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Chapter 8 Lecture Notes--Memory.docx

Lecture Notes: Memory

 

When it comes to memory we need to understand 3 terms: encoding, storage, and
retrieval. Encoding means to place into, storage is the retention of information, and
retrieval involves getting the information back out. Your text discusses some different
ways to encode (e.g., visual and semantic).
Let’s learn about the 3-stage (Atkinson-Shiffrin) model of memory. The three stages are
sensory memory, short term memory, and long-term memory.
As noted in your text, sensory memory involves things like sights, sounds, and tastes.
There is a vast amount of information to perceive in the world and so we must be
focused (e.g., in a lecture we must attend to what is being presented on the board and
what is being said). The issue with sensory memory is that it lasts maybe 2 seconds—if
we are not focused during the lecture and take notes the data will be lost very quickly.
Now, let’s assume we want to remember something we have heard—this data will then
go into our short-term memory (STM). Once there, it may only stay for about 15-30
seconds. Consider when someone tells you their phone number. What do you do to
remember it? Your sensory memory (auditory sense) heard it and processed it into
STM. Now, in STM you probably would find yourself repeating the number over and
over in your head. This is called rote-rehearsal and it is a great way to encode data into
STM. Many college students, however, attempt to study for exams using this method
which is not the best, as there are easier ways to encode information into LTM (e.g.,
mnemonics and writing).
Ok-get a friend and complete the memory test in the STM section of your text. How
many did you get right? Most people get about 7. In STM we often talk about the “magic
number 7”—this simply means that we can comfortably hold about 7 numbers or letters
in our STM. Research has also shown the STM memory range to be 5-9. Some only
remember about 5 items while some do better and can remember up to 9.
Make sure to read about “chunking”---a way to increase your STM capacity.
The ultimate goal is to process data into long-term memory (LTM). Our long-term
memory cannot be filled (sorry—you can never state that your brain is full!) and the
material should be there for a long time. I say should, because true forgetting can occur
and we all have had the experience of trying to recall things which seem lost forever.
Sometimes we experience the “tip-of-the-tongue phenomenon”, where we know the
answer and we just can’t retrieve it, only to be surprised later when the answer seems
to come to us from out of nowhere!!!
There some different types of LTM. Know the difference between implicit and explicit
memory. Here are some specific types of LTM:
Procedural Memory-This involves memory for completing a sequence of actions. For
instance, we only learn how to ride a bike once. You might not ride one for 12 years but

 

 

 

 

you could jump right on one and pedal away. Imagine how bizarre it would be if you had
to learn how to ride a bike each time you got on one!!!
Semantic Memory-This involves your knowledge of words, concepts, and facts. You will
have semantic memory for Psychology after taking this course! Now that is awesome!
Episodic (Autobiographical) Memory-Remembering the episodes of our lives. These are
the things we have personally experienced (e.g., graduating from high school or
college). There are a few folks who can remember every detail of their lives
(hyperthymesia).
Another specific form of episodic memory is termed “flashbulb” memory. This is memory
for emotionally charged events. So, we are likely to have detailed memories of the big
(emotional) events of our lives (e.g., the day we graduate from college).
Strong emotions tend to result in the production of strong memories, while weak
emotions result in weaker memories. This is termed arousal theory.
Forgetting—Types
Proactive Interference-This occurs when old information interferes with our recall of new
information. Say you just got a new cell number. A friend asks you for it and all you can
remember is the old number—the old is interfering with the new! Frustrating!
Retroactive Interference-This occurs when new information interferes with our recall of
old information. Say you just got a new cell number. You might not be able to recall your
old number—just the new one!
Amnesia-There are 2 types.
Anterograde Amnesia-This is the inability to create new memories. Clive Wearing (who
you watched a video about in Chapter 2) had this difficulty.
Retrograde Amnesia: This is the inability to recall specific data about one’s past, such
as one’s name, where they are from, etc.
False Memory
In the early 1970’s Elizabeth Loftus conducted studies showing that individuals memory
can be faulty. In her classic study she showed groups of students a video of a car crash.
Afterwards, the participants were asked to estimate the speed of the cars. Each
experimental group was asked the same question with one word changed (e.g, “How
fast were the cars traveling when they smashed (bumped, hit, collided) together?” Each
group estimated different speeds, with the “smashed” group estimating the highest
speed. Remember, each group saw the same video, so their estimates were not based
on what they actually remembered but the way in which the question was asked—this is
termed the misinformation effect.

 

Enhancing Memory
Memory Aids-Mnemonic Devices and other methods (see text).
Studying
Make sure you are familiar with section on how to study effectively!! Very good stuff!!