1. Chapter 5 “THREE is the KEY for MEMORY” Qz. #6 pages 181-201

2. Imagine what it would be like to have no memory ◦By the time I am done saying this sentence, you would have forgotten the beginning of it…and now you would have no recollection of it at all. ◦Memory is essential to being able to learn and being able to think

3. On the other hand, imagine what it would be like if you never forgot anything ◦You would have difficulties focussing on any one thing In order to function properly in life, we need to be able to selectively remember certain things, while at the same time forget others Most of us only think of our memory when we can’t remember something; any other time our memory comes naturally we take it for granted

4. In order to function properly in life, we need to be able to selectively remember certain things, while at the same time forget others.

5. Memory vs. Learning ◦Learning = a process that will modify a subsequent behaviour; it is a permanent change in our knowledge or in our behaviour as a result of an experience ◦Memory = the ability to remember past experiences; Memory is basically nothing more than the record that is left behind by a learning process/experience

6. What is Memory? …is defined as the capacity to acquire, retain, and recall knowledge and skills.

7. MEMORY System that allows for retention of what is Learned

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10. Your brain works on electrochemical energy weights approximately 3 pounds Size of fists together More than 100 billion brain cells called neurons Connections more important than number Connections more important than number

11. Types of Memory Episodic Memory ◦A◦Ability to recall events from a specific past experience ◦i◦i.e. what was on the last Anthropology test Semantic Memory ◦K◦Knowledge of how the world works, but you haven’t actually experienced it yourself ◦i◦i.e. what is an Australopithecus afarensis? Procedural Memory ◦K◦Knowledge of how to do things ◦i◦i.e. how to ride a bike

12. Three Types of Memory 1.Episodic – memories of personal experience 2.Semantic – general knowledge or memory for facts 3.Procedural – memory for skills Episodic – Do you remember your first interaction with a personal computer? Semantic – Do you know the meaning of personal computer? Procedural – Are you fluent in the use of a personal computer?

13. Three Levels of Memory

14. Levels of Memory Sensory Memory ◦R◦Receives information from the environment through your five senses ◦R◦Records this information for only a few seconds ◦E◦Enables you to hold information long enough to record what is necessary ◦i◦i.e. what does it feel like to bang your elbow on the desk?

15. 1. Sensory Memory - the type or stage of memory first encountered by a stimulus. Sensory memory holds impressions briefly, but long enough so that series of perceptions are psychologically continuous. Saccadic Eye Movement Memory trace Sensory Register 3Iconic memory 3Echoic memory Three Levels of Memory

17. Different Levels of Memory Short-Term Memory (aka. Working Memory) ◦M◦Memory that is stored for 15 – 20 seconds iinformation in your mind right now (unrehearsed memory) ◦I◦If you continue to work with the information, it will remain in your STM longer or will be transferred into your LTM ◦c◦can store up to 7, separate, unorganized items, plus or minus 2 mmore than 7 items begins to stress out our STM unless we organize the info into meaningful groups ii.e. NFL, NHL, NBA are easier to remember than FNL, HLN, ABN ◦I◦Information in your STM is lost by decay (the fading of information over time) or displacement (replaced by new information)

18. Short Term Memory (STM) SERIAL POSITION EFFECT – the tendency to recall more accurately the first and last items in a series.  PRIMACY EFFECT – the tendency to recall the initial items in a series of items.  RECENCY EFFECT – the tendency to recall the last items in a series of items. [ 7+/-2 - about 1 min.]

19. Test #1 How many unrelated items can you store in your short-term memory?

20. 76512

21. 830956

22. 883258 1 3

23. 447143 5 63

24. 279846 1 573

25. Test #2 Testing your short-term memory

27. Different Levels of Memory Long-Term Memory ◦I◦Information that is important and meaningful to you will be stored in your long-term memory ◦M◦Memory that is longer than 15 – 20 seconds (can last minutes or a lifetime) ◦T◦This memory has been compared to the workings of a library IInformation is encoded and stored in a systematic and organized way IIt is retrieved by giving cues (like an online search) IIt is lost when it is misplaced, improperly stored, or erased

28. Mnemonic Device System for remembering in which items are related to easily recalled sets of symbols, such as acronyms, phrases, or jingles “i” before “e” except after “c” “Be, all that you can be!” “Like a Rock” “Every Good Boy Does Fine!” EXAMPLES

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30. Which is involved? 1.First Kiss 10.Use a computer 2.Riding a bike 11.Spell C-A-T 3.Walking through a maze 12.Driving a car 4.List the 50 states 13.H20 5.Define Memory 14.Describe a fight to someone 6.Cut and Paste an art project 15.First day in high school 7.Writing notes off an overhead 8.Formula for classical conditioning 9.Witness a car accident

31. Three Processes of Memory. ENCODING 1. ENCODING - modifying information so that it can be placed in memory a. visual code b. acoustic code c. semantic code 2. STORING 2. STORING - maintenance of information over time a. maintenance rehearsal 3. RETRIEVING 3. RETRIEVING - location of stored information and its return to consciousness a. proper cues

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33. ENCODING STORING RETRIEVING

34. Experiment:  Number your papers from one to twenty.  You will see a list of terms - try to remember them in their proper numeric position. Ready! Experiment Time!

