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PowerPoint® Presentation by Jim Foley Memory © 2013 Worth Publishers.

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1 PowerPoint® Presentation by Jim Foley Memory © 2013 Worth Publishers

2 Module 23: Forgetting, Memory Construction, and Memory Improvement

3 Concepts you should try not to forget  Why do we forget?  Forgetting and the two- track mind: Forgetting on one track and not another  Anterograde and Retrograde Amnesia  Encoding Failure  Retrieval Failure  Interference  Motivated Forgetting  Memory Construction  Misinformation and Imagination Effects  Source Amnesia  Distinguishing True and False Memories  Memories of Abuse  Tips for Studying to Improve Memory

4 Forgetting: not always a bad thing What would that feel like? Would there be any problems?  If we remembered everything, maybe we could not prioritize the important memories. What leads to forgetting? brain damage encoding failure storage decay retrieval failure interference motivated forgetting Wouldn’t it be good to have brains that stored information like a computer does, so we could easily retrieve any stored item and not just the ones we rehearse?

5 “Forgetfulness is a form of freedom.” Khalil Gibran  Jill Price not only recalls everything, but is unable to forget anything.  For Jill, both the important and the mundane are always accessible, forming a “running movie” running simultaneously with current experiences. Jill Price, patient “A.J.” If we were unable to forget: we might not focus well on current stimuli because of intrusive memories.

6 The Brain and the Two-Track Mind: The Case of Henry Molaison (“H.M.”)  The removal of H.M.’s hippocampus at age 27 ended his seizures, but also ended his ability to form new explicit memories.  H.M. could learn new skills, procedures, locations of objects, and games, but had no memory of the lessons or the instructors. Why?  H.M. retained memories from before the surgery. What is his condition called? H.M., like another such patient, “Jimmy,” could not understand why his face looked older than 27 in the mirror. Why not?

7 Brain Damage and Amnesia “H.M.” and “Jimmy” suffered from hippocampus damage and removal causing anterograde amnesia, an inability to form new long-term declarative memories.  Jimmy and H.M. could still learn how to get places (automatic processing), could learn new skills (procedural memory), and acquire conditioned responses  However, they could not remember any experiences which created these implicit memories.

8 The Two Types of Amnesia  Retrograde amnesia can be caused by head injury or emotional trauma and is often temporary.  It can also be caused by more severe brain damage; in that case, it may include anterograde amnesia.  H.M. and Jimmy lived with no memories of life after surgery.  See also the movie Memento. Most other movie amnesia is retrograde amnesia. Retrograde amnesia refers to an inability to retrieve memory of the past. Anterograde amnesia refers to an inability to form new long-term declarative/ explicit memories.

9 If we can’t state exactly what a penny looks like, did we fail to retrieve the information? Encoding Failure  Maybe we never paid attention to the penny details.  Even if we paid attention to it enough to get it into working memory, maybe we still didn’t bother rehearsing it and encoding it into long term memory.

10 Storage Decay  Memory fades, or “decays.”  Material encoded into long term memory will decay if the memory is never used, recalled, and re-stored.  What hasn’t decayed quickly tends to stay intact long-term.  Decay tends to level off. Memory decays rapidly for both  Ebbinghaus’s nonsense syllables and  Spanish lessons.

11 Tip of the Tongue: Retrieval Failure  Sometimes, the memory does not decay.  Some stored memories seem just below the surface: “I know the name...it starts with a B maybe…”  To prevent retrieval failure when storing and rehearsing memories, you can build retrieval cues: linking your memorized material to images, rhymes, categories, initials, lists.

12 Interference and Positive Transfer  Old and new memories can interfere with each other, making it difficult to store new memories and retrieve old ones.  Proactive interference occurs when past information interferes (in a forward-acting way) with learning new information.  You have many strong memories of a previous teacher, and this memory makes it difficult to learn the new teacher’s name.  Occasionally, the opposite happens. In positive transfer, old information (like algebra) makes it easier to learn related new information (like calculus).

13 Retroactive Interference and Sleep  In one study, students who studied right before eight hours of sleep had better recall than those who studied before eight hours of daily activities.  The daily activities retroactively interfered with the morning’s learning. Retroactive interference occurs when new stimuli/learning interferes with the storage and retrieval of previously formed memories.

14 Motivated Forgetting  Memory is fallible and changeable, but can we practice motivated forgetting, that is, choosing to forget or to change our memories?  Sigmund Freud believed that we sometimes make an unconscious decision to bury our anxiety-provoking memories and hide them from conscious awareness. He called this repression. Motivated forgetting is not common. 1.Painful memories tend to persist. 2.Most memories can fade if we don’t rehearse or “use” the memories. 3.It is hard to TRY to forget.

15 Forgetting: Summary  Forgetting can occur at any memory stage.  As we process information, we filter, alter, or lose much of it.

