Not true Some older memories last while newer ones fade away Interference theory interference causes some memories to fade Proactive interference new info disrupted with lots of similar past things Retroactive interference old info disrupted with lots of similar new things Smith and Moynan experiment Had to study lists of taboo words cancer AIDs curse words Having to learn lists interferes with memory First time subjects remember material better than veteran subjects Context theory events location and emotion all affect memory 9 27 cnt d Smith experiment Study words in one context When remembering either kept in same context switched or asked to imagine old context Those who imagined old context did almost as well as those who were actually in it Sahakyan and Kelley experiment Study words in one context then asked to forget them Told to imagine a different context or think of something else This caused subjects to forget 10 2 Sir Frederic Bartlett remembering is like problem solving Construct a memory during encoding then add to the event Reconstruct memory during retrieval When remembering something the gist of things tends to stay the same Omission errors forgetting minor details Normalization errors adding additional info to make the material make sense Schema organized knowledge of the world Script type of schema describes correct sequence for something how to dine at a restaurant etc Brewer and Treyens memory task Look at a picture of an office and unknowingly encode it Later remembered objects that weren t there Remembered them based on what they expected to find in a typical office Anderson and Pichert experiment Had to roleplay as either a homebuyer or burglar Read story describing details of a house Perspective affects how info is remembered Script structure captures general info on routine or typical things Includes typical roles actions
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