1. Memory Mr. McElhaney PLHS

3. Remembering is an Active Process Memories can be lost and revised Memories can be lost and revised Types of Memory Types of Memory –Short Term Memory –Long Term Memory Info that appears to be lost may still be in memory Info that appears to be lost may still be in memory Problems with memory: Problems with memory: –Forgetting and storage issues Recovered memories are problematic Recovered memories are problematic Strategies such as Mnemonics can improve memory Strategies such as Mnemonics can improve memory

4. Basics Definition- Memory is an active system that receives, stores and organizes, alters, and recovers information Definition- Memory is an active system that receives, stores and organizes, alters, and recovers information “Memory- is learning that persists over time” “Memory- is learning that persists over time” Encoding- info is changed into usable and storable form Encoding- info is changed into usable and storable form Deals with Encoding-Storage-Retrieval Deals with Encoding-Storage-Retrieval

5. Dual Processing Parallel Processing- Parallel Processing- Brain processes information in many ways simultaneously Brain processes information in many ways simultaneously Example- sights, sounds, environment Example- sights, sounds, environment

6. 3 Part System Memory Sensory Sensory STM (Working) STM (Working) LTM LTM

7. Sensory Memory New info is perceived through the senses New info is perceived through the senses Info is held exactly as perceived for a few seconds (Transduced) Info is held exactly as perceived for a few seconds (Transduced) Preceding short term Memory Preceding short term Memory

8. All of the Senses: Use Transduction: Use Transduction: –The process of changing energy (stimulus) to a form that can be processed by the nervous system- –For example- light to a form that can be recognized by the retina.

9. Dual System in Memory Short Term Memory Short Term Memory Long Term Memory Long Term Memory Small desk and file cabinet concept Small desk and file cabinet concept

10. STM Meaningful info stored

11. Fig. 9.2 Remembering is thought to involve at least three steps. Incoming information is first held for a second or two by sensory memory. Information selected by attention is then transferred to temporary storage in short-term memory. If new information is not rapidly encoded, or rehearsed, it is forgotten. If it is transferred to long-term memory, it becomes relatively permanent, although retrieving it may be a problem. The preceding is a useful model of memory; it may not be literally true of what happens in the brain (Eysenck & Keane, 1995).

12. Short Term Memory 1 Is working memory Is working memory Includes Selective attention Includes Selective attention Holds small amounts of info for a brief time Holds small amounts of info for a brief time Encoding in STM- Encoding in STM- –memories are stored by images –And phonetically- by sound, words and letters

13. Short Term Memory 2 Storehouse for small amounts of info Storehouse for small amounts of info Phone numbers/shopping lists Phone numbers/shopping lists Working memory holds info while other activities are taking place. Working memory holds info while other activities are taking place. Is sensitive to interruption + interference Is sensitive to interruption + interference

14. Processing info helps Memory Connecting to LTM Connecting to LTM –Linking information with previously learned information. Chunking Chunking Rehearsal Rehearsal Elaborative Rehearsal Elaborative Rehearsal

15. Short Term Memory 3 Limited size = 7 “slots”/Information bits Limited size = 7 “slots”/Information bits Good mem = 9 bits Good mem = 9 bits Recoding= reorganizing information Recoding= reorganizing information Chunking = form of recoding, creating connections/groups between info Chunking = form of recoding, creating connections/groups between info Rehearsal- repeating info increases STM and can lead to transfer to LTM Rehearsal- repeating info increases STM and can lead to transfer to LTM

16. Elaborate Rehearsal – Linking new info to memories in LTM will improve memory Linking new info to memories in LTM will improve memory Elaborate = extend, think about info as you study Elaborate = extend, think about info as you study Ask yourself “why” why would that be true? Ask yourself “why” why would that be true? Try to relate new ideas to your own experiences and knowledge Try to relate new ideas to your own experiences and knowledge

17. Elaborate Rehearsal when you don’t even know you’re doing it. Your understanding of academic material improves and your memory improves with the number of content interactions; Your understanding of academic material improves and your memory improves with the number of content interactions; For Example when we are in class we: For Example when we are in class we: 1. Above all the organism needs to try to learn the stuff 2. Listen (auditory interaction) 3. Visualize 4. Take notes (processing the visual, and auditory) 5. Think (which is processing) 6. Asking questions (evidence of thinking) 7. Summarize (which is thinking, and engaging in the material/ also monitoring comprehension) 8. Reviewing notes at home (more thinking and engaging in the material) 9. READ (tons of processing if you really read) 10. Discussion (shows you are thinking) 11. Extended writing (massive amounts of thinking)

