1. Memory
Class 1.

2. Memory
Memory is the basis for knowing your friends, your neighbors, the English language, the national anthem, and yourself. If memory was nonexistent, everyone would be a stranger to you; every language foreign; every task new; and even you yourself would be a stranger.
Class 1. Begin with discussion – what do you think memory is? How do you remember things? In groups, come up with a definition of memory. ~5-10 minutes.

3. Memory List 3 of your best experiences
Which is more important to you: your experiences or your memories of them?
Class 1. Ask students to volunteer some of their most memorable experiences. Journal plus discussion minutes.

4. What is memory?
“Any indication that learning has persisted over time. It is our ability to store and retrieve information”.
Class 1. Begin with discussion – what do you think memory is? How do you remember things? In groups, come up with a definition of memory. ~5-10 minutes.

5. What does memory entail?
Write down Santa’s reindeers on a sheet of paper.
What was involved in your memory of Santa’s reindeers (from first exposure of the information to your recollection of it)?
End of Class 1, beginning of class 2? Dasher, Dancer, Prancer, Vixen, Comet, Cupid, Donner, Blitzen, Rudolph.

6. Memory Memory is like a computer: Get information – encoding
Retain information - storage
Get information back out – retrieval
Sensory Information
End of Class 1, beginning of class 2? What part of a computer would be equivalent to the encoding part of memory? What part of a computer would be equivalent to the storage part of memory? What part of a computer would be equivalent to the retrieval part of a computer?
Retrieval
Encoding
Storage

7. How do we encode? Automatic processing Space – place on a page
Frequency – how many times something happens
Time – sequence of events
Class 2.
Class discussion on how we process information.

8. citamotua emoceb nac gnissecorp luftroffE
How do we encode?
Effortful processing
Requires effort
Usually more durable and accessible
citamotua emoceb nac gnissecorp luftroffE
Rehearsal can help boost memory
Class 2.
Class discussion on how we process information.
Reading is effortless now – we generally don’t have to think about every letter individually when we read.
After the earthquake in Haiti, many students did not have textbooks, or pens and paper to help them remember information. Teachers would recite facts over and over with their students in order for them to remember.

9. Ebbinghaus - Rehearsal
Rapidly read these syllables out loud 8 times
JIH, BAZ, FUB, YOX, SUJ, XIR, DAX, LEQ, VUM, PID, KEL, WAV, TUV, ZOF, GEK, HIW
The amount remembered depends on the time spent learning.
Class 2.
Ebbinghaus is to memory as Pavlov is to learning. If you had the chance to repeat it more than 8 times, do you think you would remember more? The amount remembered depends on the time spent learning. Do you agree?

10. What we encode Visual encoding (imagery) Acoustic encoding (sounds)
Semantic encoding (meaning)
Two codes are better than one – encoding semantically, acoustically, and visually enhances memory
Class 2.
Ask students what types of information their brain encodes. What do you think produces the best recognition? Learning meaningful material requires 1/10th the effort. The angry rioter threw the rock at the window. Typewriter, void, cigarette, inherent, fire, process.

11. Semantic encoding
The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do…After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.
Class 2.
Ask students what types of information their brain encodes. What do you think produces the best recognition? Learning meaningful material requires 1/10th the effort. The angry rioter threw the rock at the window. Typewriter, void, cigarette, inherent, fire, process.

12. Visual Encoding
Class 2. Were visual, acoustic, and semantic methods of encoding all present? What do you remember most about the commercial? The story, the specific frame-by-frame visuals, or the song?

13. What we encode How do commercials take advantage of this?
Class 2. Were visual, acoustic, and semantic methods of encoding all present? What do you remember most about the commercial? The story, the specific frame-by-frame visuals, or the song?

14. Mnemonics Greek for “memory”
Developed by ancient Greek scholars and orators to help remember lengthy passages and speeches
Use acoustic, spatial, and/or visual cues
Class 3. For instance, using knuckles for remembering number of days in each month.

