DO YOU REMEMBER

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DO YOU REMEMBER?

• Encode
• Storage
• Retrieval

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Figure 7.2 Three key processes in memory
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• Short-term memory- 7 chunks of information less
  than 20 seconds.
• Working memory holds information just long
  enough to use it (formula, math)
• Magic number 7- 2

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• Long-term memory unlimited capacity for storage
• May last a lifetime.

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• How do we remember?
• How do we forget?
• Do we want to remember everything (and Never
  forget)?

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• Attention- a selective focus on certain input,
  enhances encoding
• Ways to improve memory
• Imagery
• Hierarchical organization
• Mnemonics
• Chunking
• Peg-Word system

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• Figure 7.4 The information-processing model of
  memory resembles a computers memory system,
  including temporary and permanent memory.

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Use of Special Coding Strategies

• Mnemonic devices
• A mnemonic device is any memory aid that is based
  on encoding each item in a special way. There are
  many types of mnemonic devices.
• The method of loci involves memorizing a series
  of places. Using a vivid image, you associate
  each of these locations with something you want
  to remember.
• The peg method involves memorizing a list of
  objects (pegs) and forming mental images to
  link the information that you wish to memorize
  using these pegs.

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• Ebbinghaus studied memory
• Used nonsense syllables
• Learned that we can relearn a list more quickly
  if it was repeated many more times when learning
  it.
• Repetition is important
• Spaced rehearsal over time

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Figure 7.17 Recognition versus recall in the
measurement of retention
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• Deeper processing helps encoding.
• Information processing theories propose that
  people have three memory stores
• Sensory memory
• Short-term memory (STM)
• Long-term memory (LTM)

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Are There Multiple Memory Systems?

• Declarative vs. Procedural
• Semantic vs. Episodic

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Memory related to brain areas

• Explicit conscious, factual
• hippocampus
• Implicit skills (involves movement)
• older region of brain (cerebellum)

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Declarative (explicit)

• Semantic general knowledge
• Episodic episodes of personal experiences

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• Procedural memory of motor skills

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Figure 7.26 Theories of independent memory
systems
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Improving Everyday Memory

• Engage in adequate rehearsal
• Distribute practice and minimize interference
• Emphasize deep processing and transfer-appropriate
  processing
• Organize information
• Use verbal mnemonics
• Use visual mnemonics

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FORGETTING

• Serial position effect
• Proactive interference
• Retroactive interference
• Alzheimers Disease (a type of dementia with
  memory loss, progressive)
• Korsakoffs Syndrome memory loss associated with
  Vitamin B deficiency
• Alcohol/drug related
• Failure as encoding, storage or retrieval
• DONT FORGET THE TEST!

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• Genetics contributes to the risk of Alzheimers
  Disease
• Other factors play a role in onset.
• Twin studies are being used to determine links.

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• Why forget Theories
• Ineffective encoding
• Decay Theory
• Interference Theory
• Retrieval Failure
• ? Repressed Memories
• Freud say Yes!

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Interference (forward or backward in time)

• Proactive interference
• Retroactive interference

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Figure 7.19 Retroactive and proactive
interference
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• French 800am
• ?German 900
• ?French test 1000
• Retroactive backward acting in time, new material
  interferes with the recall of old material
• German interfered with the recall of French

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• French 800am --gtSpanish 900am?
• Spanish test 1000
• Proactive interference- Older interference with
  newer (acts forward in time).
• The French interfered with the Spanish recall.

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The Information-Processing View of Memory

• The information-processing model of memory draws
  an analogy between a computer and the workings of
  memory in the human brain.
• According to this view, information enters the
  system, is processed and coded in various ways,
  and is then stored.

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Reconstructing Past Events

• The false or recovered memory controversy
• Reports of long-lost memories, prompted by
  clinical techniques, are known as recovered
  memories. Often these are memories of abuse that
  took place in early childhood.
• There have been examples of accurate and
  inaccurate memories constructed through clinical
  techniques.
• Psychological researchers want to know if it is
  likely that people will forget abusive or
  traumatic experiences.

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• Figure 7.19 (a) The hippocampus is a large
  subcortical structure of the brain

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Reconstructing Past Events

• Children as eyewitnesses
• The most effective strategies in interviewing
  young children are
• Use of simple questions
• Maintenance of a non-threatening atmosphere
  during the interview
• Avoidance of suggestions or pressure
• Schedule the interview as soon as is reasonable
  after the event