Chapter 8 Memory. Memory: Some Key Terms Memory: Active system that stores, organizes, alters, and...
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Transcript of Chapter 8 Memory. Memory: Some Key Terms Memory: Active system that stores, organizes, alters, and...
![Page 1: Chapter 8 Memory. Memory: Some Key Terms Memory: Active system that stores, organizes, alters, and recovers (retrieves) information Encoding: Converting.](https://reader035.fdocuments.us/reader035/viewer/2022062321/56649e6f5503460f94b6c7a2/html5/thumbnails/1.jpg)
Chapter 8Memory
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Memory: Some Key Terms
• Memory: Active system that stores, organizes, alters, and recovers (retrieves) information
• Encoding: Converting information into a useable form
• Storage: Holding this information in memory for later use
• Retrieval: Taking memories out of storage
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Sensory Memory
• Sensory memory: Storing an exact copy of incoming information for a few seconds or less (either what is seen or heard); the first stage of memory
• Iconic memory: A mental image or visual representation
• Echoic memory: After a sound is heard, a brief continuation of the activity in the auditory system
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Short-Term Memory (STM)
• Storing small amounts of information briefly– Working memory: Part of STM; like a
mental “scratchpad”– Selective attention: Focusing (voluntarily)
on a selected portion of sensory input (e.g., selective hearing)
– Phonetically: Storing information by sound; how most things are stored in STM
• Very sensitive to interruption or interference
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Long-Term Memory (LTM)
• Storing meaningful information relatively permanently
• Stored on basis of meaning and importance
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Short-Term Memory Concepts
• Digit span: Test of attention and short-term memory; string of numbers is recalled forward or backward
• Magic number 7 (±2): STM is limited to holding seven (plus or minus two) information bits at once– Information bit: Meaningful single piece of
information, like numbers or letters
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More Short-Term Memory Concepts
• Recoding: Reorganizing or modifying information to assist storage in memory– Information chunks: Bits of information that
are grouped into larger units
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Maintenance Rehearsal
• Repeating information silently to prolong its presence in STM
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Elaborative Encoding
• Links new information with existing memories and knowledge in LTM– Good way to transfer STM information into
LTM
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Long-Term Memory Concepts
• Constructive processing: Updating memories on basis of logic, reasoning, or adding new information
• Pseudo-memories: False memories that a person believes are true or accurate
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Cognitive Interview
• Use of various cues and strategies to improve eyewitness memory
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Redintegration
• Memories that are reconstructed or expanded by starting with one memory and then following chains of association to related memories
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Types of Long-Term Memories
• Procedural (skilled): Long-term memories of conditioned responses and learned skills (e.g., driving)
• Declarative (fact): Part of LTM that contains factual information
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Subparts of Declarative Memory
• Semantic memory: Includes impersonal facts and everyday knowledge
• Episodic: Includes personal experiences linked with specific times and places
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Measuring Memory
• Tip-of-the-tongue (TOT) state: Feeling that a memory is available but not quite retrievable
• Feeling of knowing: Feeling that allows people to predict beforehand whether they’ll be able to remember something
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Recall
• Direct retrieval of facts or information– Hardest to recall items in the middle of an
ordered list; known as the serial position effect – Easier to remember first and last items in a list
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Measuring Memory Continued
• Recognition memory: Previously learned material is correctly identified– Usually superior to recall
• Distractors: False items included with a correct item– Wrong choices on multiple-choice tests
• False positive: False sense of recognition
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More on Measuring Memory
• Relearning: Learning again something that was previously learned– Used to measure memory of prior learning
• Savings score: Amount of time saved when relearning information
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Measuring Memory Concluded
• Explicit memory: Past experiences that are consciously brought to mind
• Implicit memory: A memory not known to exist; memory that is unconsciously retrieved
• Priming: When cues are used to activate hidden memories
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Curve of Forgetting
• Graph that shows the amount of memory information remembered after varying lengths of time
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Forgetting
• Nonsense syllables: Meaningless three-letter words (fej, quf) that test learning and forgetting
• Encoding failure: When a memory was never formed in the first place
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Don’t Forget These Terms!