15. Mnemonics: Peg Words
One is a bun Two is a shoe Three is a tree Four is a door Five is a hive Six is sticks Seven is heaven Eight is a gate Nine is swine Ten is a hen
Class 3. Make a grocery list -

16. Amazing Mnemonics http://www.youtube.com/watch?v=DzghjYg6r0Q
Class 3.

17. Method of Loci
Greek orators imagined themselves moving through a familiar series of locations, associating each place with a visual representation of the to-be-remembered topic
When speaking, the orator would mentally revisit each location and retrieve the associated image
End of class 3 for homework.
Now it’s your turn. Take out a sheet of paper, and write down the first ten words that come to your head. Afterwards, you will walk to ten different locations. At the first location, look at the first word on your list. Close your eyes, and think of the word. Think of the word, and the first mental picture that comes to your head, combine the two. Keep your eyes closed, and think about the word plus the picture for ten seconds. Move onto the second location. Continue this until you have done this with all of your words. Tomorrow, we’ll see how well you remember your list of words.

18. Organizing Information
Mentally organize information during encoding to enhance memory
Chunking
Hierarchies
Class 4. Ask students to recall their list of words. How many of you remembered your list?

19. Chunking Breaks down information into easy to remember groupings
Phone numbers, social security numbers
Acronyms:
ROY G BIV
HOMES = Huron, Ontario, Michigan, Eerie, Superior
Class 4.

20. Acronyms
Class 3. Make an acronym using neutral stimulus, etc. for your classical conditioning mini test on Friday.

21. CI AFB IKG BDN ABB CU KCN NUS A
Class 4. Stare at this list for 15 seconds. Ask students to recall the letters in the exact sequence.

22. CIA FBI KGB DNA BBC UK CNN USA
Class 4. Stare at this list for 15 seconds. Ask students to recall the letters in the exact sequence.

23. Making a story…
The CIA, FBI, and KGB are all searching for a spy’s DNA. The story is reported on the BBC in the UK and CNN in the USA.
Class 4. The more ridiculous and absurd a story, the more likely you are to remember it. Most memory experts perform amazing feats of memory by making numbers and letters meaningful in some way.

24. Hierarchies
Broad concepts divided and subdivided into narrower concepts
Class 4. The more ridiculous and absurd a story, the more likely you are to remember it. Most memory experts perform amazing feats of memory by making numbers and letters meaningful in some way. Make a hierarchy using: nervous system, CNS, PNS, brain, spinal cord, cranial, spinal

25. (Automatic or Effortful)
Hierarchies
Encoding
(Automatic or Effortful)
Meaning
Sound
Imagery
Organization
Class 4. The more ridiculous and absurd a story, the more likely you are to remember it. Most memory experts perform amazing feats of memory by making numbers and letters meaningful in some way.
Chunks
Hierarchy

26. Encoding Technique Recap
Rehearsal
Mnemonics
Peg words
Method of loci
Chunking
acronyms
Making a story
Hierarchies
Class 4. The more ridiculous and absurd a story, the more likely you are to remember it. Most memory experts perform amazing feats of memory by making numbers and letters meaningful in some way.

27. Storage Retained information
Allows for the recollection of information at a later time
Sensory Information
Class 5. Review encoding. What are the different ways to encode information? How do we process information? What is the best way for us to remember information? What are some strategies to organize information?
Storage
Retrieval
Encoding

28. Working/Short-Term Memory
Limited in duration and capacity
Consciously process only a limited amount of information
Unless you work at it, it goes away
The Magical Number Seven, plus or minus two
Class 5. Test yourself! Individually, write down a list of 20 words. Exchange your list of words with a partner. Study your partner’s list for 20 seconds. Turn the paper over, and write down as many words as you can in the order they were written, without using any techniques such as chunking or mnemonics. How many could you remember?

