l l l Today Show How to improve

l l l Today Show How to improve memory- 6 mins http: //www. youtube. com/watch? v=OL 3 BOSb. CLPM&safety_mode=true&per sist_safety_mode=1&safe=active 60 mins- people with really good memories – each one is 12 mins- part 1 different people’s stories, part 2 the science behind these people http: //www. cbsnews. com/video/watch/? id=7166313 n http: //www. youtube. com/watch? v=1 th 1 f. VIc 8 Vo&safety_mode=true&persist _safety_mode=1&safe=active

Warm up – don’t need to write l l l l What is the capacity of working memory? In your own words, what is encoding, storage and retrieval? What is the difference between maintenance and elaborate rehearsal? Who is the “King” of memory? What is the Serial Position Effect? Why is chunking needed? Using what you have learned about memory, list 3 ways you could study better.

Part 2 l Sensory Memory l Short Term Memory l Long Term Memory l

Storage: Sensory Memory: refers to the initial recording of sensory information in the memory system. All information is held here briefly (1/2 to 4 seconds) l Filter system- figures out if the stimuli is important Sensory Memories include both: 1. Iconic Memory: a momentary sensory memory of a visual stimuli. Memory only lasts for a few tenths of a second. 2. Echoic Memory: a momentary sensory memory for auditory stimuli. Sound memories can usually last up to 3 or 4 seconds. Sensory memory is very hard to measure since it fades as we try to measure it.

George Sperling’s Experiment to Measure Iconic Memory l

Demo 1 - Sensory Memory AGB TJK WLP

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How Does Sensory Memory Get Processed Into Memory? l Sensory memories disappear unless you focus your selective attention on the information. l Attention causes information to be further processed. l Rehearse things and make them relevant and meaningful to yourself l. Only way to get info into short term and then eventually into long term memory storage

l Storage: Short Term Memory Peterson Study l Demo l 1. 2 You want to remember TXL l 2. Start counting backwards from 100 by 3 s l 3. After 5 seconds write the trigram on your activity sheet Remember LTS l 4. After 20 seconds write the trigram on your activity sheet l 5. Why did you forget the trigram as time goes on

Storage: Short Term Memory l STM- has a limited capacity and duration l. Couple seconds l 7 +/- 2 l Remember random digits better than random letters l Remember things we hear better than things we see l If you use chunking, rehearsal and self reference you will remember things longer l Only through rehearsal and or self reference do short-term memories become long term memories.

Is Long Term Memory Like an Attic? l Sherlock Holmes: “I consider that a man’s brain is like a little empty attic, and you have to stock it with such furniture as you choose…It is a mistake to think that little room has elastic walls and can distend to any extent. Depend upon it, there comes a time when for every addition of knowledge you forget something you knew before. ” l Is this true?

Storage- Long Term Memory l Average adult has a billion bits of info in their memory l If you don’t properly encode info, it becomes hard to recall l. We don’t always encode info correctly l LTM= limitless capacity l Rajan Mahadeva = Pi experiment

Demo 3 l 2 169646151997252 46801296160894 l 4 -6 average l 10 -19 extraordinary l 20 -30 brilliant

So Where Are Memories Stored? l Karl Lashley searched for the brain “engram, ” physical “memory trace” in rats after they had run mazes from 1920 to 1955. l Lashley believed: l Learning was NOT localized, all parts of cortex worked together and as a whole.

Neural Basis and Emotional Impact For Memory l l Long Term Potentiation (LTP): refers to the long-lasting strengthening of the connection between 2 neurons. Is believed to be the neural basis for learning and memory. Process occurs naturally when we learn through association…after learning has occurred, neurons involved in process become more efficient at transmitting the signals. Drugs that block LTP affect learning drastically. Strong emotions make for stronger memories l Stress hormones boost impact on learning.

Storage Loss: Amnesia l Amnesia refers to the loss of memory. l Depending on the damage or disease different kinds of memories can be damaged l Amnesiac patients typically have losses in explicit memory. l Explicit Memory (declarative memory): memory of facts and experiences that one can consciously know and declare. l. My birthday is ……… l. Napoleon is…………

Hippocampus’s Role in Explicit Memory l Hippocampus: neural center located in limbic system that helps process explicit memories for storage…. left and right hippocampus have different effects.

Hippocampus’s Role in Explicit Memory l Names, images and events l Damage to the Left= trouble with verbal info. l Damage to Right= visual designs and locations l Different parts of the brain house different memories l Monkeys with Hippocampus damage had old memories that remained intact

Implicit Memory l Other type of memory storage is known as: l Implicit Memory (Procedural Memory): retention of things without conscious recollection. Is Skill Memory. l. Walking l. Riding l. Soccer a bike

Cerebellum’s Role in Implicit Memory l Cerebellum: helps facilitate associate learning responses lie classical conditioning. l Cutting pathway to the cerebellum makes rabbits unable to learn conditioned responses.

