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Memory lecture part 1 (1)

The document outlines the three main goals of memory: encoding, storage, and retrieval, along with a three-stage model of memory consisting of sensory memory, short-term memory, and long-term memory. It discusses various types of memory, including episodic, semantic, and procedural memory, as well as the effects of automatic versus effortful processing and rehearsal techniques. Additionally, it highlights the fallibility of memory through experiments by Loftus, emphasizing issues like source amnesia and the impact of leading questions on eyewitness testimony.

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jespa6
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8 views

Memory lecture part 1 (1)

The document outlines the three main goals of memory: encoding, storage, and retrieval, along with a three-stage model of memory consisting of sensory memory, short-term memory, and long-term memory. It discusses various types of memory, including episodic, semantic, and procedural memory, as well as the effects of automatic versus effortful processing and rehearsal techniques. Additionally, it highlights the fallibility of memory through experiments by Loftus, emphasizing issues like source amnesia and the impact of leading questions on eyewitness testimony.

Uploaded by

jespa6
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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1

Memory
Three main goals of memory
2

Encoding
 Information is translated into a useable form
 Perception

Storage
 Holding information
 Retention

Retrieval
 Ability to recall and utilize memory
 Recognize information we have seen before
 USING information
Three-stage model of memory
3

Different “modes” of memory


Information is processed SERIALLY
Differentiate between amount of time in
each unit
Three separate units include:
 Sensory Memory
 Short-term Memory

 Long term memory


Three-stage model of memory
4
Sensory Memory
5

Similar to what we would call perception


Initial, brief storage of sensory information
Large (large number of units stored)
Very brief
Each sense has its own type of memory
 Visual: ICONIC
 Example: Billboard
 Sperling (1960)
 Auditory: ECHOIC
Sperling (1960)
6

S D F G

P W H J

X C V N
Sperling (1960)
7

https://www.youtube.com/watch?
v=GkZNHe49GcA
Short-term memory
8

How much can we store?


Example: remember a phone number as you
walk across room
Duration: approximately 1-2 minutes
 Brown-Peterson procedure
Capacity: 7 +/- 2 items (Miller)
 Chunking
 Example: MTV v. RTY
Working memory: Not just using memory, but
also manipulating the material
Long-term memory
9

Capacity: Storage of large amounts of


information
 Not always retrievable
 All that we know: facts, personal memories, how to do
things, flashbulb memories, etc.

Duration: Indefinite
 Not everything is remembered
Automatic v. effortful
10

Some processing & rehearsal is automatic


 Often after we have experienced information before

 Examples: Events that occur throughout our day

Some processing & rehearsal is effortful


 Most of the time when we are studying

 Conscious decision to retain information

 We tell ourselves that we need to pay attention or

retain something
Spacing effect: Spreading out information
over time is better (this is well-established!)
Forms of rehearsal
11

Our memories depend on how the information


is encoded initially
Different types of cognitive processing is used
Shallow v. deep processing
 Difficult to operationalize (define precisely)
 Maintenance Rehearsal
 Hold onto information

 Not a deeper coding procedure

 Elaborative rehearsal
 Increase in depth at which information is encoded
Levels of processing
12

Retaining information in short-term


memory: Rehearsal and deep processing
 Rehearsal
 The strategy of repeating information to retain it in
short-term memory.
 Rehearsal limitations
 Inconvenience and relative ineffectiveness

 Deep processing
 Thinking about something meaningful-deep processing.
 Improvement in memory and recall (Craik & Tulving,

1975)
Automatic v. effortful
13
Types of Long-Term Memory
14

 Episodic memory
 Something that you have actually experienced
 E.g. first day of high school

 Semantic memory
 Memories of general knowledge
 E.g. There are 365 days of the year

 Procedural memory
 Information about actions or sequences of actions
 E.g. how to ride a bike
Additional forms of memory
15