18. Long Term Memory Found in the Cortex of Brain Found in the Cortex of Brain Hippocampus clearly associated with memory (see brain map of memory) Hippocampus clearly associated with memory (see brain map of memory) permanent storehouse for Memory permanent storehouse for Memory Everything you know goes into LTM Everything you know goes into LTM Important + Meaningful info gets transferred to LTM Important + Meaningful info gets transferred to LTM The more you know the easier it is to add memory The more you know the easier it is to add memory

20. Brain Anatomy and Memory Locations of memory is identified through brain mapping Locations of memory is identified through brain mapping Experiments through Electroconvulsive Shock destroys memory Experiments through Electroconvulsive Shock destroys memory –Mostly effects recent memories –Before Consolidation

21. Brain #2 Hippocampus= closely associated with LTM (Thalamus is also associated with LTM) Hippocampus= closely associated with LTM (Thalamus is also associated with LTM) Used in Consolidation of memory Used in Consolidation of memory Known as the “Switching Station” between STM and LTM Known as the “Switching Station” between STM and LTM Grows neurons that make new connections with in the brain Grows neurons that make new connections with in the brain Damage to hippocampus = Anterograde amnesia= inability to store new memories LTM (“50 First Dates”) Damage to hippocampus = Anterograde amnesia= inability to store new memories LTM (“50 First Dates”)

22. Brain 3 3lbs of brain 3lbs of brain Cerebral Cortex- multiple areas associated Cerebral Cortex- multiple areas associated Pre-Front of Cortex = Episodic Memory- events Pre-Front of Cortex = Episodic Memory- events Back area of Cortex = Semantic Memory- ideas Back area of Cortex = Semantic Memory- ideas

23. Current Research: Stimulation from environment promotes new synapses New experiences alter the functioning of existing synapses Neurotransmitters associated in memory- Glutamate, acetylcholine, Memory problems associated with Alzheimer’s related to a deficiency in neurons that use acetylcholine and found in hippocampus and cortex Drugs that increase Acetylcholine in synapses improve memory “Formation of memories is associated with changes in synapses and strengthens and networks”

25. Long Term Memory Encoding = storage (LTM) stored based on meaning Encoding = storage (LTM) stored based on meaning Recoding/reorganizing/revision is present in LTM Recoding/reorganizing/revision is present in LTM example- Chunking can/will work in LTM example- Chunking can/will work in LTM Constructive Processing = updating memory Constructive Processing = updating memory –Fills in the gaps of memory with logical conclusions or extensions, or inferences –(Pseudo Memories are false memories) –Relates to how we can sometimes not know the source of some memories

26. Organization of Info in LTM Patterns of Association = memory structure Patterns of Association = memory structure Examples: rules, images, symbols, similarities, formal meaning, personal meaning Examples: rules, images, symbols, similarities, formal meaning, personal meaning Network Model (or schema) Network Model (or schema) –Associations of new of linked ideas –We make organization based on linked meanings

27. Memory Aids Chunking info= try to link 2-3 or more facts into larger chunks and your memory will improve Chunking info= try to link 2-3 or more facts into larger chunks and your memory will improve Key to memory is to find meaning Key to memory is to find meaning Always think about how you feel about things Always think about how you feel about things

28. Fig. 9.7 In the model shown here, long-term memory is divided into procedural memory (learned actions and skills) and declarative memory (stored facts). Declarative memories can be either semantic (impersonal knowledge) or episodic (personal experiences associated with specific times and places).

29. Types of LTM = skill and fact Procedural- Skill Procedural- Skill Conditioned Response Conditioned Response Learned Actions Learned Actions Automatic Automatic Lower brain- cerebellum Lower brain- cerebellum Typing and Driving Actions Typing and Driving Actions

30. Types of Memory Episodic Memory= experiences Episodic Memory= experiences Autobiographic Autobiographic –When we access we re-experience Most easily forgotten LTM Most easily forgotten LTM Iconic Memory Iconic Memory Echoic Memory Echoic Memory Declarative- Facts Declarative- Facts Names, faces, dates, words, ideas Names, faces, dates, words, ideas Expressed in words and symbols Expressed in words and symbols Semantic Memory Semantic Memory Encyclopedia of basic knowledge Encyclopedia of basic knowledge You don’t forget You don’t forget

31. Memory Formation Consolidation- the forming of LTM memory Consolidation- the forming of LTM memory Takes time to move info from STM to LTM Takes time to move info from STM to LTM Meaning is key Meaning is key

32. Models of Memory Why do some stimuli leave no more than a fleeting impression and others remain in memory forever? (see chart Pg. 244) 5 models or explanations for how memory works 1. Information Processing 2. Levels of Processing 3. Transfer Appropriate Processing 4. Parallel Distributed Processing 5. Multiple Memory System

