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Memory Unit VIII Modules 31-33.

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Presentation on theme: "Memory Unit VIII Modules 31-33."— Presentation transcript:

1 Memory Unit VIII Modules 31-33

2 Test Yourself How good is your memory?
Answer yes or no for each question in the study guide.

3 Three Systems of Memory
Encoding – GET IT IN!!! Storage/Processing - KEEP IT (RETAIN)!!! Retrieval – GET IT OUT!!!

4 Step #1 - Encoding Encoding requires attention
Your homework assignment for Wednesday: 1. Bring a photo to school (can be in your phone) You need to be IN the photo You need to remember what happened. FORGET _______

5 Step #1 – ENCODING Requires ATTENTION
5. Automatic Encoding effortless without awareness without interfering requires no special attention *but it does require attention!! cannot switch on and off at will

6 What were you supposed to forget?
I hope you didn’t encode the information! That means you paid attention! Did this encoding happen automatically?

7 6. Automatic Encoding Procedural (implicit) memories:
(memory is “implied” in our behaviors) How do you write with a pencil/pen? How do you send a text message on your phone? Take out your photo – what procedural memories were involved? Associations (also implicit): How did you respond to the spider in the avoidance-avoidance example? What do you associate with 12-6?

8 6. Automatic Encoding Space: Time: Frequency:
Where did you sit in the old seating chart? Where did you and your partner sit when you scored FRQ’s? How do you get home from school? Time: What did you do when you first woke up this morning? What did you do when you first got to school today? What day of the week was 12-6? Frequency: How many times did I show you the numbers 12-6 before today?

9 Step #1 – ENCODING Requires ATTENTION
7. Effortful Encoding Requires rehearsal Requires that you spend time. May require that you practice overlearning. May require spaced rehearsal. We effortfully encode declarative (explicit) memories: Look at your photo again. What are your explicit memories of this photo? Facts, experiences, conscious memories!

10 What were you supposed to forget?
I hope you didn’t encode the information! That means you paid attention! Did you use effort to encode that information? What is

11 December 9 Rewind CCN/Quiz Continue Unit VIII

12 8. Effortful Encoding/ Processing
Rote Rehearsal: (learning by repetition) Complete this: Now I know my ABC’s, next time won’t you …… Elaborative Rehearsal (active learning by deliberate association, imagery, meaning) What are the four lobes of the cerebral cortex? What are the parts of a neuron? What is the gesture for the reTICular formation? What is associated with 12-6?

13 8. Effortful Encoding/ Processing
Overlearning You can NEVER overlearn. Involves making connections, then learn at a deeper level, then review. Might involve distributed practice. Distributed practice Learning spaced in meaningful chunks over a period of time. Helps you to overlearn material. Example: Read/CCN Take quiz Listen to lectures Answer rewind questions Participate in class activities Complete assignments Review for test Take test Review test

14 Step #1 – ENCODING How Do We Encode?
Listen and rate the sentences on a scale of 1-5. I will read them aloud.

15 Methods of Effortful Encoding
8. Visual Encoding (of images) Image: Mental picture/representation Visual encoding works best for remembering words – not always best for remembering the MEANING of words. How did this work in our class demonstration?

16 Methods of VISUALLY Encoding
 Mnemonics (attach an image to concept) Which finger represents the behavioral approach? Why? Which part of your hand represents the dendrites of a neuron? Why? Which two fingers represent the amygdala? Why? How is a neuron firing like a urinal? Which image is on YOUR brain mobile to represent the function of the thalamus?

17 Methods for VISUALLY Encoding
Peg Word: Involves linking words with numbers. It is utilized by creating mental associations between items to be remembered and items that are already associated with numbers. For example, to remember the seven deadly sins—lust, pride, greed, anger, sloth, envy, and gluttony—the number one could be associated with a bun, two with a shoe, three with a tree, four with a door, five with a hive, six with sticks, and seven with heaven. Lust would be remembered by imagining a man drooling over a cinnamon bun Pride would be remembered by picturing a man polishing his expensive shoes Greed would be remembered by envisioning the word hanging from a tree in place of fruit …

18 Methods of VISUALLY Encoding
Method of Loci: Using visualization of locations to memorize lists, scripts, speeches, etc. To use the Method of Loci, you simply need to visualize a location through which you can take an imaginary walk. If you are memorizing a speech, it is helpful for the location to have a beginning, middle, and an end, perhaps similar to a route you have memorized on your way to work. You will 'store' parts of what you need to memorize throughout each space of the location you have chosen.

19 December 13 Rewind Recaptures Extra Credit Project
Continue Unit VIII - Memory

20 Step #1 – Encoding Encoding Acoustic Information
9. Acoustic Encoding (encoding sounds) Craik and Tulving Works best for remembering rhyming info. Encoding information read/said aloud Examples:  rhyme – fake it til you _____ _____ How does the Pinky and the Brain song about the brain go? What is this sound? Example 1 Television Theme Song Trivia # more theme songs!.mp4 How did this work in our class demonstration?

