1. Chapter 8
Weeks 1 & 2

2. Homework for 2 Weeks Monday 11/25 Tuesday 11/26
Study Vocab
Chpt
Tuesday 11/26
Chpt
Thanksgiving Break 11/27-12/1
Chpt
Get caught up and/or ahead 
Monday 12/2
Chpt
Tuesday 12/3
Chpt
Test corrections today at lunch and after school
Wednesday 12/3
Thursday 12/4
Lunch Test Review
Friday 12/6
Chpt

3. Agenda: Monday 11/25 Monday 11/25 Tuesday 11/26
Study Vocab
Chpt
Tuesday 11/26
Chpt
Thanksgiving Break 11/27-12/1
Chpt
Get caught up and/or ahead 
Monday 12/2
Chpt
Tuesday 12/3
Chpt
Test corrections today at lunch and after school
Wednesday 12/3
Thursday 12/4
Lunch Test Review
Friday 12/6
Chpt
Agenda: Monday 11/25
Intro to Chapter 8
Story Time
Schema & Memory Activity

4. Intro to Chapter 8 Essential Questions: Objectives
How do humans encode, store, and retrieve information from memory?
How can humans enhance memory encoding, storage, and retrieval?
Objectives
Analyze how humans encode, store, and retrieve information in memory.
Apply memory enhancement techniques to everyday life.

5. Story Time
You will be given six parts of a story over the remaining part of the semester.
Each time we hear a new portion of the story we will begin with a student who has volunteered to recap the previous events.
This story will be passed on in an oral history tradition so please do not write anything down.

6. Schema & Memory Activity
I will read you a series of statements, please just listen.
You will then be asked a series of questions and you will attempt to recall the information.
Part 2: Repeat
Why was the second experience easier?

7. Agenda: Tuesday 11/26 Monday 11/25 Tuesday 11/26
Study Vocab
Chpt
Tuesday 11/26
Chpt
Thanksgiving Break 11/27-12/1
Chpt
Get caught up and/or ahead 
Monday 12/2
Chpt
Tuesday 12/3
Chpt
Test corrections today at lunch and after school
Wednesday 12/3
Thursday 12/4
Lunch Test Review
Friday 12/6
Chpt
Agenda: Tuesday 11/26
Vocab Quiz
Memory Story Part 2
Recap of part 1
End of part 2.
Encoding Activity
Levels of Processing

8. 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.
An event is such a little piece of time and space, leaving only a mindglow behind like the tail of a shooting star. Far a lack of a better word, we call that scintillation memory. Diane Ackerman, An Alchemy of Mind, 2004

9. The Phenomenon of Memory
Memory is any indication that learning has persisted over time. It is our ability to store and retrieve information.
OBJECTIVE 1| Define memory, and explain how flashbulb memories differ from other memories.

10. Flashbulb Memory
A unique and highly emotional moment may give rise to a clear, strong, and persistent memory called flashbulb memory. However, this memory is not free from errors.
Ruters/ Corbis
President Bush being told of 9/11 attack.

11. Stages of Memory Sequential Process Keyboard Disk Monitor (Encoding)
(Storage)
Monitor
(Retrieval)
Sequential Process

12. Information Processing
The Atkinson-Schiffrin (1968) three-stage model of memory includes a) sensory memory, b) short-term memory, and c) long-term memory.
OBJECTIVE 2| Describe Atkinson-Schiffrin’s classic three-stage model of memory and explain how contemporary model of working memory differs.
Bob Daemmrich/ The Image Works
Frank Wartenberg/ Picture Press/
Corbis
Bob Daemmrich/ The Image Works

13. Problems with the Model
Some information skips the first two stages and enters long-term memory automatically.
Since we cannot focus all the sensory information in the environment, we select information (through attention) that is important to us.
The nature of short-term memory is more complex.

14. Memory Sensory Memory Working Memory
the immediate, initial recording of sensory information in the memory system
Working Memory
focuses more on the processing of briefly stored information

15. Short-Term Memory Function—conscious processing of information
where information is actively worked on
Capacity—limited (holds 7+/-2 items)
Duration—brief storage (about 30 seconds)
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; sensory memory; short-term memory; working memory; attention; memory span; 7 +/- 2 items
Working or
Short-term
Memory
Sensory
Input
Attention

16. Maintenance Rehearsal
Mental or verbal repetition of information allows information to remain in working memory longer than the usual 30 seconds
Working or
Short-term
Memory
Sensory
Input
Attention
Maintenance Rehearsal
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; sensory memory; short-term memory; working memory; attention; maintenance rehearsal

