1. Good Afternoon Psychology! Today: 1.Notes: Memory HW: Study for Ch. 8 Test Friday Keep working on Conditioning Project Wednesday at Lunch and After School – Review Sessions.

2. Key Terms: Memory – the persistence of learning over time through the storage and retrieval of information. Recall – a measure of memory where you can bring up information you have learned previously with little prompting (fill in the blank) Recognition – a measure of memory in which the person need only identify items previously learned (multiple choice) Relearning – a measure of memory that assesses the amount of time saved when learning material again (this week right…)

3. How A Memory Is Made: Sensory Memory – the immediate, very brief recording of sensory information in the memory system. Short-Term Memory- activated memory that holds a few items briefly. OR Working Memory – a newer understanding that focuses on consciously active processing of incoming auditory and visual information, and of information retrieved from long term memory (memory of a memory) Long-term Memory- the relatively permanent and limitless storehouse of the memory system, including knowledge, skills and experiences.

4. Encoding: the processing of information into the memory system. Automatic Processing is the unconscious encoding of incidental information (highly flawed on recall) Space Time Frequency Well-learned information word meanings We can learn automatic processing reading backwards Effortful Processing – When you work to remember something. (Rehersal, Chunking etc). Chunking – organizing information into familiar manageable units Hierarchies – A type of chunking where you organize information into subsets. Mnemonics – memory aids that use vivid imagery as an organizational device.

5. Spencer Grant/ Photo Edit © Bananastock/ Alamy Automatic vs. Effortful Processing ● Automatic Examples: ○ What did you eat for lunch today? ○ Was the last time you studied during the day or night? ○ You know the meanings of these very words you are reading. Are you actively trying to process the definition of the words? ● Effortful: ○ Committing novel information to memory requires effort just like learning a concept from a textbook. Such processing leads to durable and accessible memories.

6. Rehearsal Effortful learning usually requires rehearsal or conscious repetition. SPACING EFFECT: The tendency for disturbed study or practice to yield better long term results. TESTING EFFECT: The tendency of improving memory after retrieving rather than simply reading information. Retrieval practice effect. Ebbinghaus studied rehearsal by using nonsense syllables: TUV YOF GEK XOZ Hermann Ebbinghaus (1850-1909) http://www.isbn3-540-21358-9.de

7. Rehearsal Continued…. The more times the nonsense syllables were practiced on Day 1, the fewer repetitions were required to remember them on Day 2. Levels of Processing: 1.Shallow Processing – encoding on a basic level based on the structure or appearance of the word (poor memory retrieval measured) 2.Deep processing – encoding semantically based on the meaning of the words (yields best retention of information) 1.Why would thinking more deeply and complexly about a subject help you learn it better? 1.HINT: Schema/Top-down Processing

8. What Else Impacts Memory Retrieval? Priming – the activation, often unconsciously of particular association in memory. (The What Do Cows Drink Joke) Mood-congruent memory – the tendency to recall memories consistent with ones current mood (This is also true for ones conscious state) Serial position effect – our tendency to recall the first and last items of a list When you learned it – learning something about an hour before bed has positive impacts on your memory retrieval. Encoding Failures: 1. Proactive Interference – the disruptive effect of prior learning on the recall of new information 2. Retroactive Interference – the disruptive effect of new learning on the recall of old information.

9. Studying and Memory: Why do the following strategies work? Why do the strategies described in the competition work? How do they connect to the study strategies below? Repetition (in the moment and over time) Make the material meaningful Activate retrieval cues Use mnemonic devices Sleep More

10. Memory and Sensation and Perception. Explain how memory impacts and is impacted by Top-Down and Bottom-Up Processing.

11. Rain, Rain, Please Stay! Today: 1.WE DINE IN HELL 1.Just kidding LOTS of Notes though 2.Why do we forget? HW: Prepare for Chapter 8 Test Read over the CLASS OUTLINES Read over your TEXTBOOK NOTES Watch Crash Course 13 and 14

12. Retrieving Your Memories. Retrieval – Refers to the process of getting information out of memory storage Explicit Memory – memory of facts and experiences that one can consciously know and declare. Iconic Memory – a momentary sensory memory of a visual stimuli Echoic - a momentary sensory memory of auditory stimuli. Explicit memory is to long-term memory as iconic memory is to sensory memory. déjà vu – a feeling of similarity created by a confusion of current sensory input and memory. IS THAT MEMORY REALLY WHAT HAPPENED? Memory Construction IS THAT MEMORY REALLY WHAT HAPPENED? Memory Construction – Can happen in a lab, can happen when you watch a movie, can also be interrupted by ‘rose colored glasses’. You may remember your wedding in a less happy light, after you get a divorce.

13. Brain Science: Where Are Memories Stored? Explicit Memory System: Hippocampus – Where explicit memories are processed and fed to the brain for storage. Located in the limbic system. Implicit Memory System: Cerebellum Basal Ganglia Amygdala – Emotion Center Flashbulb Memories – a clear memory of an emotionally significant event. Long-Term Potentiation (Synaptic Changes) – increases in a neurons firing potential.

14. Forgetting: Anterograde amnesia – inability to form new memories Retrograde amnesia – an inability to retrieve information from ones past. Source Amnesia – Believing someone else's story that you heard, in person or on TV is your own. Infantile Amnesia – No one remembers things from this early in life, so any memory is a source or false memory. Repression – the psychoanalytic theory that one can banish from their memory conscious anxiety-causing thoughts, feelings and memories. Evidence shows that long standing cases of abuse do shrink the hippocampus – but is not creating a memory the same as repression? Motivated Forgetting - gamblers, drug addicts, ‘forget’ the negative consequences of their actions.

15. Why do we forget? Expert Effect: Humans are bad predictors of the future, but we’re WORSE when we are experts – knowing TOO much causes us to try and take TOO MANY uncontrollable variable into our considerations and we end up choosing wrong – more often than a simple equation or random selection.

16. Happy Block Day Psychology! Today: 1.False and Created Memories 1.Discussion 2.Memory Strategies HW: Study for CH. 8 Conditioning Project Review Session now ONLY Wednesday at Lunch.

17. Memories, False Testimony and Ethical Implications of our poorly reconstructed realities Misinformation Effect – The tendency for humans to incorporate misleading information into ones memory of an event. (We are good at forming explicit memories, emotional memories, but not iconic memories – especially during automatic processing). What does this mean for you? How might you change how you interact with others and the world around you now that you understand this information?

18. How do YOU Review? Which of the following study strategies works best for you? Chunking Mnemonic Devices Visualization Peg-Word System Word Acronyms Hierarchies Self-Testing: Testing Effect Deep “Semantic” Processing Developing Personal Meaning with information

19. Happy Friday AP Psychology – Now Relax! Today: 1.Ch. 8 Test HW: Begin reading Ch. 9 Conditioning Project Due Next Block Day Begin organizing your notes for FINALS