1. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 1 Chapter 7 MEMORY Section 1: Three Kinds of MemoryThree Kinds of Memory Section 2: Three Processes of MemoryThree Processes of Memory Section 3: Three Stages of MemoryThree Stages of Memory Section 4: Forgetting and Memory ImprovementForgetting and Memory Improvement

2. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 2 Chapter 7 What is Memory? Memory is the process by which we recollect prior experiences and information and skills learned in the past. One way to classify memory is according to the different kinds of information it contains: events, general knowledge, and skills. Section 1: Three Kinds of Memory

3. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 3 Chapter 7 Question: What are the three kinds of memory? THREE KINDS OF MEMORY Episodic memory – memory of a specific event that took place in the person’s presence or through experience Semantic memory – general knowledge that people remember Implicit memory – a memory that consists of the skills and procedures one has learned Section 1: Three Kinds of Memory

4. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 4 Chapter 7 Episodic Memory Episodic Memory is memory of a specific event Flashbulb memories--Events so important that it seems as if a flashbulb goes off and we photograph it in every detail. There are several reasons why certain memories become etched in our minds when the “flashbulb” goes off. Sometimes places or events make an impression on us because they are connected to other events that are important at the time, such as a major disaster or tragedy. Section 1: Three Kinds of Memory

5. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 5 Chapter 7 Semantic Memory Semantic memory – general knowledge that people remember We usually do not remember when we acquired the information in our semantic memory. Examples of semantic memory You remember the alphabet, but you do not remember where, when or how you learned it. Most of what you have learned in your classes at school has become part of your semantic memory. Episodic and semantic memories are both examples of explicit memory. Section 1: Three Kinds of Memory

6. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 6 Chapter 7 Implicit Memory The opposite of explicit is implicit and another kind of memory is implicit memory Implicit memory – a memory that consists of the skills and procedures one has learned Things that are implicit are implied or not clearly stated Memories consist of the skills or procedures you have learned—throwing a ball, jumping rope, typing, using a computer, playing a musical instrument. Once skills have been learned, they tend to stay remembered for many years perhaps even a lifetime. Section 1: Three Kinds of Memory

7. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 7 Chapter 7 Question: What are the three processes of memory? THREE PROCESSES OF MEMORY Encoding – the translation of information into a form in which it can be stored Storage – the second process of memory and is the maintenance of encoded information over a period of time Retrieval – third process of memory; consists of locating stored information and returning it to conscious thought Section 2: Three Processes of Memory

8. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 8 Chapter 7 Encoding The first stage of processing information When we place information into our memory like computers, we encode it. We convert the physical stimulation we have received into psychological formats that can be mentally represented. On a sheet of paper write this list of letters OTTFFSSENT Look at the letters for 30 seconds and memorize as much of the list as possible. Section 2: Three Processes of Memory

9. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 9 Chapter 7 Visual codes Did you try to see them in your mind as a picture? If so, you used visual code. You tried to form a mental picture of the letters in your mind. Section 2: Three Processes of Memory

10. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 10 Chapter 7 Acoustic Codes— Did you read the list to yourself and repeat it several times? You may have said the letters one after another trying to remember the letters The acoustic code records the letter in your memory as a sequence of sounds. Section 2: Three Processes of Memory

11. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 11 Chapter 7 Semantic codes A semantic code represents information in terms of its meaning. You may have tried to find words that begin with each letter in the list. What you may not have realized when you first examined the list is that the letters OTTFFSSENT By using semantic codes, you can memorize lists of letters and other items more easily and will probably remember them for a longer amount of time than you would otherwise. Section 2: Three Processes of Memory

12. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 12 Chapter 7 Storage Once information is encoded it must be stored This is the second stage in the memory process. Human storage of information is not all that different from a computer’s storage of information. With a computer, the user must instruct the machine to save information in its memory. Otherwise it will lose the newly encoded information when the user shuts off the computer. People who want to store new information in their memory use a variety of strategies. Section 2: Three Processes of Memory

13. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 13 Chapter 7 Maintenance Rehearsal—repeating information over and over again to keep from forgetting. The more time spent in rehearsing or repeating information the longer the information will be remembered. Section 2: Three Processes of Memory

14. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 14 Chapter 7 Chunking Chunking—the organization of items into familiar or manageable units. Most people can not remember more than 9 items at a time in their short-term memory.

15. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 15 Chapter 7 Interference Only a limited amount of information can be retained in short-term memory. Interference occurs when new information appears in short-term memory and takes the place of what is already there. Short-term memory is very useful but it is only a temporary solution to the problem of remembering information.

16. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 16 Chapter 7 Capacity of Memory Psychologists have yet to discover a limit to how much can be stored in a person’s long-term memory. Even though there is no limit to how much we can remember, we do not store all of our experiences permanently. We are more apt to remember things that capture our attention. If we get distracted or uninvolved with what is occurring around us, we are not going to remember as much as we will if we are interested or paying attention.

17. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 17 Chapter 7 Recognition Recognition—is one of the three basic memory tasks. It involves identifying objects or events that have been encountered before. It is the easiest of the learning tasks. For example— Multiple Choice tests, you only have to recognize the correct answer.

18. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 18 Chapter 7 Recall Recall something means to bring it back to mind. You try to reconstruct it in your mind.

19. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 19 Chapter 7 Relearning The third basic memory task is relearning. People who have been out of school for 25 years might not remember the algebraic formulas they learned when they were in high school. However, they could probably relearn them very quickly if someone showed them how to use them again. We can usually relearn fairly rapidly things we once knew but forgotten.

20. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 20 Chapter 7 Repression We sometimes forget things on purpose without even knowing we are doing it. We forget them by pushing them out of our consciousness. Freud called this kind of forgetting repression.

21. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 21 Chapter 7 Amnesia Amnesia is severe memory loss caused by brain injury, shock, fatigue, illness, or repression.

22. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 22 Chapter 7 Infantile Amnesia Some people think that they can remember special events that took place in their infancy, but they cannot. Freud found that they could not remember things that had happened to them before the age of three. This forgetting of early events is called infantile amnesia. People in their 70s and 80s have many precise memories of their life between the ages of 6 and 10. College freshmen have difficulty remembering events that occurred before the age of 6, even though these events occurred only 13 or 14 years earlier.

23. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 23 Chapter 7 Improving Memory Repetition is one fairly effective way to transfer information from sensory memory to short-term memory and from short-term memory to long-term memory.