UNIT 7 COGNITION 7 A MEMORY 8 10

UNIT 7 COGNITION 7 A MEMORY 8 -10% 7 B COGNITION pgs 255 -294 11 Objectives • How can we remember things we have not thought about in years, yet forget the name of someone we met a minute ago? • How are memories stored in our brains? • Why do some painful memories persist while other memories leave too quickly? • How can people’s memories of the same event be so different?

DEFINITION OF MEMORY • Memory • the persistence of learning over time through the storage & retrieval of information

OBJECTIVE 1: HOW DO PSYCHOLOGIST’S DESCRIBE THE HUMAN MEMORY SYSTEM? • Information Processing System Model (computer) • Encode • info in • Store • Retain • Retrieve • info out sequen tial Connectionism Memories emerge from interconnected neural network

ATKINSON-SHIFFRIN MEMORY MODEL 1. Sensory memory - fleeting 2. Short-term memory - lasts a minute or so - encoded through rehearsal 3. Long-term memory - stored for later retrieval

MODELS OF MEMORY Modified version of the three-stage processing model of memory 2 major additions… 1. some info skips 1 st two stages & goes directly into long-term memory, w/o our conscious awareness 2. Working memory • focuses on conscious, active processing of incoming auditory & visual-spatial information, & of information retrieved from long-term memory http: //www. youtube. com/watch? v= U 6 Po. Ug 7 j. Xs. A Ted Talk (20: 30) Memory Intro

OBJECTIVE 2: ENCODING • Automatic Processing • Parallel processing • the processing of many aspects of a problem simultaneously; the brain’s natural mode of information processing for many functions. Contrasts with the step-by-step (serial) processing of most computers and of conscious problem solving

ENCODING: GETTING INFORMATION IN HOW WE ENCODE • Automatic processing • Space • Time • Frequency • Well-learned information

ENCODING: GETTING INFORMATION IN HOW WE ENCODE • Effortful Processing • attention & conscious effort • Rehearsal • conscious repetition • Maintain it in consciousness or encode it in storage • Ebbinghaus Curve • Scientifically studied his own learning & forgetting • CVCs • The amount remembered depends on time spent learning

ENCODING: GETTING INFORMATION IN HOW WE ENCODE • Ebbinghaus curve ered b m e t rem e spent n u o m tim e h The a t n o ou y s d n n o e dep AND ngful g n i n r ni a lea e m t gi makin overlea rning

ENCODING: GETTING INFORMATION IN HOW WE ENCODE Spacing effect • Massed practice • Distributed practice • Testing effect

ENCODING: GETTING INFORMATION IN HOW WE ENCODE • Serial position effect • Recency effect • Primacy effect

OBJECTIVE 3: WHAT EFFORTFUL PROCESSING METHODS AID IN FORMING MEMORIES? • Levels of Processing • Visual encoding • Acoustic encoding • Semantic encoding • Self-reference effect • We have especially good recall for information we can meaningfully relate to ourselves.

Encoding: Getting Information In What We Encode

Encoding: Getting Information In What We Encode

Encoding: Getting Information In What We Encode

Encoding: Getting Information In What We Encode

ENCODING: GETTING INFORMATION IN WHAT WE ENCODE • Organizing Information for Encoding • Chunking • acronym We more easily recall when we can organize into familiar chunks.

ENCODING: GETTING INFORMATION IN WHAT WE ENCODE • Visual Encoding Typewriter • Imagery Void • Rosy. Cigarette retrospection Inherent • Mnemonics Fire • Peg-word system Process

ENCODING: GETTING INFORMATION IN WHAT WE ENCODE • Organizing Information for Encoding • Hierarchies

OBJECTIVE 4: WHAT IS SENSORY MEMORY? • Sperling’s memory experiment • Iconic memory • a momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second • Echoic memory • momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds

OBJECTIVE 5: WHAT ARE THE DURATION AND CAPACITY OF STM AND LTM? • STM Duration: 3 -12 seconds • STM Capacity: 7 +/- 2 (Miller) • recall random digits slightly better than random letters. • recall is slightly better for what we hear vs. what we see • w/o rehearsal, retain in STM about 4 information chunks

OBJECTIVE 6 HOW DOES THE BRAIN STORE OUR MEMORIES? ØOur whole past is NOT in our memories ØMemory is NOT stored, physically, in one spot in brain Ø proof? (rat experiment) • Memory happens at synaptic level • MEMORY TRACE • Long-term potentiation (LTP) • Strengthening of potential neuron firing for memories • Memory boosting drugs • CREB – increased production of protein • glutamate

OBJECTIVE 6 STORAGE…STRESS HORMONES & MEMORY • Emotions and memories • Stress hormones make glucose more available signaling brain that something important is happening • Flashbulb memory Stronger emotion= stronger memory Sudden Stress – older memories can be blocked Prolonged Stress – decays neural connections

OBJ. 6: STORAGE…RETAINING INFORMATION • Storing Implicit and Explicit Memories • Amnesia • H. M. Studies Anterograd Retrograd What was discovered, in working with HM and others like him, that was so amazing? They can learn! They can be classically conditioned! Memory is not a single, unified, conscious system. Two memory systems at work.