17. Long-Term Memory
Once information passes from sensory to working memory, it can be encoded into long-term memory
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Attention
Encoding
Retrieval
Maintenance Rehearsal
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval

18. Long-Term Memory Long-term memory Working or Short-term Memory
Function—organizes and stores information
more passive form of storage than working memory
Unlimited capacity
Duration—thought by some to be permanent
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Attention
Encoding
Retrieval
Maintenance Rehearsal
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval

19. Long-Term Memory
Encoding—process that controls movement from working to long-term memory store
Retrieval—process that controls flow of information from long-term to working memory store
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Attention
Encoding
Retrieval
Maintenance Rehearsal
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval

20. A Simplified Memory Model
External
events
Sensory
memory
Short-term
Long-term
Sensory input
Attention to important
or novel information
Encoding
Retrieving

21. Encoding Automatic Processing
unconscious encoding of incidental information
space
time
frequency
well-learned information
word meanings
we can learn automatic processing
reading backwards

22. Automatic vs. Effortful Encoding
Automatic processing
Examples:
What did you eat for lunch today?
Was the last time you studied during the day or night?
You know the meanings of these very words you are reading. Are you actively trying to process the definition of the words?

23. Encoding Effortful Processing Rehearsal
requires attention and conscious effort
Rehearsal
conscious repetition of information
to maintain it in consciousness
to encode it for storage

24. Effortful Processing
Committing novel information to memory requires effort just like learning a concept from a textbook. Such processing leads to durable and accessible memories.
OBJECTIVE 4| Contrast effortful processing with automatic processing, and discuss the next-in-line effect, the spacing effect and the serial position effect.
Spencer Grant/ Photo Edit
© Bananastock/ Alamy

25. Effortful learning usually requires rehearsal or conscious repetition.
Ebbinghaus studied rehearsal by using nonsense syllables: TUV YOF GEK XOZ
Hermann Ebbinghaus
( )

26. Encoding Ebbinghaus used nonsense syllables Spacing Effect
TUV ZOF GEK WAV
the more times practiced on Day 1, the fewer repetitions to relearn on Day 2
Spacing Effect
distributed practice yields better long- term retention than massed practice

27. Rehearsal
The more times the nonsense syllables were practiced on Day 1,
the fewer repetitions were required to remember them on Day 2.

28. Memory Effects
Next-in-line-Effect: When you are so anxious about being next that you cannot remember what the person just before you in line says, but you can recall what other people around you say.
Spacing Effect: We retain information better when we rehearse over time.
Serial Position Effect: When your recall is better for first and last items on a list, but poor for middle items.

29. ACQUAINTED WITH THE NIGHT
Spacing Effect
Distributing rehearsal (spacing effect) is better than practicing all at once. Robert Frost’s poem could be memorized with fair ease if spread over time.
ACQUAINTED WITH THE NIGHT
Robert Frost
I have been one acquainted with the night. I have walked out in rain — and back in rain. I have outwalked the furthest city light.
… …

30. Serial Position Effect
TUV
ZOF
GEK
WAV
XOZ
TIK
FUT
WIB
SAR
POZ
REY
GIJ
Better recall
Poor recall

31. What Do We Encode? Semantic Encoding Acoustic Encoding Visual Encoding
encoding of meaning
including meaning of words
Acoustic Encoding
encoding of sound
especially sound of words
Visual Encoding
encoding of picture images

32. Activity Time!!
In the next few slides you will be presented with various numbers and letters.
Stare at the letters and numbers. Once they have disappeared, you will attempt to reproduce what you saw.

33. RTHGNOLVQWPORJKS

34. GFH NKO WAQ JLK VCC PXL HDT LMK QSZ LJU

35. RAT DEW MIL POP ZOO MOM PAL WAS LOG NOW

36. PED FYU LON VEW ALU NIR SOP KLO REL KIX

39. My cat thought that my clothes basket was its litter box, and he had a big old nasty accident.

40. Understanding Chunking
What groups were you able to remember?
Why?

41. New Activity!

42. Discussion Write down as many items as you can remember
Did the misspellings hinder your memory ability?
How does this relate to the primacy-recency effect?