33. Re-integrative Memories Memories in LTM Memories in LTM Can be triggered by cues Can be triggered by cues Cues (associations/clues) always enhance memories Cues (associations/clues) always enhance memories Triggered memories are cues to other connected memories Triggered memories are cues to other connected memories Pictures, smells, songs, sounds Pictures, smells, songs, sounds Cue-Dependent Forgetting Cue-Dependent Forgetting Stimuli associated with memory are missing

34. Memory Tasks- LTM Recall Direct Retrieval of Info Direct Retrieval of Info Who-What Who-What Facts FactsRecognition Previous learned info is correctly identified Previous learned info is correctly identified MC tests MC tests Accurate for visuals Accurate for visuals Relearning Reviewing previously exposed to/learned info Reviewing previously exposed to/learned info 25% greater proficiency 25% greater proficiency Review helps we Re-learn faster. Review helps we Re-learn faster.

35. Serial Position Effect STM STM Being able to memorize the beginning and end of a list Being able to memorize the beginning and end of a list But not the middle But not the middle Why?- Why?- The end- interference, STM has limited capacity The end- interference, STM has limited capacity Primacy Effect- first 2-3 words on list recall is good Probability of recall decreases for words in the middle of the list and then rises dramatically Recency Effect- easier to recall end of list because first are in STM rehearsal helps the last are close in STM.

36. Implicit and Explicit Memories Implicit Memories We are not aware We are not aware Unconscious UnconsciousPriming Giving a person limited cues Giving a person limited cues Info previously learned is reflected in cued responses Info previously learned is reflected in cued responses Related to implicit memory Related to implicit memory Sub-conscious Sub-conscious Explicit Memories Recall is used Recall is used Conscious memories Conscious memories Trying to remember Trying to remember

37. Forgetting Encoding Failure: When a memory was never formed in the first place Encoding Failure: When a memory was never formed in the first place Memory Traces: Physical changes in nerve cells or brain activity that occur when memories are stored Memory Traces: Physical changes in nerve cells or brain activity that occur when memories are stored Memory Decay: When memory traces become weaker; fading or weakening of memories Memory Decay: When memory traces become weaker; fading or weakening of memories Disuse: Theory that memory traces weaken when memories are not used or retrieved Disuse: Theory that memory traces weaken when memories are not used or retrieved

38. Activity for Fri: Bring books or Definition of these terms State Dependent Learning (Remembering) Context Dependent Learning (Remembering) Interference (Forgetting) Decay (Forgetting) Proactive Interference (Forgetting) Retroactive Interference (Forgetting) Positive Transference (Remembering) Negative Transference (Forgetting) Repression (unconscious) Suppression (conscious)

39. Why do we forget? The Role of Decay and Interference: Decay- the gradual (over time) disappearance of the mental representation of a stimulus (wears out) especially in STM Interference- a process through which either the storage or retrieval of information is impaired by the presence or other information. (STM forgetting too) Might occur because one piece of information might interfere with other pieces of info (displaces) pushing it out of memory. (rehearsal prevents displacement STM) Or, one piece of info makes storage or recall more difficult. LTM- two types of interference: Retroactive interference- learning of new info interferes with recall of old info Proactive Interference- old info interferes with learning or remembering new info.

40. Remembering Context Dependent Memory: – –“People remember more of what they learned when conditions during recall match encoding” – –Why? We tend to encode features of the environment in which the learning occurred and these features may later serve as retrieval cues. State Dependent Memory:   A person’s internal state can aid or hamper retrieval (mood)   Positive-recall is easier when positive mood occurs during encoding

41. Positive and Negative Transference Positive Transference Mastery of one task aids mastery of a second task Knowledge and skill in one adds to another Negative Transference (language) Skills developed in one situation conflict with those required to master a new task

42. Repression and Suppression Repression (unconscious) Memory motivated by forgetting Forgetting painful troubling or embarrassing memories Held out of consciousness Sensitive to emotional events Use repression to protect themselves from threatening thoughts Suppression (conscious) An active conscious attempt to put something out of mind We actively avoid remembering upsetting information Painful upsetting event avoided suppression could be repression

43. Amnesia Retrograde (before) Amnesia Forgetting events that occur before an injury or trauma Forgetting events that occur before an injury or trauma Korsakoffs Syndrome Korsakoffs Syndrome Korsakoffs Syndrome Korsakoffs Syndrome Korsakoff's syndrome (also called Korsakoff's dementia, is a neurological disorder caused by a lack of thiamine (vitamin B 1 ) in the brain. Its onset is linked to chronic alcohol abuse and/or severe malnutrition. Korsakoff's syndrome (also called Korsakoff's dementia, is a neurological disorder caused by a lack of thiamine (vitamin B 1 ) in the brain. Its onset is linked to chronic alcohol abuse and/or severe malnutrition. thiamine (vitamin B 1 ) brain thiamine (vitamin B 1 ) brain Anterograde- Amnesia Anterograde- Amnesia “50 First Dates” “50 First Dates” Forgetting invents that follow an injury Forgetting invents that follow an injury “These patients are also able to keep information temporarily in working memory, which depends on the activity of dopamine neurons in the prefrontal cortex. So the hippocampus is crucial in the formation of new episodic memoires, but implicit memory, procedural memory, and working memory appear to be governed by other regions of the brain.”

