PSYC 101 1st Edition Lecture 8 Outline of Last Lecture: End of Brain; Memory IntroductionII. Hemispheric Specialization a. Corpus CallosumIII. PlasticityEnd of Brain IV. Memory a. Short-Term Memoryb. Long-Term MemoryV. Types of Memorya. Declarative (Explicit)i. Episodicii. Semanticb. Nondeclarative (Implicit) i. Motor Memoryii. Classical Conditioningiii. Implicit Attitude Formationc. Sensory Memoryi. Echoicii. IconicOutline of Current Lecture: Memory ContinuedVI. AttentionA. SizeB. IntensityC. NoveltyD. IncongruityE. EmotionF. Personal Significance VII. Encoding Processesa. Processingi. Automaticii. Effortfulb.Rehearsal i.MaintenanceThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.ii.ElaborativeVIII.Encodinga. Elaborative Rehearsalb. Mnemonicsc. Chunkingd. Hierarchiese. Acronyms IX. Serial Position Effect X. Storage a. Long-Term Potentiation b. Fast Consolidationc. Slow ConsolidationXI. Retrieval a. Primingb. Contextc. Moodd. Retrieval CuesXII. Forgettinga. Storage Decayb. Retrieval Failurei. Retroactive Interferenceii. Proactive Interference iii. MisinformationCurrent LectureII. Attention: critical concept for information processing; things automatically stick outa. Size: large itemsb. Intensity: bright & loud stimulic. Novelty: new & unusual – if tied into something learned or already knownd. Incongruity: things out of place contextuallye. Emotion: strong emotional attachmentsf. Personal Significance: personally important III. Encoding Processesa. Processingi. Automatic Processing: ex: remembering what you ate for lunch with a friendii. Effortful Processing: ex: facts, class informationb. Rehearsal i. Maintenance Rehearsal: rote repetition of an item’s auditory or visual representation – lowest level of remembering; ex: flash cards ii. Elaborative Rehearsal: place information into context, attach to a schema,make it your own – highest level of learningIV. Encodinga. Elaborative Rehearsalb. Mnemonics: ex: Please Excuse My Dear Aunt Sally - algebraic process c. Chunking: keeping similar things together d. Hierarchies: ordered chunking i. Deliberately re-expose yourself to informationii. Deliberately re-expose yourself to information in an elaborative fashioniii. Deliberately re-expose yourself to information in an elaborative fashion atfixed, spaced intervals e. Acronyms: abbreviated form of a phrase: ex: A.S.A.P. – as soon as possible V. Serial Position Effect: the tendency for a person to recall the first and last items in a series best, and the middle of the series the worst a. Ex: person is supposed to recall a series of numbers: 237949273701; the person will most likely be able to recall first few numbers: 2379 & the last few numbers: 3701 – but not the middle of the seriesVI. Storagea. Long Term Potentiation (LTP): making connections in the brain stronger i. Frequent Exposure: the brain begins sending more signals, creating additional axon terminal buttons, and dendrites make more receptor sitesii. Must be active or signal weakensiii. Ex: 2+2=4; connection in the brain is so strong, takes almost no effort to solve the basic math skill b. Fast Consolidation (LTP): automatic, quick into memory; ex: personal experiencec. Slow Consolidation (LTP): a loop between sensory areas (perception), encoding processes, and hippocampus; ex: have to study VII. Retrieval a. Priming: how recently it was used; how important it was b. Context: the time & place of the memoryc. Mood: place and condition; where / how you felt has a huge impact on how you remember itd. Retrieval Cues: help tie together pieces to remember somethingVIII. Forgettinga. Storage Decay: once in long-term memory, may decay without use; deteriorate b. Retrieval Failurei. Retroactive Interference: when newly learned information inhibits the retrieval of previously learned material 1. Ex: changing a password – once it is changed, the old password may be forgotten quickly ii. Proactive Interference: when information learned previously inhibits the retrieval of newly learned information1. Ex: if a baseball player goes golfing, it may be difficult to properly swing the golf club, instead he may swing the club like he swings abaseball bat iii. Misinformation: information is disassociated – related but separate; information is stored in various places, yet stays connected – creating binding issue for false
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