43. Retrieving Information
“Forgetting is as important as remembering… If we remembered everything, we should be as ill off as if we remembered nothing. It would take as long for us to recall a space of time as it took the original time to elapse, and we should never get ahead with our thinking.”- William James

44. Agenda: Monday 12/2 Monday 11/25 Tuesday 11/26
Study Vocab
Chpt
Tuesday 11/26
Chpt
Thanksgiving Break 11/27-12/1
Chpt
Get caught up and/or ahead 
Monday 12/2
Chpt
Tuesday 12/3
Chpt
Test corrections today at lunch and after school
Wednesday 12/3
Thursday 12/4
Lunch Test Review
Friday 12/6
Chpt
Agenda: Monday 12/2
Story Time Part 3
Memory Overview & Activity

45. Agenda: Tuesday 12/3 Monday 11/25 Tuesday 11/26
Study Vocab
Chpt
Tuesday 11/26
Chpt
Thanksgiving Break 11/27-12/1
Chpt
Get caught up and/or ahead 
Monday 12/2
Chpt
Tuesday 12/3
Chpt
Test corrections today at lunch and after school
Wednesday 12/3
Thursday 12/4
Lunch Test Review
Friday 12/6
Chpt
Agenda: Tuesday 12/3
Story Time Part 4
Finish Activity from Monday
Training Memory

46. Activity Time!!
In the next few slides you will be presented with various numbers and letters.
Stare at the letters and numbers. Once they have disappeared, you will attempt to reproduce what you saw.

47. RTHGNOLVQWPORJKS

48. GFH NKO WAQ JLK VCC PXL HDT LMK QSZ LJU

49. RAT DEW MIL POP ZOO MOM PAL WAS LOG NOW

50. PED FYU LON VEW ALU NIR SOP KLO REL KIX

53. My cat thought that my clothes basket was its litter box, and he had a big old nasty accident.

54. Understanding Chunking
What groups were you able to remember?
Why?

55. New Activity!

56. Discussion Write down as many items as you can remember
Did the misspellings hinder your memory ability?
How does this relate to the primacy-recency effect?

57. Retrieving Information
“Forgetting is as important as remembering… If we remembered everything, we should be as ill off as if we remembered nothing. It would take as long for us to recall a space of time as it took the original time to elapse, and we should never get ahead with our thinking.”- William James

58. Training Memory How might this be useful?

59. Agenda: 12/6 & 12/7 Monday 11/25 Tuesday 11/26
Study Vocab
Chpt
Tuesday 11/26
Chpt
Thanksgiving Break 11/27-12/1
Chpt
Get caught up and/or ahead 
Monday 12/2
Chpt
Tuesday 12/3
Chpt
Test corrections today at lunch and after school
Wednesday 12/4
Thursday 12/5
Lunch Test Review
Friday 12/6
Chpt
Agenda: 12/6 & 12/7
Story Time, Part 5
Homework Review
Continue Training Memory Activity
Rumor Chain
Using memory strategies to help review content

60. Homework Review What is shallow processing? What is semantic encoding?
What is a Mnemonic Device? What are examples?
What is State-Dependent Memory? Examples
How do we forget information?
What is storage decay?
What is a retrieval failure?
What is the difference between Proactive and Retroactive interference?
Do you believe in repressed memories?
What is the misinformation effect?
Interference (often on the AP Test)
PORN
Proactive-Old-Retroactive-New
P: Proactive- Old information is getting in the way of new info. Ex. Messing up your new girlfriend’s name with old gf
R: Retroactive- New info gets in the way of old info. Ex. French that you are studying this year makes it hard to remember Spanish words from last year.
Amnesia: Source vs. Retrograde. Discuss sports injuries and what their experiences were (retrograde).
Dissociative Amnesia is often misrepresented in the Media: The Vow and Overboard as examples.
Anterograde Amnesia: Inability to form new memories.
Life Without Memory:
Not 50 First Dates or Memento
You are a product of your memories. There is no growth if you do not remember new things. Learning makes you different and helps you to grow every single day.

61. Training Memory How might this be useful?

62. Rumor Chain We need 5 volunteers
4 will stand outside and 1 will remain in the classroom. I will read a story aloud to the first student and then that student will relay the story to the next person. This process will repeat until the final student recounts the story to the class.
What happened?
Psychology applications:
Leveling or simplifying materials.
Sharpening or highlighting materials.
Assimilation or changing story to better fit the background of the story teller.
First, leveling or simplifying materials. The volunteers left out some information and makethe story simpler. From the story, the name of the hijackers' party was left out, the name of the pilot and some information that the story teller defined as irrelevant. Second, sharpening or highlighting materials. This is because the information stands out; therefore, we have a higher tendency to remember it. In the story, the use of microphone stands out, magnum gun stands out. Third, assimilation or changing story to better fit the background of the story teller. When a story teller encounters information that he/she had experienced, he/she would slightly change the information so that it fits what he/she understands. From the experiment, the information about the pilot is changed. The story originally has one pilot, but from the experience of the tellers, the story ended up with two pilots. Another example is that the word "terrorist" was used instead of "hijacker". This is because the story tellers feel more familiar with the word "terrorist".