• Memory traces: Physical changes in nerve cells or brain activity that occur when memories are stored
• Memory decay: When memory traces become weaker; fading or weakening of memories
• Disuse: Theory that memory traces weaken when memories are not periodically used or retrieved
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Some More Theories of Forgetting
• Memory cue: Any stimulus associated with a memory; usually enhances retrieval of a memory– A person will forget if cues are missing at
retrieval time
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State-Dependent Learning
• When memory retrieval is influenced by bodily state at time of learning; if your body state is the same at the time of learning AND the time of retrieval, retrievals will be improved– If Robert is drunk and forgets where his car is
parked, it may be easier to recall the location if he gets drunk again!
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Interference
• Tendency for new memories to impair retrieval of older memories, and the reverse
• Retroactive interference: Tendency for new memories to interfere with retrieval of old memories
• Proactive interference: Prior learning inhibits (interferes with) recall of later learning
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Transfer of Training
• Positive transfer: Mastery of one task aids learning or performing another
• Negative transfer: Mastery of one task conflicts with learning or performing another
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Repression and Suppression
• Repression: Unconsciously pushing painful, embarrassing, or threatening memories out of awareness/consciousness– Motivated forgetting
• Suppression: Consciously putting something painful or threatening out of mind or trying to keep it from entering awareness
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Memory Formation
• Retrograde Amnesia: Forgetting events that occurred before an injury or trauma
• Anterograde Amnesia: Forgetting events that follow an injury or trauma
• Consolidation: Forming a long-term memory in the brain
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Electroconvulsive Shock (ECS)
• Mild electrical shock passed through the brain produces a convulsion, destroys any memory that is being formed
• One way to prevent consolidation
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Memory Structures
• Hippocampus: Brain structure associated with emotion and transfer of information passing from short-term memory into long-term memory– If damaged, person can no longer “create”
long-term memories and thus will always live in the present
– Memories prior to damage will remain intact
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Flashbulb Memories
• Memories created during times of personal tragedy, accident, or other emotionally significant events– Where were you when you heard that
terrorists had attacked the USA on September 11th, 2001?
• Includes both positive and negative events• Not always accurate• Great confidence is placed in them even though
they may be inaccurate
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Eidetic Imagery
• Occurs when a person (usually a child) has visual images clear enough to be scanned or retained for at least 30 seconds
• Usually projected onto a “plain” surface, like a blank piece of paper
• Usually disappears during adolescence and is rare by adulthood
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Ways to Improve Memory
• Spaced practice: Alternating short study sessions with brief rest periods
• Massed practice: Studying for long periods without rest periods
• Lack of sleep decreases retention; sleep aids consolidation
• Hunger decreases retention
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Ways to Improve Memory (Cont)
• Selection: Selecting most important concepts to memorize
• Organization: Organizing difficult items into chunks; a type of reordering
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Ways to Improve Memory Concluded
• Whole Learning: Studying an entire package of information at once, like a poem
• Part Learning: Studying subparts of a larger body of information (like text chapters)
• Progressive Part Learning: Breaking learning task into a series of short sections
• Serial Position Effect: Making most errors while remembering the middle of the list
• Overlearning: Studying is continued beyond bare mastery
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Retrieval Strategies
• Knowledge of Results: Feedback allowing you to check your progress
• Recitation: Summarizing aloud while you are learning
• Rehearsal: Reviewing information mentally (silently)
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Mnemonics: Memory “Tricks”
• Any kind of memory system or aid – Use mental pictures– Make things meaningful– Make information familiar– Form bizarre, unusual, or exaggerated
mental associations
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Keyword Method
• Aid to memory; using a familiar word or image to link two items
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Using Mnemonics to Remember Things in Order
• Form a chain or story: Remember lists in order, forming an exaggerated association connecting item one to two, and so on
• Take a mental walk: Mentally walk along a familiar path, placing objects or ideas along the path
• Use a system