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36. 17761812186119141941

37. Check your answers! 17761812186119141941

38. Short Term Memory (STM) OTHER KEY TERMS: Chunk - a stimulus or group of stimuli that are perceived as a discrete piece of information *Rote - mechanical associative learning that is based on repetition Displace - in memory theory, to cause chunks of information to be lost from short term memory by adding new items

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40. 3. Long Term Memory repression reconstructive elaborative rehearsal context-dependent memory state-dependent memory

42. In order to study FORGETTING 1 st We need to know what nonsense syllables are. 2 nd We need to know what the three basic memory tasks are. 3 rd How are nonsense syllables and the three memory tasks related? Remember, 3 is the key

43. Meaningless sets of two consonants, with a vowel sandwiched in between, that are used to study memoryMeaningless sets of two consonants, with a vowel sandwiched in between, that are used to study memory 1 st We need to know what nonsense syllables are.

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45. Three Tasks of Memory A. Recognition – the easiest memory task, involving identification of objects or events encountered before B. Recall – retrieval and reconstruction of learned material a. paired associates – nonsense syllables presented in pairs in experiments that measure recall C. Relearning – a measure of retention; material is usually relearned more quickly than it is learned initially a. method of savings & savings 2 nd We need to know what the three basic memory tasks are.

46. Let’s do an experiment! Get your notebook and a pen or pencil ready. Ready?

47. HOKMIB JEKBAC XARMUP GORNIF WOMCEG Study the list below for 30 seconds. Ready?

48. BACBUHYUPHOY WOQNJIHOKKIJ JEKCEGMOKFOV MUPWOMZESCID DERXARMIBSQW NIFCIFGORROG VOYJINWIMGOH Now, using the list below, pull out the nonsense syllables you just studied.

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50. BACBUHYUPHOY WOQNJIHOKKIJ JEKCEGMOKFOV MUPWOMZESCID DERXARMIBSQW NIFCIFGORROG VOYJINWIMGOH Now check your answers!

51. Discuss the results How many did you get correct?

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53. Part II

54. Study the list below for 30 seconds. TIWNAX JEZRUH WEVQUL LUBYOF KAJPUM

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56. TIW__________ JEZ__________ WEV__________ LUB__________ KAJ__________ Now, fill in the missing nonsense syllable.

57. TIWNAX JEZRUH WEVQUL LUBYOF KAJPUM Check your answers! Paired Associates – nonsense syllables presented in pairs to measure recall

58. Which list was easier? Why? Now, apply the vocabulary terms!

59. Exploring Human Memory Experiment 1 Let's do an experiment. Get a piece of paper and a pencil. Listen to the sound file. 20 words will be read with an interval of about one second between each word. Do not write anything until the file has finished playing. Write as many words as you can remember, regardless of order. Do not guess.

60. Here is the list for Experiment 1: North apple John red dime pear Bill blue quarter West dollar South grape nickel yellow East green Robert banana Charlie

61. Experiment 2 Here's another experiment to try. Again, 20 words will be read with an interval of about one second between each word. Do not write anything until the file has finished playing. Write as many words as you can remember, regardless of order. Do not guess.

62. Here is the list for Experiment 2: bream later pot start job clog Mayor else wage jowl chap trout lot tape dusk wreak list smug duck big

63. Experiment 3 Let's do one more experiment. Again, 20 words will be read with an interval of about one second between each word. Do not write anything until the file has finished playing. Play the file only once. This time, before you write the words, start at the number 18 and count backwards in intervals of threes out loud as rapidly as possible, so you'll start at 18, then the next is 15, and so on. After you finish, write as many words as you can remember, regardless of order. Do not guess.

64. Here is the list for Experiment 3: time stab solve house mutt draft say off royal court slot hand dirt plot out greet dent stale stone dice

65. 3 R’s 1. Recall 2. Recognition 3. Relearning A. In information processing, the easiest memory task, involving identification of objects or event encountered before B. A measure of retention. Material is usually relearned more quickly than it is learned initially C. Retrieval and reconstruction of learned materials matching

66. INTERFERENCE THEORY We may forget stored material because other learning interferes with it Retroactive Interference - forget the old because of the new Proactive Interference - forget the new because of the old Provide a few examples

67. Amnesia Childhood Amnesia Anterograde Amnesia Retrograde Amnesia State reasons for childhood amnesia Check textbook (pages 206-207) What is your earliest memory? How old were you? Failure to remember events that occur AFTER physical trauma because of the effects of the trauma Failure to remember events that occur prior (retro = old) to physical trauma because of the effects of the trauma

68. Video Dateline NBC “Forget Me Not” Amnesia

69. Improving Memory 1. Visualize it! Visualize it! 2. Chain it! Chaining 3.Place it! The Method of Loci 4.Chunk it! Chunking 5.Acrostic it! Those Catchy Phrases

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71. Ten Principles of Memory F Pay attention F Get the info right the 1st time F Be sure you fully understand F Try to see the significance of what you’re learning F Involve your ego, if possible F Associate new material with related facts you know F Organize the material so that it can be stored F If there is a basis for doing so, divide and group F Reinforce what you’ve learned through repetition F Recite often !