1 Information Processing Module 21 2 Memory Overview Encoding: Getting Information In How We Encode...
-
Upload
braulio-bobbitt -
Category
Documents
-
view
219 -
download
0
Transcript of 1 Information Processing Module 21 2 Memory Overview Encoding: Getting Information In How We Encode...
1
Information
Processing
Module 21
2
Memory OverviewEncoding: Getting Information In How We Encode What We Encode
Storage: Retaining Information Sensory Memory Working/Short-Term Memory Long-Term Memory
Retrieval: Getting Information Out Retrieval Cues
3
Memory
Memory is any indication that learning has persisted over time. It is our ability to store and retrieve information.
Memory is the basis for knowing your friends, your neighbors, the English language, the national anthem, and yourself.
4
Figure 7.1: Basic Memory Processes
5
Studying Memory: Information Processing
Models
Keyboard(Encoding)
Disk(Storage)
Monitor(Retrieval)
Sequential Process How Memory Works Nova
• 21 13. According to the information-processing view of memory, the first stage in memory processing involves (AP99)
• (A) Retrieval• (B) Storage• (C) Rehearsal• (D) Encoding• (E) Transfer
6
7
Information Processing Model
Three Stages of Memory
8
Modifications to the Three-Stage Model
1. Some information skips the first two stages and enters long-term memory automatically.
2. Since we cannot focus on all the sensory information received, we select information that is important to us and actively process it into our working memory.
9
Working Memory
A newer understanding of short-term memory that involves conscious, active
processing of incoming auditory and visual-spatial information, and of information
retrieved from long-term memory
10
Encoding: Getting Information In
How We Encode
1. Some information (route to your school) is automatically processed.
2. However, new or unusual information (friend’s new cell-phone number) requires attention and effort.
11
Automatic Processing
We process an enormous amount of information effortlessly, such as the
following:
1. Space: While reading a textbook, you automatically encode the place of a picture on a page.
2. Time: We unintentionally note the events that take place in a day.
3. Frequency: You effortlessly keep track of how many times things happen to you.
12
Effortful Processing
Committing novel information to
memory requires effort just like
learning a concept from a textbook.
Such processing leads to durable and accessible memories.
Spencer G
rant/ Photo E
dit
© B
ananastock/ Alam
y
13
Rehearsal
Effortful learning usually requires
rehearsal or conscious
repetition.
Ebbinghaus studied rehearsal by using nonsense syllables: TUV YOF GEK XOZ
Hermann Ebbinghaus(1850-1909)
http://ww
w.isbn3-540-21358-9.de
14
Rehearsal
The more times the nonsense syllables
were practiced on Day 1,
the fewer repetitions were required to
remember them on Day 2.
15
Memory Effects
1. Spacing Effect: We retain information better when we rehearse over time.
2. Serial Position Effect: When your recall is better for first and last items on a list, but poor for middle items.
16
Encoding: Serial Position Effect
17
What We Encode Overview
1. Encoding by meaning2. Encoding by images3. Encoding by organization
18
Encoding Meaning
Processing the meaning of verbal information by associating it with
what we already know or imagine.
Encoding meaning (semantic encoding) results in better
recognition later than visual or acoustic encoding.
19
Visual Encoding
Mental pictures (imagery) are a powerful aid to effortful processing, especially
when combined with semantic encoding.
Showing adverse effects of tanning and smoking in a picture may be more powerful than simply talking about it.
Both photos: H
o/AP Photo
20
Encoding
21
Mnemonics
Imagery is at the heart of many memory aids. Mnemonic techniques use vivid imagery and organizational devices in
aiding memory.
22
Break down complex information into broad concepts and further subdivide
them into categories and subcategories.
Organizing Information for Encoding
1. Chunking2. Hierarchies
23
Chunking
Organizing items into a familiar, manageable unit. Try to remember the numbers below.
1-7-7-6-1-4-9-2-1-8-1-2-1-9-4-1
If you are well versed with American history, chunk the numbers together
and see if you can recall them better. 1776 1492 1812 1941.
24
Chunking
Acronyms are another way of chunking information to remember
it.
HOMES = Huron, Ontario, Michigan, Erie, Superior
PEMDAS = Parentheses, Exponent, Multiply, Divide, Add, Subtract
ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet
25
Encoding: Chunking Organized information is more easily recalled
26
Hierarchy
Complex information broken down into broad concepts and further subdivided
into categories and subcategories.
