Studying & Building Memories Memory is learning that has persisted over time, information that has been stored and can be retrieved. Recall: retrieving.

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Studying & Building Memories Memory is learning that has persisted over time, information that has been stored and can be retrieved. Recall: retrieving information that is not currently in your conscious awareness but that was learned at an earlier time. Recognition: identifying items previously learned. Relearning: learning something more quickly when you learn it a second or later time. Konkle et al., 2010: 2500 slides of faces and places for 10 seconds each.(mp312,cp300) Later 280 slides are selected paired with new slides. Participants recognized 90% of the slides they had viewed previously slides for 3 seconds each = 82% accuracy. Mitchell, 2006: (mp313 Fig. 23.1, cp300 f8.1)

Studying & Building Memories Ebbinghaus Retention Curve, (mp314 Fig cp315 f8.15) Additional rehearsal (aka overlearning) of verbal information increases retention, especially when practice is distributed over time. Fig Atkinson and Shiffrin's three-step model helps us to think about how memories are processed. (mp315 cp301) Modern models include automatic processing, and have also redefined short-term memory as working memory. Baddeley, Fig : Baddeley's model includes visual and auditory rehearsal of new information. A hypothetical central executive focuses attention and pulls information from long-term memory to help make sense of new information.(mp315 cp 302 f 8.4) This type of memory is called explicit memory-the facts and experiences we can consciously know and declare. They are based on the language centres of the brain. Implicit memory is a result of automatic processing.

Studying & Building Memories Implicit memories include procedural memory for automatic skills, and classically conditioned associations among stimuli. Automatic processing includes: space: encoding where the information appeared. time: encoding the sequence of events in which the information appeared. frequency: encoding how many times the same informational event has occurred. Momentary photographic memory: Fig (mp371 cp303 f8.5) Sperling (1960) flashed a group of letters for one-twentieth of a second; subjects could recall only about half. But, given a signal to recall a particular row immediately after the letters had disappeared, they could do so with near-perfect accuracy.

Studying & Building Memories Fig. 23.7: (m p318 cp304 f8.6)Without active processing (including subvocalized rehearsal), short-term memories have a limited life. Cowan et al. 2008: Unlike short-term memory, working-memory capacity appears to reflect intelligence level. (m p304, c p318) Effortful processing strategies: Chunking: Phone numbers. Mnemonics: Video game walkthroughs. For example: two hard-core 'Mass Effect' players don't need a video display to discuss the levels of game play; it's all in their memories. Hierarchies: A top-down approach of a few broad concepts divided and subdivided into narrow concepts and facts. Copeda et al., 2006: Spacing effect: Massed practice (cramming) produces speedy short-term learning and confidence, but distributed practice produces long-term recall and measurable competence.(mp 319 c306) Testing effect: Practicing retrieval by answering questions.

Studying & Building Memories Fig (m p321 c p 307 f8.10)Processing a word deeply by its meaning (semantically) produces better recognition at a later time than does shallow processing by attending to its appearance or sound. We are especially good at recalling information that is meaningful to ourselves. Self-reference effect is especially strong in members of individualistic Western cultures. Information deemed 'relevant to me' is processed more deeply and remains more accessible.