16 Why is our memory full of errors?  Memory not only gets forgotten, but it gets constructed (imagined, selected, changed, and rebuilt).  Memories are altered every time we “recall” (actually, reconstruct) them.  Then they are altered again when we reconsolidate the memory (using working memory to send them into long term storage).  Later information alters earlier memories.  No matter how accurate and video-like our memory seems, it is full of alterations, even fictions. Ways in which our memory ends up being an inaccurate guide to the past: the misinformation effect imagination inflationsource amnesiadéjà vuimplanted memories

17 The Misinformation Effect: In 1974, Elizabeth Loftus and John Palmer asked people to watch a video of a minor car accident. The participants were then asked, “How fast were cars going when they hit each other?” Incorporating misleading information into one’s memory of an event. Those who were asked, “...when the cars smashed into each other?” reported higher speeds and remembered broken glass that wasn’t there. Actual accident Misremembered accident

18 In a study by Elizabeth Loftus, people were asked to provide details of a incident in childhood when they had been lost in a shopping mall (which had NOT happened). By trying to picture details, most people came to believe that the incident had actually happened; they had acquired an implanted memory. Implanted Memories Imagination Inflation Once we have an inaccurate memory, we tend to keep adding more imagined details, as perhaps we do for all memories. Study: Kids with an implanted memory of a balloon ride later added even more imagined details, making the memory longer, more vivid. Lessons: 1.By trying to help someone recall a memory, you may implant a memory. 2.You can’t tell how real a memory is by how real it feels.

19 Source Amnesia/Misattribution Have you ever discussed a childhood memory with a family member only to find that the memory was:  from a movie you saw, or book you read?  from a story someone told you about your childhood, but they were kidding?  from a dream you used to have?  from a sibling’s experience? If so, your memory for the event may have been accurate, but you experienced source amnesia: forgetting where the story came from, and attributing the source to your own experience.

20 Déjà vu (“Already seen”)  Déjà vu refers to the feeling that you’re in a situation that you’ve seen or have been in before.  Why does this happen? Sometimes it’s because our sense of familiarity and recognition kicks in too soon when we first view a scene;  Our brains then make sense of this feeling of familiarity by seeing this scene as recalled from prior experience.  Déjà vu can be seen as source amnesia: a memory (from current sensory memory) that we misattribute as being from long term memory.

21 Constructed Memories... in Court and in Love  Television courtroom shows make it look like there is often false testimony because people are intentionally lying.  However, it is more common that there is mistaken testimony. People are overconfident about their fallible memories, not realizing that their memories are constructions.  We tend to alter our memories to fit our current views; this explains why hindsight bias feels like telling the truth.  When “in love,” we overestimate our first attraction; after a breakup, we recall being able to tell it wouldn’t work.

22 Constructed Memories and Children  With less time for their memories to become distorted, kids can be trusted to report accurately, right?  No. Because kids have underdeveloped frontal lobes, they are even more prone to implanted memories.  In one study, children who were asked what happened when an animal escaped in a classroom had vivid memories of the escape… which had not occurred.  For kids, even more than adults, imagined events are hard to differentiate from experienced events.  Lesson: when interviewing kids, don’t LEAD; be neutral and nonsuggestive in your questions.

23  “False” memories, implanted by leading questions, may not be lies. People reporting events that didn’t happen usually believe they are telling the truth.  Questioners who inadvertently implant memories in others are generally not trying to create memories to get others in trouble.  As a result, unjust false accusations sometimes happen, even if no one intended to cause the injustice. Recovered Memories of Past Abuse  Can people recover memories that are so thoroughly repressed as to be forgotten?  Abuse memories are more likely to be “burned in” to memory than forgotten.  Forgotten memories of minor events do reappear spontaneously, usually through cues (accidental reminders).  An active process of searching for such memories, however, is more likely to create detailed memories that feel real.

24 What can we know about past abuse?  While true repressed/recovered memories may be rare, unreported memories of abuse are common.  Whether to cope or to prevent conflict, many survivors of abuse try to get their minds off memories of abuse.  They do not rehearse these memories, and sometimes the abuse memory fades.  Because of the infantile amnesia effect, memories of events before age 3 are likely to be constructions.  This explains both false reports AND missed reports of abuse, thinking everything was fine.  There is no clear way to tell when someone has actually been abused.  An implanted, constructed memory can be just as troubling, and more confusing, than a memory from direct experience.

25 Applying what we’ve learned about memory Improving Memory to Improve Grades Ways to save overall studying time, and build more reliable memory. Learn the material in more than one way, not just by rote, but by creating many retrieval cues. Minimize interference with related material or fun activities; Study right before sleep or other mindless activity. Have multiple study sessions, spaced further and further apart after first learning the material. Spend your study sessions activating your retrieval cues, both mnemonics and context. Test yourself in study sessions: 1) to practice doing retrieval as if taking a test, and 2) to overcome the overconfidence error: the material seems familiar, but can you explain it in your own words?  Think of examples and connections (meaningful depth).  Create mnemonics: songs, images, and lists.


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