 Explicit v. implicit memory

 Explicit: conscious awareness

 Implicit: memory that we are not aware of but we have


evidence for
Activity 2
16

Try to write down as many U.S. presidents as


you can.
Serial position effect
17

Tend to remember beginning and ends of lists

Primacy effect v. recency effect


Serial position effect
18
Photographic Memory
19

VERY rarely, if ever,


exists

Some people have


better memories than
others

Memory can be
improved, however
Mood and Memory
20
Semantic Network Model
21

Semantic network models represent


knowledge as a network of associations
among concepts in the mind.
Concepts that are closer in meaning (e.g., car
and truck) are linked more closely within the
model than those whose meanings are
unrelated (e.g., car and clouds).
Activating one concept will activate others to
which it is linked.
Semantic Network Model
22
What do you think?
23

IS A PERFECT
MEMORY
SOMETHING WE
ALL WANT?
Parallel distributed process models
24

A conceptual model of knowledge


representation in which long-term memory
consists of simple processing units that turn
on and off
Concepts are represented by patterns of
activation in large numbers of units
25

FORGETTING
Forgetting: Ebbinghaus
26

 Developed “Forgetting Curve”


Forgetting, continued
27

 Spacing effect: We are less


likely to forget material we
learned over a period of
time
 Interference
 Retroactive
 Later learning interferes
with earlier
 Ex.?
 Proactive
 Earlier learning interferes
with later
 Ex.?
Forgetting a foreign language
28

 Bahrick (1984) showed a similar pattern of


forgetting and retaining over 50 years
Hippocampus
29

http://www.pbs.org/wgbh/nova/sciencenow/34
10/01.html

Plays a role in memory, esp. consolidation

Much of what we know is from individuals


with damage to hippocampus
Sleep & memory
30
Cerebellum
31

Associated with
implicit memories
(retained even
though you don’t
necessarily know you
are retaining them)

 Implicit memories
often require fewer
cortical memories
“Motivated forgetting”
32

Are some things just too


painful to remember?

Freud: Repression is a defense


mechanism (talk about it later
in the quarter)
Highly controversial concept,
& many psychologists are
highly skeptical
Why? Memory research!
Loftus, E. F. (1975). Leading questions and the
eyewitness report. Cognitive Psychology, 7, 560-
572.
33

Series of experiments that showed the fallibility of


memory.
Experiment 1: 150 participants saw a film of 5
car chain reaction
Group A: How fast was Car A going when it ran the
stop sign?
Group B: How fast was Car A going when it turned
right?
Both groups answered: Did you see a stop sign for
Car A?
Results: 53% of Group A saw the sign & 35% of
Group B reported seeing the sign.
Loftus, 1975, continued
34

Experiment 2: 40 participants were shown a 3-


minute segment of a movie in which class is
disrupted by 8 anti-war demonstrators
Group A: Was the leader of the four
demonstrators who entered the class a male?
Group B: Was the leader of the twelve
demonstrators who entered the class a male?
1 week later, participants were asked follow-
up: How many demonstrators did you see
entering the classroom?
Results: Group A: 6.4, Group B: 8.85
Loftus, 1975, continued
35

Experiment 3: Participants watched clips of


car without a barn
 “How fast was the white sports car going when it
passed the barn while traveling a country road?”
 “How fast was the white sports car going while

traveling a country road?”


 1 week later, participants asked, “Did you see a

barn?”
Results: First condition: 17% reported seeing a
barn; Second condition: 3% reported seeing a
barn
Recovered memories/False memories
36

http://www.bing.com/videos/search?
q=elizabeth+loftus&FORM=HDRSC3#view=d
etail&mid=95152A70487158E490DD95152A7
0487158E490DD
Autobiographical memories

Fallibility
 Loftus
 Convinced participants:
 They almost drowned
 They were lost in the mall
What do you think?
37

DO WRONGFUL
CONVICTIONS BASED
ON INCORRECT
EYEWITNESS
TESTIMONY REALLY
OCCUR?
Source amnesia
38

 Attributing an event to the wrong source that we


experienced, heard, read, or imagined
 Misattribution
 Often, we forget that we heard information from a bad source,
but later experience source amnesia and forget that the
information was not credible

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