29. Long-term Memory
“The total memory capacity of computers all over the world is far less than that of a single brain.”
Store information over long periods of time
Class 5. Case studies of HM and CW. Half of students get HM, other half CW. Have students read the case studies individually and answer questions. What can you conclude about the long-term memory of these patients? Do you think there’s more than one type? If so, what types are there? Prolonged alcohol abuse can cause anterograde amnesia due to a vitamin B deficiency.

30. Stress Hormones
“Stronger emotional experiences make for stronger, more reliable memories”.
Flashbulb memory – clear memory of an emotionally significant moment or event
Class 5. Case studies of HM and CW. Half of students get HM, other half CW. Have students read the case studies individually and answer questions. What can you conclude about the long-term memory of these patients? Do you think there’s more than one type? If so, what types are there? Prolonged alcohol abuse can cause anterograde amnesia due to a vitamin B deficiency.

31. Amygdala boosts activity in memory-forming areas
Stress hormones
Stress
Glucose
Fuels brain activity
Important event
Class 5.
Amygdala boosts activity in memory-forming areas

32. Stress hormones
Class 5. People who have survived a natural disaster like an earthquake will have a stronger emotional experience than somebody who merely heard about the earthquake.

33. Storing Memory Implicit (procedural) memory
Retention independent of conscious recollection
Explicit (declarative) memory
Memory of facts and experiences that one can consciously know and “declare”
Class 5. After case studies. Have students develop definitions of implicit and explicit memory.

34. Retrieval
Retrieving information from working or long-term memory and returning it to conscious thought
Sensory Information
Class 6.
Storage
Retrieval
Encoding

35. Measuring Memory Recognition: identifying items previously learned
1. What is the name of the psychologist who first characterized classical conditioning?
John B. Watson
Albert Bandura
Sigmund Freud
Ivan Pavlov
Class 6. People who have survived a natural disaster like an earthquake will have a stronger emotional experience than somebody who merely heard about the earthquake.

36. Measuring Memory Recall: retrieving information learned earlier
1. The name of the psychologist who first characterized classical conditioning is __________________________.
Class 6. People who have survived a natural disaster like an earthquake will have a stronger emotional experience than somebody who merely heard about the earthquake.

37. Measuring Memory
Relearning: assesses the amount of time saved when learning material for a second time
You learn things more quickly the second time
Class 6. People who have survived a natural disaster like an earthquake will have a stronger emotional experience than somebody who merely heard about the earthquake.

38. Retrieval cues
Anchor points you can use to access the target information when you want to retrieve it later
Class 6.

39. Context
Putting yourself back in the context where you experienced something
Where is the best place for you to study psychology?
Class 6.

40. Déjà vu Similar contexts may trigger an experience of déjà vu
Common when tired or stressed
Class 7.

41. Moods Events in the past may arouse an emotion
“An emotion is like a library room into which we place memory records. We best retrieve those records by returning to that emotional room”.
Memories help sustain the current mood
Class 6.

42. Forgetting
Inability to retrieve information due to a failure to encode, store, or retrieve the information
Valuable to discard useless or out-of-date information
Class 7.

43. Encoding Failure We cannot remember what we have not encoded
Class 7.

44. Storage Decay
We encode, but later forget
Class 7.

45. Retrieval Failure Stored information cannot be accessed
Forgetting is often not memories discarded, but memories unretrieved
Tip of the tongue phenomenon
Class 7.

46. Memory Construction
We often construct our memories as we encode them, and alter our memories as we withdraw them from our memory bank
Class 7.

47. Misinformation
Incorporating misleading information into one’s memory of an event
Class 7.

48. Constructed Memories Elizabeth Loftus et al 1996
Implanted false memories in children
Children constructed false memories and believed they actually happened
Class 7.

49. How can you Improve your memory?
Study repeatedly
Spend time actively thinking about the material
Make the material personally meaningful
Use mnemonic devices
Activate retrieval cues
Recall events when they are fresh
Minimize interference
Test your knowledge
Class 7.

50. How we encode
Class 2.
Ask students what types of information their brain encodes.
Memory game with three different card decks.