1. Thinking About Psychology The Science of Mind and Behavior 3e
Charles T. Blair-Broeker & Randal M. Ernst
PowerPoint Presentation Slides
by Kent Korek
Germantown High School
Worth Publishers, © 2012

2. Cognition Domain

3. Memory

4. Information Processing
Module 22
Information Processing

5. Module Overview Encoding Storage Retrieval
Click on the any of the above hyperlinks to go to that section in the presentation.

6. Information Processing
Information processing enables memory.

7. Module 22: Information Processing
Encoding
Module 22: Information Processing

8. Information Processing Model
We, just like computers, process information in three basic steps:
Encoding – process of getting information into the memory system.
Storage – The retention encoded information over time.
Retrieval – The process of getting information out of memory storage.

9. Information Processing Model

10. Encoding: #1The role of effort in encoding
Module 22: Information Processing

11. Automatic Processing
unconscious and without much effort encoding of certain information(like remembering where something is in your text, but not remembering details)
We tend to encode place, time and frequency automatically

12. Effortful Processing
Encoding that requires attention and conscious effort.
Some processes work better than others
The best processing is through rehearsal (or practice) and overlearning

13. Automatic/Effortful Processing

14. Rehearsal
The conscious repetition of information.
The more time spent on rehearsal, the more information one tends to remember.

15. Rehearsal and Retention

16. Hermann Ebbinghaus (1850-1909)
German philosopher who did pioneering memory studies.
His conclusion, the more you rehearse, the more you retain
Developed the forgetting curve, also called the “retention curve” or “Ebbinghaus curve”

17. Hermann Ebbinghaus
Developed the forgetting curve, also called the “retention curve” or “Ebbinghaus curve”

18. Overlearning
Continuing to rehearse even after it has been memorized
Rehearsing past the point of mastery
Helps ensure information will be available even under stress

19. Encoding: #2 The Effect of the order of information
Module 22: Information Processing

20. Serial Position Effect
The tendency to recall the first and last items in a list more easily.
Primacy effect – the ability to recall information near the beginning of a list
Recency effect – the ability to recall information near the end of a list
(tip: devote extra time to the middle of the list)

21. Primacy/Recency Effect

22. Encoding:#3 Spacing of Rehearsal
Module 22: Information Processing

23. Spacing Effect
The tendency for distributed practice to yield better retention than is achieved through massed practice

24. Distributed Practice
Spreading rehearsal out in several sessions separated by period of time
Usually enhances the recalling of the information

25. Massed Practice
Putting all rehearsal together in one long session (cramming)
Not as effective as distributed practice

26. Encoding:#4 the Meaning of information to be encoded
Module 22: Information Processing

27. Encoding meaning: rehearsal is central to encoding, but how meaningful the information is, is also important
Semantic encoding: Is the process of making the material more meaningful

28. Semantic Encoding

29. Acoustic Encoding
Encoding information based on the sounds of the information (semantic encoding still better)

30. Acoustic Encoding

31. Visual Encoding
Encoding information based on the images of the information (semantic encoding still better)

32. Visual Encoding

33. Self-Reference Effect
Enhanced semantic encoding of information that is personally relevant
Making information meaningful to a person by making it relevant to one’s life

34. Encoding:#5 Encoding Visual Imagery
Module 22: Information Processing

35. Encoding Imagery
Visual images easily encode
Visual images tend to stick in our minds, especially extremely positive or negative images

36. Encoding:#6 the use of Mnemonic Devices
Module 22: Information Processing

37. Formal term for a memory trick or technique.
Mnemonic Device
Formal term for a memory trick or technique.
“Every good boy does fine” to remember the notes on the lines of the scale
“People say you could have odd lots of good years” as a way to remember how to spell “psychology”
What are some other common mnemonic devices?
(daylight savings, months with 31 days, MUDA)

38. Method of Loci
Mnemonic device in which you associate items you want to remember with imaginary places

39. Peg-Word System
Mnemonic device in which you associate items you want to remember with a list of words already you have already memorized
Goal is to visualize the items to remember with the items on the pegs

40. Peg Word System

41. Encoding:#7 Organizing Information
Module 22: Information Processing

42. You can encode more efficiently if you organize your information first
Chunking: Organizing information into meaningful units.
More information can be encoded if organized into meaningful chunks.