27
Encoding Summarized in a Hierarchy
28
Storage: Retaining Information Overview
Storage is at the heart of memory. Three stores of memory are shown
below:SensoryMemory
WorkingMemory
Long-termMemory
Encoding
RetrievalEncoding
Events
Retrieval
29
Sensory Memory
SensoryMemory
WorkingMemory
Long-termMemory
Encoding
RetrievalEncoding
Events
Retrieval
30
Whole Report
The exposure time for the stimulus is so smallthat items cannot be rehearsed.
R G TF M QL Z S
50 ms (1/20 second)
“Recall”R T M Z
(44% recall)
Sperling (1960)
31
Partial Report
Low Tone
Medium Tone
High Tone
“Recall”J R S
(100% recall)
Sperling (1960) argued that sensory memory capacity was larger than what was originally
thought.
50 ms (1/20 second)
S X TJ R SP K Y
32
Time Delay
“Recall”N _ _
(33% recall)
TimeDelay
50 ms (1/20 second)
A D IN L VO G H
Low Tone
Medium Tone
High Tone
33
Sensory Memory
The longer the delay, the greater the memory loss.
20
40
60
80
Perc
en
t R
ecog
niz
ed
0.15 0.30 0.50 1.00
Time (Seconds)
34
Sensory Memories
Iconic0.5 sec. long
Echoic3-4 sec. long
Hepatic< 1 sec. long
The duration of sensory memory varies for the different senses.
35
Working Memory
SensoryMemory
WorkingMemory
Long-termMemory
Encoding
RetrievalEncoding
Events
Retrieval
36
Working Memory Capacity
Working memory, the new name for short-term
memory, has a limited capacity (7±2) and a short
duration (20 seconds).
The Magical Number Seven, Plus or Minus Two(1956).
George Miller
M U T G I K T L R S Y P
Ready?
37
38
Chunking
F-B-I-T-W-A-C-I-A-I-B-M
You already know the capacity of the working memory may be increased by
“chunking.”
FBI TWA CIA IBM
But you didn’t know that you can handle
4 chunks
39
Duration
Peterson and Peterson (1959) measured the duration of working memory by
manipulating rehearsal.
CH??
The duration of the working memory is about 20 sec.
CHJMKTHIJ547
547544541…
40
Working Memory Duration
41
Long-Term Memory
SensoryMemory
WorkingMemory
Long-termMemory
Encoding
RetrievalEncoding
Events
Retrieval
42
Long-Term Memory
Essentially unlimited capacity store.
R.J. E
rwin/ Photo R
esearchers
43
Memory Feats
44
Memory Stores Quick Look
FeatureSensoryMemory
Working Memory
LTM
Encoding Copy Phonemic Semantic
Capacity Unlimited 7±2 Chunks Very Large
Duration 0.25 sec. 20 sec. Years
45
Storing Memories in the Brain
1. Loftus and Loftus (1980) reviewed previous research data showing, through brain stimulation, that memories were etched into the brain and found that only a handful of brain stimulated patients reported flashbacks.
2. Using rats, Lashley (1950) suggested that even after removing parts of the brain, the animals retain partial memory of the maze. Mapping Memory
in the brain
46
Synaptic Changes
In Aplysia, Kandel and Schwartz (1982) showed that serotonin release from
neurons increased after conditioning.P
hoto: Scientific A
merican
Link to Aplysia at nova
47
Synaptic Changes
Long-Term Potentiation (LTP) refers to synaptic
enhancement after learning (Lynch, 2002).
An increase in neurotransmitter
release or receptors on the receiving neuron
indicates strengthening of synapses.
Both P
hotos: From
N. T
oni et al., Nature, 402, N
ov. 25 1999. Courtesy of D
ominique M
uller
Link to Memory in action at Nova 3:07
48
Stress Hormones & MemoryFlashbulb memories are clear memories of emotionally significant moments or events.
Heightened emotions (stress-related or otherwise) make for stronger memories.
Scott Barbour/ G
etty Images
49
Storing Implicit & Explicit Memories
Explicit Memory refers to facts and experiences that one can consciously know
and declare. Implicit memory involves learning an action while the individual
does not know or declare what she knows.
50
Hippocampus
Hippocampus – a neural center in the limbicsystem that processes explicit memories.
