Please take out a piece of paper, write the questions & answer them. 1. Describe what long-term potentiation is. 2. What does retroactive interference disrupt? Please put FRQs # 1 & 2 in the in-box

 Always write the questions  Leave room for your answers › You may have time to answer them in class or you might need to look them up.  All DMAs for the week will be collected on Friday. › Make sure you that you’ve answered the questions BEFORE you come to class on Friday.

 DMA  Turn in FRQs  Chapter 9 review session  Memory › Flashbulb, feats, encoding, etc… Homework: Chapter 9 test – Monday, Sept. 12 th Chapter 9 notes due – Monday, Sept. 12 th DMAs due Friday FRQ #3 due Thursday

 Friday, Sept. 9 th  Before school from 7:00-7:30  Review info from the chapter, answer questions, go over FRQs….

 Memory  persistence of learning over time via the storage and retrieval of information  Flashbulb Memory  a clear memory of an emotionally significant moment or event  What are some of your flashbulb memories?

 Average person can repeat about 7 items (after just hearing them) › Clip – memory feat (start at 4:30 mark) Clip  Memory has great capacity. › Remembering digits in Pi - Example

 Memory as Information Processing  similar to a computer  write to file  save to drive  read from drive  Encoding  the processing of information into the memory system  i.e., extracting meaning

Steps…  On your paper – label lines from 1 – 17  I will show you a sheet of paper with colored dots on it: › Write down how many dots you see on each line on your paper (for instance, the # of dots on the 1 st paper will go on line #1).  I will give you 3 seconds to prep, 1 to look & 1 to write. › I will say, “dah, dah, dah, look, write” for each paper

 Correct yourself as we go…  At what point did you start making mistakes?

 Most humans, in most circumstances can only process 7 items in their short-term memories. › Without further encoding the info.

 Storage  the retention of encoded information over time  Retrieval  process of getting information out of memory

 Sensory Memory  the immediate, initial recording of sensory information in the memory system  Demonstration – paying attention  Watch the clip VERY closely.  Make sure you can see the screen clearly.  Remove all other distractions.  You need to count the # of times the players in black shirts pass the ball.  Clip Clip

 Selective attenti on › What could be the impact on people’s everyday lives? › How does it impact your ability to store and/or record memories?

 Working Memory  focuses more on the processing of briefly stored information  Can store & use info needed for a specific task.  Examples?

3 parts  Central executive – controls our attention & coordinates working memory for a specific task.  Phonological loop – stores & utilizes semantic (word) info  Visuo-spatial sketchpad – stores & utilizes speech based info.  Demonstration

 When you were counting the windows in your house – did you use your fingers? › Visuo-spatial & phonological loop – controlled by central executive  When you were counting the words – did you use your fingers? › Phonological loop & phonological loop Why the difference?  We can use two (of the 3) systems at the same time, but we can’t use 1 system twice (at the same time) › Like tools in a tool box.

 Short-Term Memory  activated memory that holds a few items briefly  look up a phone number, then quickly dial before the information is forgotten