MEMORY
v Traditional Three-Stage Memory Model: The Need for Differing Storage Times
Ø Sensory Memory
- All
sensory info passes through here, usually stored for very short time. Filters info --> imp info goes to STM. Can
hold large amt of info. Info that is
not deemed imp is discarded. If it is imp --> STM.
Ø Short Term
Memory- where
we do our thinking. Limited capacity (5-
9 bits) & retention (about 30 sec). Retention can be lengthened through maintanence rehearsal. ↑ capacity through chunking -
grping bits of info together.
§
Short-Term Memory as a "Working Memory"
·
visuospatial sketchpad - wks w/ visual & spatial info
·
phonological rehearsal loop - verbal info
·
central executive - orchestrates the business of the other 2, as well as
info from LTM
¨ Book has good
example/pictures of how this fits in w/ being a food service worker.
§
Info
that is imp passes onto LTM. If it is
deemed unimportant, it is discarded.
Ø
Long Term Memory -info from STM --> LTM memory. LTM = unlimited capacity, long duration.
Most info you think is "forgotten" actually isn't - just probs w/
retrieval. The info is there, you just can't get to it.
§
elaborative rehearsal - transfers info
from STM to LTM. How? Make stuff personal.
v
Encoding, Storage, and Retrieval: The Processes of Memory Model - emphasizes how information
is processed.
Ø
3
stages: encoding (put info in), storage (maintaining info there), &
retrieval (getting info out).
§
Book
gives a good example: compare memory to a computer: Keyboard - input - encoding.
Hard drive - storage. Monitor
& printer - output - retrieval.
Integrating the
Two Major Approaches: Three-Stage
Memory Model Meets Encoding, Storage, and Retrieval
v
Integrating
Encoding with the Three-Stage Memory Model
Ø Transfer of info from
sensory to STM & STM to LTM is encoding. Organization & rehearsal are imp.
§
Organization - chunking in STM, hierarches in LTM- page 248. This right outline is a good example!
·
We
chunk - 984-7272 becomes 984 72 72 in STM.
·
LTM
hierarchies help to org info into sensible units.
§
Rehearsal - keeps info active in memory, big role in getting
info into memory
·
Maintenance
rehearsal maintains info in STM & elaborative rehearsal gets info into LTM.
v
Integrating
Storage with the Three-Stage Memory Model
Ø LTM has different types of
storage. See Page 250
§
Explicit-declarative memory: This is
information of which you have conscious knowledge. You can speak it (declare it).
General & personal factual info.
·
Semantic Memory - factual information. Info you learned in school is stored
here. Days of wk, etc. 2 X 2 = 4, and that the capital of Texas is
Austin
·
Episodic Memory - autobiographical memory - your personal info. Your middle name, your memories of your
first time walking around on campus, your prom, the day your baby was born,
what you did at work yesterday.
§
Implicit-Nondeclarative memory - memory out of conscious awareness. You have these memories, but you are not
consciously aware of them.
·
Procedural Memory - memory for skills & procedures. Ex: How
to brush your teeth. You don't focus much on how to ride a bike while you do it
- you just do it.
·
Classically conditioned responses - ex: Little Albert's fear,
why you like redheds.
·
priming - exposure to the prime facilitates or hampers
other memory. Ex: scary movie example
from book.
v
Integrating
Retrieval with the Three-Stage Memory Model
Ø
retrieval cue - starts of retrieving info out of LTM.
Ø
recognition & recall - diff kinds of info removal from LTM
§
Recognition - identify the correct
response. Ex: multiple choice
test.
§
Recall - reproduce info from memory. Ex: essay test
Ø State Dependent
Learning - increased memory when body
is in same state retrieving info as was in while encoding.
§
If
you were guzzling coffee while you studied, it will behoove you to drink some
before the test.
Ø Mood Dependence
- increased
memory when you are in same mood retrieving info as you were in while encoding.
§
This,
in my humble opinion, is what helps us become historians & archaeologists
when we fight with others.
Ø
Context & Retrieval -increased memory if you are
in the same context while retrieving info as you were while encoding. Practical tip: study at a DESK IN A QUIET
ROOM. Just a helpful hint. You don't
take your test with the stereo on.
FORGETTING
v
Ebbinghaus - most forgetting occurs
right after learning. Developed the forgetting curve - Figure 7.10 on page 258.
v Relearning - how much faster do you learn info the 2nd time? Ex: if you took French before & you're
taking it now.
v
Overcoming
Problems with Forgetting - Factors that Contribute to Forgetting
Ø
The serial-position effect - better recall for info @ beginning & end of a
list. Divided into the primacy effect &
the recency effect. Primacy
- first, primary. Recency - most
recent. (hopefully that will help you assist in elaborative rehearsal &
increased your ability to store this information!)
Ø Distributed practice vs. massed practice. Better
recall when you space things out, not cram! (Another hint!)
v Theories of Forgetting - Why We Don't Remember Everything
Ø Decay Theory - memories grow weaker over time. Memories are physical & just like the
rest of the body, they can deteriorate.
Ø Encoding Failure - can't retrieve the info bc it was not properly put
into memory to begin w/. Not enough
attn, it happened to fast, your memory skills were compromised bc you were
drunk...
Ø
Interference
Theory - memories
compete, impairing your ability to retrieve info.
§
Retroactive interference - new memories interfere w/
old ones. RETRO - moving backward in
time.
§
Proactive interference - Old memories interfere w/
new ones. PRO - moving forward in time.
·
See
book on the two types of interference for some helpful diagrams.
Ø
Retrieval Failure
Theory-memory
is stored, but, you're temporarily
unable to get it out.
§
Ex:
tip of the tongue phenomenon
Ø
Motivated
Forgetting Theory
§
Repression - uncomfortable memories are
held out of our consciousness. This is
an unconscious process - we are not aware that it happens.
§
Suppression is the purposeful blocking
of a memory. "I"m not going
to think about that."
Eye Witness Testimony & Memories: Serious Memory Problems
Read this section in the book. You will be tested on
it.
A note:
memory isn't an exact thing.
Please remember that. During
encoding, storage, & retrieval, memories are modified - parts may be lost
and the blank spaces filled in with what you think happened or should have
happened. This poses a particularly
tough problem for the legal system. Loftus
has done enormous amounts of research in this area.
Remember: this is supplemental in nature. It is not meant to replace your textbook or
class notes or even paying attention in class.
I reserve the right to update, modify, and/or delete information at any
time.