1. DO NOW:  Prepare your operant conditioning projects to turn in.  THEN, answer the following:  What is memory?  How do we create and recall memories?  IT IS OKAY TO GUESS!!!

2. Memory AP Psychology Ms. Desgrosellier 3.15.2010

3. INTRODUCTION TO MEMORY  Objective: SWBAT define memory, and explain how flashbulb memories differ from other memories.

4. INTRODUCTION TO MEMORY  memory: the persistence of learning over time through the storage and retrieval of information.  The ability to store and retrieve information.

5. Memory Loss and Memory Feats  Studying memory extremes in memory has helped researchers understand how it works.  They have studied people without the ability to create new memories, as well as people who show extremely accurate and strong memories.

6. Memory Loss and Memory Feats  flashbulb memory: a clear memory of an emotionally significant moment or event.  This explains why you might clearly remember things like an important birthday, or winning a big game.  Many people can recall exactly when they heard about 9/11.

7. Information Processing  Objective: SWBAT describe Atkinson-Shiffrin’s classic three- stage processing model of memory, and explain how the contemporary model of working memory differs.

8. Information Processing  Atkinson-Shiffrin’s three-stage processing model:  encoding: the processing of information in to the memory system – for example, extracting meaning. (getting the information into your brain)

9. Information Processing  Atkinson-Shiffrin’s three-stage processing model:  storage: the retention of encoded information over time. (retain the information)

10. Information Processing  Atkinson-Shiffrin’s three-stage processing model:  retrieval: the process of getting information out of memory storage. (get the information back out)

11. Information Processing  sensory memory: the immediate, very brief recording of sensory information in the memory system.

12. Information Processing  short-term memory: activated memory that holds a few items briefly.  e.g. the seven digits of a phone number while dialing, before the information is stored or forgotten.

13. Information Processing  long-term memory: the relatively permanent and limitless storehouse of the memory system.  Includes knowledge, skills, and experiences.

14. Information Processing  Sometimes information skips the first two steps and moves directly into long-term memory.  Also, because there is too much sensory information coming at us at one time, we focus on certain incoming stimuli.  We especially notice novel or important stimuli.

15. Information Processing  working memory: a newer understanding of short-term memory that involves conscious, active processing of incoming auditory and visual-spatial information retrieved from long- term memory.

16. Information Processing  Working memory includes both auditory and visual-spatial elements, coordinated by a central executive processor.  Explains how we can process images and words simultaneously.  Also explains why we can talk (verbal) while driving (visual-spatial).

17. ENCODING Automatic Processing  Objective: SWBAT describe the types of information we encode automatically.

18. Automatic Processing  automatic processing: unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings.

19. Automatic Processing  You automatically process information about:  space – e.g. visualizing the location of words on a page.

20. Automatic Processing  You automatically process information about:  time – e.g. remembering where you left your missing coat by unconsciously making a schedule in your head.

21. Automatic Processing  You automatically process information about:  frequency – e.g. unconsciously remembering how many times you’ve seen someone during the day.

22. Effortful Processing  Objective: SWBAT contrast effortful processing with automatic processing, and discuss the next-in- line effect, the spacing effect, and the serial position effect.

23. Effortful Processing  effortful processing: encoding that requires attention and conscious effort.  It often produces durable and accessible memories.

24. Effortful Processing  rehearsal: the conscious repetition of information, either to maintain it in consciousness or to encode it for storage.

25. Effortful Processing  This was studied by the German philosopher Herman Ebbinghaus using nonsense syllables.  He found that the amount remembered depends on the time spent learning.  Overlearning: additional rehearsal even after we learn material that increases retention.

26. Effortful Processing  next-in-line-effect: when we are next in line, we focus on our own performance and often fail to process the last person’s words.  Information presented in the seconds just before sleep is seldom remembered. Information presented in the hour before sleep is well remembered.

27. Effortful Processing  Taped information played during sleep is registered by the ears but is not remembered. Without rehearsal, “sleep learning” doesn’t occur.

28. Effortful Processing  spacing effect: the tendency for distributed study or practice to yield better long-term retention that is achieved through massed study or practice.  A study by Harry Bahrick over 9 years found that the longer the space between practice sessions, the better their retention up to 5 years later.

29. Effortful Processing  serial position effect: our tendency to recall best the last and first items in a list.

30. Encoding Meaning  Objective: SWBAT compare the benefits of visual, acoustic, and semantic encoding in remembering verbal information, and describe a memory-enhancing strategy related to the self-reference effect.

31. Encoding Meaning  We remember what we encode.  visual encoding: the encoding of picture images.

32. Encoding Meaning  acoustic encoding: the encoding of sound, especially the sound of words.  semantic encoding: the encoding of meaning, including the meaning of words.

33. Encoding Meaning  self-reference effect: You will remember things better if you take time to find personal meaning in what your are studying.

34. Visual Encoding  Objective: SWBAT explain how encoding imagery aids effortful processing, and describe some memory-enhancing strategies that use visual encoding.

35. Visual Encoding  Research has also shown that we remember concrete words that lend themselves to visual mental images better than we remember abstract, low-imagery words.  We often remember our experiences with mental snapshots of the best or worst moments.

36. Visual Encoding  mnemonic: memory aids, especially those techniques that use vivid imagery and organizational devices.  Please Excuse My Dear Aunt Sally  My Very Excellent Mother Just Served Us Nine Pizzas  RoyGBV

37. Organizing Information for Encoding  Objective: SWBAT discuss the use of chunking and hierarchies in effortful processing.

38. Organizing Information for Encoding  chunking: organizing items into familiar, manageable units; often occurs automatically.  e.g. grouping a list of numbers into groups of three and four, like a telephone number.

39. Organizing Information for Encoding  Hierarchies: a few broad concepts divided and subdivided into narrower concepts and facts.  Makes retrieving information more efficient.  e.g. breaking the chapters in module outlines, headings, objectives, learning outcomes and test questions.