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Human Memory
| Term | Definition |
|---|---|
| Information Processing Model | Cognitive Psychology--the brain works like a computer--the model for the entire chapter on memory |
| Cocktail Party Phenomenon | We can focus on only one conversation at a time--our brain filters out what we are not listening to. |
| Three key processes of memory | Most importantly--ATTENTION! Then encoding, storage and retrieval |
| Encoding | 1. Shallow--how does the word look? 2. Intermediate--Phonemic: how does the word sound? 3. Deep--Semantic: What does the word mean? |
| Besides attention, what is the most important form of encoding? | Deep |
| Three ways your teacher can enrich your encoding | 1. Elaboration 2. Visual Imagery 3. Self-Refferent |
| Elaboration | Your teacher links new information to past learned info |
| Visual Imagery | Creates a second pathway to the brain. Ppt images, guided notes, etc. |
| Self-Referent | Making new information pertinent to the students: How many of you have done this? Seen this? Read this? |
| What is the entire storage model called? | Atkinson-Shiffrin Model of Storage |
| What are the three memory storages? | 1. Sensory 2. Short Term/Working Memory 3. Long Term Memory |
| Sensory Memory | Keeps new information for a fraction of a second and passes it on to STM if we are paying attention |
| Iconic Memory in Sensory | Visual - keeps for .2-.4 seconds |
| Echoic Memory in Sensory | Auditory - keeps for 3-4 seconds |
| Automatic Processing | Subconscious - Non-Purposeful - just goes in |
| Effortful Processing | Purposeful - you work to put it in |
| Once in Short Term Memory, how long will the information remain if you rehearse it? | 20 seconds. Unrehearsed info will leave after 20 seconds--there it goes-----it's gone! |
| George Miller's Memory Model in Short Term Memory | The Magic of 7: we can remember easily 7 bits of information--why phone numbers are 7 digits (without the area codes) |
| George Miller Chunking | We can chunk more than 7 bits of information if they are similar-908-766-2158 chunk if to 908 76 6 2l 58 |
| Baddeley's Working Memory Model | four different ways of working information into memory 1. Phonological Loop 2. Visuospatial Sketchpad 3. Central Executive 4. Buffering |
| Phonological Loop | Reciting information to remember it |
| Visuo-spatial Sketchpad | Visualizing information to remember it |
| Central Executive | Attention |
| Buffering | Moving information from Working Memory to Long Term Memory |
| What part of the brain buffers information from short-term/working memory to long term memory? | Hippocampus |
| Long Term Memory | Is it permanent storage? We don't know |
| Flashbulb Memory | Permanent storage--a memory of a frightening, traumatic event like 911 or President Kennedy's assassination--you will remember where you were, what you were wearing, who you were with when it happened. |
| Temporal Lobe | Might be the seat of LTM. When ESB was done on some patients in the temporal lobe, memories came flooding out. It doesn't happen to everyone though. |
| Long Term Potentiation (LTP) | The more you use your memory pathways, the more efficient they become |
| Hippocampus | Part of the brain that moves information from STM to LTM |
| Ways of organizing information for learning and storage | 1. Hierarchical/Clustering 2. Schema 3. Semantic Network 4. PDP |
| Hierarchical Clustering | Classifying information into common properties like outlines or hierarchies (ex: Maslow's hierarchy of needs) |
| Schema | diagram like the sun with the main idea in the middle and supporting descriptions in the rays |
| Semantic Network | diagram with supporting ideas that connect with each other. Danger is the connecting ideas can get out of control and the main idea is lost |
| PDP (Parallel Distributed Processing Model) | You weight the information as to how important it is. The weight determines if it is going to be remembered or not |
| Ways to retrieve information | 1. Tip of the Tongue Phenomenon 2. Reinstating the Context 3. Reconstructing Memories and Misinformation Effect 4. Source Monitoring 5. Reality Monitoring |
| Tip of the Tongue Phenomenon | Information is right there, but can't remember--some people snap fingers, or move their arms back/forth. The action helps dislodge the info for retrieval |
| Reinstating the Context | Backing into the information--visually picturing who you were with, what you were wearing, etc. |
| Misinformation Effect | Our memories are not videotapes and we edit our memories depending on our own schemas |
| Bartlett (1932)--The War of the Ghosts | Bartlett used a technique where participants are required to reproduce or recall an image shown. Or a story told after varying periods of times. Subjects reconstructed the story based on their own schemas. |
| Elizabeth Loftus--False Memories | Reason why leading questions are not allowed in Courtroom. Children and adults will question their memory and allow reconstruction, thus recalling false memories |
| Source Monitoring | Before repeating something heard or read, check the source for veracity. |
| Reality Monitoring | Did I dream that or did it really happen? |