Weidenfield &
Nicolson archives
Clive Wearing at AM
Clive on YT
51
Fig. 7-23, p. 286
52
No New Memories
Amnesias
AnterogradeAmnesia
(HM)
Retrograde amnesia
Surgery
After losing his hippocampus in surgery, patient Henry M. (HM) remembered
everything before the operation but could not make new memories. We call this
anterograde amnesia.
Memory Intact
How memory works at Nova 10:15
Memory intact
Surgery
No old memories
53
Implicit & Explicit Memory
HM is unable to make new memories that aredeclarative (explicit), but he can form newmemories that are procedural (implicit).
CBA
Towers of Hanoi Link
54
Cerebellum
Cerebellum – a neural center in the hindbrain that processes implicit memories.
55
Retrieval: Getting Information Out
Retrieval refers to getting information out of the memory store.
Spanky’s Yearbook A
rchive
Spanky’s Yearbook A
rchive
56
Recognition
In recognition, the person must identify an item amongst other choices. (A
multiple-choice test requires recognition.)
1. Name the capital of France.
a. Brusselsb. Romec. Londond. Paris
57
Recall
In recall, the person must retrieve information using effort. (A fill-in-the
blank test requires recall.)
1. The capital of Louisiana is ______.
New Orleans….
58
Retrieval Cues
Memories are held in storage by a web of associations. These associations are like
anchors that help retrieve memory.
Fire Truck
truck
red
fire
heatsmoke
smellwater
hose
59
Information is retrieved from memory through spreading activation
Semantic Networks
60
Priming
To retrieve a specific memory from the web of associations, you must first
activate one of the strands that leads to it. This process is called priming.
61
Memory Test #2• Memorize the following words (List 1)
• read, pages, letters, school, study, reading, stories, sheets, cover, pen, pencil, magazine, paper, words
62
Memory Test #2• Now…write down any words from the
following list which were on the List 1:
• house, pencil, apple, shoe, book, flag, rock, train, ocean, hill, music, water, glass, school
63
Memory Test #2• Did you say that "book" was on list 1? Only
pencil and school were on list 1.
• Why do so many people think “book” was on List 1?
64
Memory Test #3• Memorize the following words (List 1)
• sheets, pillow, mattress, blanket, comfortable, room, dream, lay, chair, rest, tired, night, dark, time
65
Memory Test #3• Now…write down any words from the
following list which were on the List 1:
• door, tree, eye, song, pillow, juice, orange, radio, rain, car, sleep, cat, dream, eat
66
Memory Test #3• Did you say that "sleep" was on list 1? Only
pillow and dream were on List 1• Why do so many people think “sleep” was on
List 1?• Constructive Memory • This is an example of a false memory. Using
semantic encoding is good, but it can lead to semantic errors. Many people get a “false positive” error when a word shows up in List 2 that is semantically similar to many words in List 1.
67
Context Effects
Scuba divers recall more words underwater if they learned the list underwater, while
they recall more words on land if they learned that list on land (Godden &
Baddeley, 1975).
Fred McC
onnaughey/ Photo Researchers
68
Context Effects
After learning to move a mobile by kicking, infants most strongly respond when
retested in the same context rather than in a different context (Rovee-Collier, 1993).
Courtesy of C
arolyn Rovee-C
ollier, R
utgers University
69
Déjà VuDéjà Vu means “I've experienced this before.” Cues from the current situation may unconsciously trigger retrieval of an
earlier similar experience. ©
The N
ew Y
orker Collection, 1990. L
eo Cullum
from
cartoonbank.com. A
ll Rights R
eserved
70
Retrieving Incomplete Knowledge
• Tip-of-the-tongue Phenomenon– “The answer is on the tip-of-my-tongue… It
starts with Q….”
• Feeling-of-knowing Experience – If you don’t know the answer, how likely is it that you could recognize the answer? People are good at this. They “know it” but can’t retrieve it.
71
Moods and Memories
We usually recall experiences that are consistent with our current mood (state-
dependent memory). Jorgen Schytte/ Still Pictures
Our memories are mood-congruent.Emotions, or moods, serve as retrieval cues.
72
EXPLORING PSYCHOLOGY(7th Edition in Modules)
David Myers
PowerPoint SlidesAneeq Ahmad, Garber
editsHenderson State
University
Worth Publishers, © 2008