A Diagram For Your Viewing Pleasure Types of long-term memories Explicit (declarative) With conscious recall Facts-general knowledge (“semantic memory”) Personally experienced events (“episodic memory”) Implicit (nondeclarative) Without conscious recall Skills-motor and cognitive Dispositionsclassical and operant conditioning effects

Warm Up – Don’t need to write 1. 2. 3. 4. 5. 6. How do you get info into Long Term Memory? What is the purpose of Sensory Memory? What is Long Term Potential? What is the capacity of STM? What is the difference between explicit and implicit memories? Where are explicit memories stored?

Warm Up l Come up with 1 thing you know about memory. Each student will have to share their fact with the class. You may not repeat facts

Chapter 9 Memory pt. 2: Storage, Retrieval, and Forgetting

Retrieval: Getting Information Out l Recall: a measure of memory in which the person must retrieve information learned earlier. l Ex: Fill in the Blank.

Retrieval: Getting Information Out l Recognition: a measure of memory in which the person need only identify items previously learned. l Easier than recall l Ex: Multiple Choice

Retrieval Cues l Priming: activation, often unconsciously, of particular associations of memory. l Missing child poster…. Kidnapped l Tastes, smells, sights

Retrieval Cues l Context Effects Memory Retrieval: able to retrieve information better when you are in the same context you learned it in. l. Deja Vu

Demo 1

Emotional/Mood Impact of Memory: l 1. State-Dependent Memory: information is most easily recalled when in same “state” of consciousness it was learned in. l. Drunk l 2. Mood Congruent Memory: tendency to recall experiences that are consistent with one’s current mood. l. Depressed ppl recall parents as rejecting , mean…. . l. Teenagers and their relationships with their parents l. Bad mood…. Look=glare

7 sins of Memory 1. Absent Mindedness – inattention to details produces encoding failure 2. Transience- unused info. fades 3. Blocking- unable to access stored info…. tip of your tongue 4. Misattribution- confusing the source of the info.

5. Suggestibility- the lingering effects of misinformation l. Leading questions 6. Bias- belief- colored recollections 7. Persistenceunwanted memories won’t go away

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Blocking Demo Oslo Ankara Nairobi Montevideo Lhasa Canberra Lisbon Bucharest Port- au- Prince Sofia Seoul Baghdad Nicosia

13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Nicosia Manila Managua Helsinki Bogota Ottawa Bangkok Caracas Juneau Santa Fe Pierre Jefferson City Topeka Dover

27. Raleigh 28. Montpellier 29. Olympia 30. Cheyenne 31. Jackson 32. Concord 33. Boise 34. Springfield 35. Harrisburg 36. Salem 37. Helena 38. Hartford 39. Lansing 40. Augusta

Forgetting is a result of either: 1. Encoding Failure 2. Storage Decay OR 3. Retrieval Failure l

Forgetting As Encoding Failure l Information never enters the memory system l Attention is selective l we cannot attend to everything in our environment l William James said that we would be as bad off if we remembered everything as we would be if we remembered nothing l Change Blindness l. Penny

Encoding Failure: Which Penny is the Real Deal? l

Penny 1. 2. 3. 4. 5. Which way does Lincoln Face? To the Left or Right? Is anything written above his head? If yes, what it is? Is anything below his head? If so, what is it? Is anything written to the left of his face? If so, what is it? Is anything written to the right of his face? If so, what is it?

Penny 1. 2. 3. 4. 5. Lincoln faces to the right Above his head it say’s “ In god We Trust” Below his head is nothing To his left it says” liberty” To his right is the year the coin was minted

More Encoding Failures What is the color of the top stripe of the American flag? l Red 2. The bottom Stripe? l Red 3. How many red and white stripes does it have? l 7 red and 6 white 1.

More Encoding Failures 4. Most wooden pencils are not round. How many sides dot hey typically have? l. Six 5. In what hand does the Statue of Liberty hold her torch? l. Right

Storage Decay l Over time we just forget things l

Retrieval Failure l Forgetting can result from failure to retrieve information from longterm memory l Google

Forgetting and Spanish Learned Percentage of 100% original 90 vocabulary 80 retained 70 Retention drops, 60 then levels off 50 40 30 20 10 0 1 3 5 9½ 14½ 25 35½ 49½ Time in years after completion of Spanish course

Forgetting As Interference l Learning some items may disrupt retrieval of other information l. Proactive(forward acting) Interference ldisruptive effect of prior learning on recall of new information l. New Phone Number l. New schedule

Forgetting As Interference l Retroactive (backwards acting) Interference ldisruptive effect of new learning on recall of old information l. Teacher learning new names l. Take a break after learning