 How does memory affect your identity?  If you didn’t have a memory how would your answer the question – How are you today?

 Encoding – Get information into our brain  Storage – Retain that information  Retrieval – Get it back out

 The immediate very brief recording of sensory information in the memory system  The sensory memories act as buffers for stimuli received through the senses  Information is passed from sensory memory into short-term memory by attention, thereby filtering the stimuli to only those which are of interest at a given time.

 Short-term memory acts as a scratch- pad for temporary recall of the information under process  Short term memory decays rapidly and also has a limited capacity.

 Chunking of information can lead to an increase in the short term memory capacity.  This is the reason why a hyphenated phone number is easier to remember than a single long number.  The successful formation of a chunk is known as closure.  Interference often causes disturbance in short- term memory retention.  This accounts for the desire to complete the tasks held in short term memory as soon as possible.

 Human beings do all their active thinking and problem solving in working memory.  The quality of the input into working memory and of the operations that go on there determine the quality of learning and problem solving.

 1 - Getting information correctly into this short-term area  2 - Handling the information appropriately while it is there  3- Moving information correctly from working memory to long-term storage, and using the information in working memory to generate some kind of output.

 A system for permanently storing, managing, and retrieving information for later use. Items of information stored as long-term memory may be available for a lifetime.

 Encoding involves linking new information to existing knowledge in order to make the new information more meaningful.  The quality of this process is related to the degree with which new information can be integrated or assimilated with existing knowledge.  Much encoding involves labeling thoughts with words, but pictorial or other forms may be used as well.

 Automatic  Unconscious encoding of incidental information such as space, time and well-learned information  Effortful  Encoding that requires attention and conscious effort such as in rehearsal

 Rehearsal increases our memories by conscious repetition.

 Distributed study time produces better long term recall.  How can this help you?

 Primacy  From Primary meaning first  Remembering the items at the beginning of the list  Recency  Related to Recent  Remembering the items at the end of the list

 Visual Encoding  Images  Acoustic Encoding  Sounds  Semantic Encoding  Meanings  Which produces better recognition later?

 Memory Aids  First-letter Technique  Substitution Technique  Visual Codes  Peg-words  Mnemonic devises are what type of encoding?

 Chunking  Organize information into meaningful units.  Hierarchies  Broad concepts divided into subdivided into narrower concepts and facts

 Sensory Memory  Iconic Memory  Fleeting photographic memory that lasts no more than a few tenths of second

 Sensory Memory  Echoic Memory  If attention is elsewhere, sounds and words can still be recalled within 3 to 4 seconds

 Physical Basis of Memory  Memory Trace  Synaptic Changes  Long-term memory involves physical changes in the brain - most likely some kind of facilitation at the synapse  Study of synaptic meeting places where neurons communication with one another via their neurotransmitter messengers

 List of Famous Sevens  Seven Wonders of the World  Seven Seas  Seven Deadly Sins  Seven Primary Colors  Seven Musical Sale Notes  Seven Days of a Week

 Long-term Potentiation  Repeated experiences increase the efficiency of certain synapses by “pulling” receptor sites and axon endings closer together, as well as making the receptor neuron more sensitive over the long run.  Provides a neural basis for learning and remembering associations

 Protein  GREB  Neurotransmitter  Glutamate

 Arousal can cause certain events to burned into the memory – while disturbing memories from other neutral events at the same time  Strong emotions create more reliable memories.  Weaker emotions means weaker memories.

 A clear memory of an emotionally significant moment or event?  Do you have a flashbulb memory?  Do you remember  9/11 ?  When Obama was elected?  When the Phillies won the Pennant?  Outdoor Ed?

 The loss of memory

 Explicit memories consist of memories from events that have occurred in the external world.  Information stored in explicit memory is about a specific event that happened at a specific time and place.  In forming and storing explicit memories, associations are done with previous related stimuli or experiences. Therefore, explicit memories can be remembered and recalled, and rely on previous experiences and knowledge.

 Implicit memories cannot be looked up or remembered to be used for actions and reasoning.  They consist of memories necessary to perform events and tasks, or to produce a specific type of response.  This type of memory is shown through activation of the sensory and motor systems needed to perform a certain task.  There are two basic types of implicit memory; repetition priming and skill learning.

 Hippocampus  Explicit Memories appear to be stored here  Cerebellum  Implicit Memories appear to be stored here

 Recall  Recognizing  Relearning  Retrieval Cues  Priming