Memory The persistence of learning over time through
- Slides: 18
Memory The persistence of learning over time through the storage and retrieval of information.
Measuring Retention RECALL retrieving information that is not currently in your conscious awareness but that was learned at an earlier time ex: a fill-in-the blank test RELEARNING learning something more quickly when you learn it a second or later time ex: studying for a final exam RECOGNITION identifying items previously learned ex: a multiple choice test
Memory Models 1. Encoding: The processing of information into the memory system. 2. Storage: The retention of encoded material over time. 3. Retrieval: The process of getting the information out of memory storage.
Information-Processing Model Activated memory that holds a few items briefly The immediate, very brief recording of sensory information - Iconic memory - Echoic memory A newer understanding of short-term memory that adds conscious, active processing of incoming information The relatively permanent and limitless storehouse; includes knowledge, skills, and experiences
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Automatic versus Effortful Processing
Get out a sheet of paper
How We Encode • Can effortful processing become automatic? – Example: Reading – Rehearsal is key! • Rehearsal Demonstration – Individually, do your best to recall and write down the gifts in the Twelve Days of Christmas song.
Effortful Processing Strategies Chunking- organizing items Mnemonics- memory aids into familiar, manageable Acrostics units Hierarachies Method of Loci Peg-word system
Distributed Practice Spacing Effect Distributed study yields better long term retention than is achieved by massed studying Testing Effect Enhanced memory after retrieving , rather than simply rereading, information. AKA: Retrieval practice effect Test-enhanced learning
Levels of Processing • Shallow Processing- encoding on a basic level, based on structure or appearance of words • Deep processing- encoding semantically, based on the meaning of the words; tends to yield the best retention
Making Material Meaningful • Without a meaningful context, we have The pointnew to remember: trouble processing information! • Self-reference effect – The mostamount effective wayremembered to cut down on the The amount of time you need to spend studying is to depends the timeofspent increase theboth personalon meaningfulness the material you’re trying remember. If you canit learning and ontoyour making relate it to your own life, it takes less time to meaningful! master it.
Retrieval Cues: Context Matters • Mood-Congruent Memory • Context-Dependent Memory • State-Dependent Memory
Serial Position Effect • Primacy effect • Recency effect • Von Restorff Effect • Explains the spacing effect Take out a piece of paper and name all the Presidents…
Why do we forget? 1. Encoding Failure – i. e. absent mindedness – Much of what we are exposed to, we never notice- examples… – Which is the real penny? Why is this difficult?
Why do we forget? 2. Storage Decay – Unused information will fade – You will forget your classmates over time
Why do we forget? 3. Retrieval Failure – Can’t access stored information – Tip-of-Tongue phenomenon • Retroactive Interference: new information blocks out old information. • Proactive Interference: old information blocks out new information. “I can’t remember what we’re arguing about, either. Let’s keep yelling, and maybe it will come back to us. ” Getting a new bus number and forgetting old bus number.
Memory Construction Errors • Misinformation effect- when misleading information has distorted one’s memory of an event https: //www. youtube. com/watch? v=e. Zl. Pz. Se. UDDw – Elizabeth Loftus- memories aren’t always what they seem… they can be created and recreated • Source amnesia- misattribution; faulty memory for how, when, or where information was learned
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- Memory is the persistence of learning over time
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