| Ebbinghaus's Forgetting Curve | 1890s experiment with memory recall. 2,300 nonsense syllables. After 100% recall of a certain # of syllables, recall dropped drastically after one day. Problem--no encoding possible. |
| Recall | Fill in the blank |
| Recognition | Multiple Choice |
| Relearning | Reviewing |
| Theories about why we forget | 1. Ineffective Coding Theory 2. Decay Theory 3. Retrieval Failure Theory 4. Motivated Forgetting Theory 5. Interference Theory |
| Ineffective Coding Theory | Person wasn't paying attention and couldn't encode--called pseudo forgetting |
| Decay Theory | Passage of time can cause the memory to fade |
| Retrieval Failure Theory | Inability to retrieve because encoding didn't match the retrieval process |
| Motivated Forgetting Theory | Repression because memory is too painful |
| Interference Theory | Too much information bombarding the memory at same time |
| Recovered Memories Controversy | Elizabeth Loftus--1970s and 80s--sexual abuse memories with people asking leading questions. Loftus instructed on use of a doll and allowing the person to tell their story without leading them. |
| Synaptic Transmission | Lack of neurotransmitters can cause memory problems because of mood disorder or stress |
| Hormone changes | Puberty, Pregnancy and Menopause can cause memory problems because of the drastic change in hormones during that time |
| Organic Amnesia | Occurs because of a trauma to the brain: retrograde or anterograde |
| Retrograde | Loss of memories prior to the accident--depending upon the damage to the hippocampus, most return except for memory of the accident That may never return |
| Anterograde | Loss of memories after the accident--depending upon the damage to the hippocampus, most return. |
| Types of memories | Explicit vs. Implicit (Declarative v. Procedural) Semantic vs. Episodic Prospective vs. Retrospective |
| Explicit (Declarative Memory) | Memory of facts, dates, meanings |
| Implicit (Procedural Memory) | Playing an instrument, riding bike, buttoning, tying shoes, etc |
| Semantic Memory | General knowledge like every state has a capital city, every school has a principal |
| Episodic Memory | Chronological information pertinent to the person like a particular birthday, graduation, wedding, births |
| Prospective Memory | An every day memory for something to do in the future |
| Retrospective Memory | Every day memory for something you did in the past |
| Overlearning | Practicing over and over DOES NOT harm your memory--it gives you more confidence when performing |
| Serial Position Effect | We are most likely to remember the first few and last few items of a list, rather than the middle |
| Primacy Effect | Falls under the Serial Position Effect. We are most likely to remember the first part of the list because it has had the most practice |
| Recency Effect | Falls under the Serial Position Effect. We are most likely to remember the last part of the list because it was the last information received |
| Distributed Practice | Scheduling specific times for studying for an exam |
| Massed Practice | Cramming for exam |
| Verbal Mnemonics | 1. Acronyms 2. Acrostics 3. Narratives 4. Rhymes |
| Acronyms | Using first letter in set of words like the DOE for Department of Education or FRHSD for our school district, HHS for the high school. |
| Acrostics | Using first word or letter in a poem or set of words to remember a message. |
| Narrative | Placing items to remember in order in a sentence like our example of butterfly, computer, children, bed, office |
| Rhyme | "i before e except after c" |
| Visual Mnemonics | 1. Link Method 2. Method of Loci |
| Link Method | Visualizing items to be remembered on your self in a bizarre manner--laptop on your head, cell phone like an earring, etc |
| Method of Loci (place) | Visualizing items to be remembered on a path in a bizarre manner like your laptop being used by an elephant, or a monkey using your cell phone. |
| Eyewitness testimony | Loftus is the main researcher--memory is not a videotape |
| Hindsight Bias | Jurors not allowed to read newspapers or watch TV during a trial. If they have outside knowledge of the crime, that knowledge will bias their neutrality while considering the verdict. |
| Overconfidence | Jurors love a confident eyewitness when there is no correlation between overconfidence and reality |
| Ways to reduce overconfidence | Look for disconfirming evidence and make a list of how you could be wrong |
| Disconfirming Evidence | Evidence that goes against what you believe to be true |
| Retroactive Interference | After learning something new, you might forget what you had learned just before. Ex. Musician learns a new music piece and has trouble remembering the older one. New-harder to remember the old (retro) |
| Proactive Interference | After remembering something like a phone number, it might be difficult to remember the new number. Old-harder to remember the new (pro) |
| Context Dependent Memory | Wherever you encode the information into memory, becomes part of the memory trace. Ex: It would be better to take your AP exam in our classroom where you learned the material. |
Created by:
lmckay
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