63. Qantas hijacker found not guilty
A 41-year-old man who tried to hijack a Melbourne to Launceston passenger jet with the intention of crashing it was today found not guilty on the grounds of mental impairment.
David Mark Robinson, a former Melbourne computer specialist, will be detained at the city's Thomas Embling secure psychiatric hospital.
Victorian Supreme Court judge Justice Kellam, said he would decide the period of detention at a later date.
Robinson had pleaded not guilty to the hijacking charge because of mental impairment.
He also pleaded not guilty, on the same grounds, to the attempted murder of one flight crew member and causing serious injury to another crew member.
The trial was told the two victims needed hospital treatment after they were attacked by Robinson, who injured them with sharpened wooden stakes he carried on board the Qantas flight on May 29 last year.
The court heard that Robinson who made his hijack attempt shortly after take-off from Melbourne with 50 people on board, was overpowered by passengers and the plane returned safely to Melbourne.
A jury today returned not guilty verdicts on all charges because of mental impairment.
The court had heard that four months earlier a locked cockpit door thwarted a first attempt by Robinson to hijack a commercial aircraft and crash it.
Robinson tried to force his way into the cockpit of a Hobart to Melbourne flight in January 2003, but was stopped by the locked door and a vigilant cabin crew, the Supreme Court jury heard.

64. He told police he gave up on the attempt after being manhandled back to his seat by a female flight attendant.
On both occasions, the 41-year-old believed he had been chosen by God to kill the pilots and crash the plane into Tasmania's Walls of Jerusalem National Park in order to destroy the devil's underground lair.
Three psychiatrists called to give evidence yesterday agreed that Robinson suffered from paranoid schizophrenia.
In his second hijack attempt - aboard QF1737 on May 29 last year - Robinson left his seat shortly after takeoff and attacked flight attendants Gregory Khan and Denise Hickson with wooden stakes.
His plan involved killing all 50 people aboard before crashing the plane, but he was overpowered by passengers and the aircraft returned safely to Melbourne.
In addition to the wooden stakes, Robinson was also carrying two aerosol canisters he intended to use as flamethrowers, the court was told.
In a videotaped record of an interview with the federal police, Robinson said the wooden stakes were concealed in his jacket pockets as he passed through the security scanners.
He said that once on board he read a newspaper to keep himself occupied, before telling himself, "okay, ah okay, it's time to go".
Robinson told police: "I'm not in the habit of killing people, so it's not something you, you know, you got to try and mentally get over."
Asked why, if he was having doubts, he did not stop what he was doing, Robinson said he would have "loved to".
But he added: "This is going to sound really corny, ah, because I wouldn't have served God even though that's probably not very fair to him."
He said he had resigned from his $67,000 a year job six weeks earlier, partly over an argument he'd had with a colleague, "but more importantly because of this sort of Armageddon coming up".
Robinson, who was born in Leek in Staffordshire, in the English Midlands, added that he had thought about hijacking an airliner during a trip to England in the "recent past" but took no action.

65. Using memory strategies to help review content
Move your desks into groups of 4
You will use various strategies learned in this chapter to help you study for Friday’s test.
Example strategies:
Chunking
Mnemonic Devices
Visualization
Peg-Word System
Word Acronyms
Hierarchies
Self-Testing: Testing Effect
Deep “Semantic” Processing
Developing Personal Meaning with information
Self-Reference Effect

66. Chapter 8 Test Terms “Magic Seven” Imagination Inflation Retrieval Cue
Acoustic Encoding
Long-term memory
Retroactive Interference
Automatic Processing
Long-Term Potentiation
Chunking
Semantic Encoding
Context Effects
Memory
Serial Position
Memory Formation and the release of neurotransmitters
Short-term memory
Déjà vu
Source Amnesia
Ebbinghaus’ Retention Curve
State-Dependent Memory
Misinformation Effect
Echoic Memory
Mood Congruent Memory
Storage
Effortful Processing
Encoding
Stress and Memory Formation
Motivated Forgetting
Encoding Failure
Peg-Word System
The Spacing Effect
Explicit versus Implicit Memory
Priming
The Testing Effect
Proactive Interference
Flashbulb Memory
Working Memory
Recall
Hierarchical Organization
Retrieval

67. Agenda: Monday 11/25 Tuesday 11/26 Thanksgiving Break 11/27-12/1
Study Vocab
Chpt
Tuesday 11/26
Chpt
Thanksgiving Break 11/27-12/1
Chpt
Get caught up and/or ahead 
Monday 12/2
Chpt
Tuesday 12/3
Chpt
Test corrections today at lunch and after school
Wednesday 12/4
Thursday 12/5
Lunch Test Review
Friday 12/6
Chpt
Agenda:
Chapter 8 Test