21 Step #1 – Encoding Encoding Semantic Information
10. Semantic Encoding (of meaning) Works best when you need to remember verbal/complex information long-term.   a. Self-reference Effect You remember best the information that has personal meaning. Personally colored APPLICATIONS in CCN Rewind questions in class Brain mobiles Demonstrations – you do them/you remember them

22 b. Methods of Semantic Encoding
Chunking – Organize information into meaningful arrangements. SS # (3 chunks) Phone Number (2 or 3 chunks) Neuron, hindbrain, midbrain, forebrain Encoding, Storage, Retrieval

23 b. Methods of Semantic Encoding
Hierarchies – Start with broad concepts, divide, then subdivide. Specific form of chunking. Chapters in a book Schedule of your day Branches of the nervous system Branches of government

24 b. Methods of Semantic Encoding
Mnemonics – Provide a combination of MEANING with IMAGERY (both semantic AND visual encoding). 7 perspectives of psychology Parts of a neuron Freud’s Mother Smokes POT ARE GAS P.S. You’re Stressed!

25 Methods of Encoding Which methods did the class use?
Acoustic Visual Which worked best?

26 Sensory Register Short-Term Memory Long-Term Memory
Step #2 Memory Storage Sensory Register Short-Term Memory Long-Term Memory

27 Sensory Register Iconic (brief register for visual information)
Lasts a few tenths of a second, then decay Close your eyes … encoding test Echoic (brief register for auditory information) Lasts several seconds What was the last song you listened to? All sensory registers are BRIEF. Incoming information decays quickly unless REHEARSED!

28 A Simplified Memory Model (Atkinson and Shiffron – 1968)
External events Sensory memory Short-term Long-term Sensory input Attention to important or novel information Encoding Retrieving

29 Memory Lists Number 1 to 7 somewhere on your study guide.
Read each list to YOURSELF (silently) *Time is limited for each one. Wait Until I Say GO! Write the letters down (or whatever you can remember somewhere on your study guide). NO CHEATING – Test your OWN memory.

30 List 1 C X W

31

32 List 2 M N K T Y

33

34 List 3 R P J H B Z S

35

36 List 4 G B M P V Q F J D

37

38 List 5 E G Q W J P B R H K A

39

40 List 6 K F M C A J V B T Y I

41

42 List 7 J F K Y M C A T V F B I

43

44 Short-Term (Working) Memory
13. How many did you get right? When did it get difficult?

45 Short-Term (Working) Memory
Define: activated (working) memory that holds a few items briefly either from the senses or from LTM.

46 A Simplified Memory Model (Atkinson and Shiffron – 1968)
External events Sensory memory Short-term Long-term Sensory input Attention to important or novel information Encoding Retrieving

47 Short-Term (Working) Memory
Coding Capacity of STM (George Miller) 1. 7 “chunks” ± 2 “chunks” 2. What you can SAY in 2 seconds. 14. What if you LOST your working/STM? Clive Wearing Example – describe what happens to Clive Clive

48 Short-Term (Working) Memory
15. How do you move STM information into LTM? Requires: Effortful or Automatic Encoding Baddeley’s Three Systems of Working Memory * Windows: ______ * Sentence: _____

49 Short-Term (Working) Memory
Can use two tools for STM simultaneously CANNOT use ONE tool twice for the same task 1. Central Executive - Controls our attention and coordinates working memory for a specific task *Coordinates Phonological Loop with Sketchpad 2. Phonological Loop Stores and utilizes semantic (word) information *Count/verbal labels *Holds on and repeats sentence *Also needs to count words *Can’t do BOTH at once – so you use your fingers 

50 Short-Term (Working) Memory
3. Visuo-spatial Sketchpad Stores and utilizes speech based information *Visualize house/walk through and count windows

51 Long-Term Memory 15. Long Term Memory Is our LTM limitless? Yes, but it can FADE or be INTERFERED with. Rajan Is his LTM limitless? What kind of rehearsal is he using? What are the recommendations he makes for permanently storing information while studying? (list all) Do you use these methods? Could you benefit from any that you DON’T use?

52 A Simplified Memory Model (Atkinson and Shiffron – 1968)
External events Sensory memory Short-term Long-term Sensory input Attention to important or novel information Encoding Retrieving

53 Long-Term Memory What is the “Biological Basis of Memory”? 18. Long-Term Potentiation a. You learn something … you rehearse over and over (long-term). Neural connections strengthen and increase the firing potential (potentiation). Mnemonic: REPEAT what you learn (through rehearsal) all throughout the LONG TERM! This will increase your POTENTIAL for getting a high score!

54 Long-Term Memory b. Firing Potential – The ability of a synapse to send a signal when the threshold is reached. This leads to efficient action potentials. c. If you briefly, continuously, and rapidly stimulate a synapse (rehearse), the firing potential INCREASES. This is called Long-Term Potentiation. d. The more the LTP, the stronger the memory.

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