44. Sleep + Memory Sleep improves brains ability to remember info Sleep improves brains ability to remember info Important for memory consolidation Important for memory consolidation Increases procedural memory Increases procedural memory During sleep- During sleep- Short term memories in Hippocampus and are then transferred to long term storage in Neo- Cortex Short term memories in Hippocampus and are then transferred to long term storage in Neo- Cortex 90 minute nap helps speed up learning 90 minute nap helps speed up learning Naps help Naps help Using your brain reduces  risk of Alzheimer’s (crosswords) Using your brain reduces  risk of Alzheimer’s (crosswords)

45. False Memories Repressed Memories Repressed Memories Many traumatic events retained in the unconscious mind which affects conscious thoughts feelings and behavior no conscious memory. Many traumatic events retained in the unconscious mind which affects conscious thoughts feelings and behavior no conscious memory. 1-4 girls are molested 1-4 girls are molested When people say they have recovered memories it is probably true, but still is a problem for false memories. When people say they have recovered memories it is probably true, but still is a problem for false memories. Spontaneous Recovery (study said) Spontaneous Recovery (study said) 37% of time spontaneous recovery memories were corroborated 37% of time spontaneous recovery memories were corroborated Memories recovered in Therapy were not corroborated – should be seen cautiously Memories recovered in Therapy were not corroborated – should be seen cautiously

46. Memory Supports Making Notes- write things down Making Notes- write things down Prevents info from slipping out of short term memory before you can review it and store it more permanently Prevents info from slipping out of short term memory before you can review it and store it more permanently Mnemonics “strategies for placing information into an organized context in order to remember it”

47. To Improve Memory Training to improve memory Use chanting Association Memory Strategy is Mnemonics Basic Principles – –Use mental pictures – –Make things meaningful – –Make info Familiar- connect to what you already know – –Mental associations- more outrageous = easy to remember

48. Memory Aides Recitation Summarize aloud while you learn You practice retrieving information While reading stop and try to reinforce by re-stating info Elaborate Rehearsal Emotion aides memory Emotion aides memory

49. Method of Loci: remembering through visualization of location and associations- Use the location like a map as mental picture.

50. Guidelines for Effective Studying Relate new info to knowledge already stored. Organize The Information: Create an outline or overall context for learning Repetition- (rehearsal) not necessarily works well for LTM (but on a limited basis) Distributed Practice- Spread out learning over time Use Elaborative Rehearsal Self-Testing: Practice retrieving information you want to remember Address main points from memory Flashcards

51. Reading A Textbook: What do successful students do? Monitor understanding Re-read difficult sections Deep level processing – – think about each new topic in relation to other material   Helps organize material

52. Lecture Notes: Take notes on the important ideas Use your own words to express ideas Think about what is being said, draw connections with other matieral Review the lecture note and fill in missing details Summarize major points

53. PQ4R (strategy) Preview, Question, Read, Reflect, Recite, Review All designed to increase the depth of processing Preview: Skim the chapter- look at headings, bold face, italicized words. Get a general idea of what is in the chapter and how it is organized (review the entire chapter then, more closely the individual sections) Question: before reading each section ask yourself what content will be covered and what information you should be getting from it. Read: and think about the material, monitor understanding. Are you able to answers earlier questions? Reflect: as you read think of your own examples, create visual representations of the content; Ask yourself what the material means; consider how each section relates to other sections in the chapter and other content in the book Recite: at the end of each section, recite the major points out loud; be active… put the ideas in your own words (a form of self testing) Review: at the end of the chapter, review all the material, review how the material is organized

54. Basics: from Idiots Guide to Psych: Memory Our memory doesn’t mind very well—it often misremembers, forgets, and makes mistakes. The three mental operations required for memory are encoding (putting information in), storage (filing it away), and retrieval (finding it); forgetting is a failure in one of these areas. Mnemonics are very effective memory aids that help us store information in a way that enables us to easily recall it later on. And the use of written reminders and other memory strategies can be especially useful for the elderly, who have more problems remembering recent events. Sleep is believed to be actively involved in consolidating memory, especially procedural memories. Mental and physical exercise can slow the impact of degenerative neurological diseases, such as Alzheimer’s. False memories can fool us and professionals as well; although not likely, it is possible to remember serious childhood trauma that never that never happened. As far as forgetting traumatic things that did happen, the truth is still up in the air. However, the vast majority of people remember ongoing traumatic events.