43. Chunking
Take ten seconds to memorize the above line of letters.

44. Chunking
Take ten seconds to memorize the above line of letters.

45. Chunking

46. Hierarchy
Hierarchies are organizational systems that focus on the relationship between pieces of information.
Most familiar example: outline for a paper or essay, or the periodic table.
Activity: meaningful chunks

47. Module 22: Information Processing
Storage
Module 22: Information Processing

48. Three Storage Systems
Three distinct storage systems :
Sensory Memory
Short-Term Memory (includes Working Memory)
Long-Term Memory

49. Storage: Sensory Memory
Module 22: Information Processing

50. Sensory Memory
Brief, initial coding of sensory information in the memory system.
Iconic store – visual information Information held just long enough to make a decision on its importance (less than half a second)
Echoic Store – Auditory or sound information (3- 4 seconds)
Sometimes we can retrieve information although we don’t remember hearing it

51. Storage: Short-Term/Working Memory
Module 22: Information Processing

52. Short-Term Memory
The part of your memory system that contains information you are conscious aware of before it is stored more permanently or forgotten.
Can retain the information as long as it is rehearsed (otherwise about 20 seconds)
Also called “working memory” because of the active auditory and visual processing that occurs
More permanent than sensory memory, but more limited
Holds approximately seven, plus or minus two, chunks of information
We can use chunking to increase short term memory

53. Short-Term Memory

54. Storage: Long-Term Memory
Module 22: Information Processing

55. Long-Term Memory
The relatively permanent and limitless storehouse of the memory system.
Holds memories without conscious effort
Long term memory is encoded because of rehearsing or because of personal meaning.
No one really knows our capacity for long term memory but supposedly we can hold onto a memory for about a century

56. A type of Long Term Memory: Flashbulb Memory
A vivid, clear memory of an emotionally significant moment or event.
Can be personal memories or centered around a shared event
Birth of a child, your first new car, 9-11, etc.

57. Storage: Memory and the Brain
Module 22: Information Processing

58. Feats of Memory Anyone Can Do Ted Talk 20 mins
We now know that our brain does not function like a tape recorder, holding permanent accurate records of every experience, ready to be played back when needed.
Current research says that our brains build memories using myriad bits and pieces of information (like a jigsaw puzzle)
When we are missing information we fill it in, and not always accurately!

59. Long-Term Potentiation
An increase in a synapse’s firing efficiency that occurs when the sequence of neurons that represents a particular memory fires repeatedly;
believed to be the neural basis of learning and memory
Learning and memory stimulate the neurons to release chemicals at the synapses, making it easier for the neurons to fire again in the future.

60. Others effects on Long term potentiation
1)A blow to the head can disrupt neural function and the formation of new memories.
2)Drugs can also enhance or disrupt memories by interacting with the neurotransmitters necessary for long- term potentiation
Ex: Alcohol – can cause the alcohol induced memory “blackout” that sometime comes after a period of heavy drinking.

61. 3)Stress: stress hormones also affect memory
3)Stress: stress hormones also affect memory. Stress is the body’s response to danger. It is important we retain details of dangerous situations so that we can protect ourselves in the future.
Stress can also enhance memory. The hormones tell your body that something significant is happening and they trigger biological changes that stimulate the formation of memories.

62. Storage: Explicit and Implicit Memories
Module 22: Information Processing

63. Explicit Memory
The memory of facts and experiences.
Ex: what was the weather like this weekend, what did you eat this morning, what is your mom’s name
There is a conscious effort to recall this info
Processed through the hippocampus

64. Explicit Memories

65. Explicit Memories

66. Implicit Memory
The memory of skills and procedures.
Like riding a bike. Your ability to form this task relies on memory but it isn’t conscious.
Processed through the cerebellum
P.405

67. Implicit Memories

68. Implicit Memories

69. Memory and the Hippocampus
Damage to the hippocampus would result in the inability to form new explicit memories, but the ability to remember the skills of implicit memories would remain intact
Clive Wearing

70. Memory and the Hippocampus

71. Module 22: Information Processing
Retrieval
Module 22: Information Processing

72. Retrieval
The process of getting information out of memory storage
Two forms of retrieval
Recall
Recognition

73. Recall
The type of retrieval in which you must search for information that you previously stored as on a fill-in-the- blank test.

74. Recognition
The type of retrieval in which you must identify items you learned earlier, as on a multiple choice test.

75. Retrieval: Jill Price: The Woman Who Couldn't Forget

76. Module 22: Information Processing
Retrieval: Context
Module 22: Information Processing

77. Context Effect
The enhanced ability to retrieve information when you are in an environment similar to the one in which you encoded the information.

78. Context Effect

79. Retrieval: State Dependency
Module 22: Information Processing

80. State Dependent Memory
The enhanced ability to retrieve information when you are in the same physical and emotional state you were in when you encoded the information.
The retrieval state is congruent with the encoding state

81. The End

82. Teacher Information Types of Files Animation
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Adding slides to this presentation
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83. Teacher Information Domain Coding Key Terms and Definitions in Red
Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards.
Scientific Inquiry Domain
Biopsychology Domain
Development and Learning Domain
Social Context Domain
Cognition Domain
Individual Variation Domain
Applications of Psychological Science Domain
Key Terms and Definitions in Red
To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

84. Teacher Information
Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.
Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.
By presenting information in small chunks, students will find it easier to process and remember the concepts.
By continually changing slides, students will stay interested in the presentation.
To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.
Please feel free to contact me at with any questions, concerns, suggestions, etc. regarding these presentations.
Kent Korek
Germantown High School
Germantown, WI 53022

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