STORAGE: RETAINING INFORMATION STORING MEMORIES IN THE BRAIN • Storing Implicit and Explicit Memories • Implicit memory • (nondeclarative/procedural memory) • Explicit memory • (declarative memory) • Hippocampus • Cerebellum • infantile amnesia

Storage: Retaining Information Storing Memories in the Brain

OBJECTIVE 7 RETRIEVAL: HOW DO WE GET INFO OUT OF MEMORY • Recall • Recognition • Relearning

RETRIEVAL: GETTING INFORMATION OUT RETRIEVAL CUES • Retrieval • Mnemonic devices • Priming cues • We don’t consciously remember everything, but an experience can prime us to interpret things a certain way • memoryless memory page 275

OBJECTIVE 8 HOW DO EXTERNAL CONTEXTS & INTERNAL EMOTIONS INFLUENCE MEMORY RETRIEVAL • Context effects • Déjà vu • Cues from the current situation may subconsciously trigger retrieval of an earlier experience.

Retrieval: Getting Information Out Context Effects

Retrieval: Getting Information Out Context Effects

Retrieval: Getting Information Out Context Effects

Retrieval: Getting Information Out Context Effects

Retrieval: Getting Information Out Context Effects

Retrieval: Getting Information Out Context Effects

RETRIEVAL: GETTING INFORMATION OUT MOODS AND MEMORIES • State dependent memory • Mood congruent memory

FORGETTING

HTTP: //WWW. YOUTUBE. COM/WATCH? V=SOXSMMV 538 U • A. J.

SCHACTER’S SEVEN SINS OF MEMORY Forgetting – Distortion-Intrusion (pg 279) Sins of Forgetting Absent-mindedness Transience Blocking Sin of intrusion persistence Sins (of distortion Misattribution Suggestibility Bias

WHY DO WE FORGET? Encoding Failure Decay Retrieval Failure

STORAGE DECAY Ebbinghaus curve

STORAGE DECAY Ebbinghaus curve

Ebbinghaus Curve

Ebbinghaus Curve

RETRIEVAL FAILURE INTERFERENCE P. O. R. N Proactive Old Retroactive New Proactive= old Info gets in way (interferes) with new Retroactive= new info interferes

Retrieval Failure Interference

Retrieval Failure Interference

Retrieval Failure Interference

Retrieval Failure Interference

Retrieval Failure Interference

RETRIEVAL FAILURE MOTIVATED FORGETTING • Self-serving personal histories • Repression • Defense Mechanism

RETRIEVAL FAILURE MOTIVATED FORGETTING • Self-serving personal histories • Repression

RETRIEVAL FAILURE MOTIVATED FORGETTING • Self-serving personal histories • Repression

RETRIEVAL FAILURE MOTIVATED FORGETTING • Self-serving personal histories • Repression

MEMORY CONSTRUCTION Read pages 285 -292 Concepts to Know: üMisinformation effect üMemory construction üImagination inflation üSource amnesia/misattribution üTrue/false memories (p. 284) üEyewitness recall ü“Memory Wars” üElizabeth Loftus

MISINFORMATION AND IMAGINATION EFFECTS • Loftus memory studies • Misinformation effect

SOURCE AMNESIA • Source amnesia • source misattribution

DISCERNING TRUE AND FALSE MEMORIES • Memory studies • Eye witness testimony

CHILDREN’S EYEWITNESS RECALL • Children’s memories of abuse • Suggestibility

REPRESSED OR CONSTRUCTED MEMORIES OF ABUSE? • Areas of agreement • Sexual abuse happens • Injustice happens • Forgetting happens • Recovered memories are incomplete • Memories before 3 years are unreliable • Hypnotic memories are unreliable • Memories can be emotionally upsetting

REPRESSED OR CONSTRUCTED MEMORIES OF ABUSE? • Loftus studies with children

IMPROVING MEMORY

IMPROVING MEMORY TECHNIQUES • Study repeatedly • Make the material meaningful • Activate retrieval cues • Use mnemonic devices • Minimize interference • Sleep more • Test your own knowledge, both to rehearse it and to help determine what you do not yet know

THE END