1. Chapter 6 : Memory Michael L. Farris Psychology 101

2. 2 Memory  Short  Short Term Memory Memory: Temporary Storage of Information (P.196-197). The memory subsystem that allows for retention and processing of newly acquired information for a maximum of about thirty seconds seconds (also called working memory).  Digit  Digit Span Test Test: How many numbers can the average person remember at one time?  Chunking  Chunking (Re-Coding): The process of enhancing retention of a large amount of information by breaking it down into smaller, more easily recalled chunks. Grouping numbers or other data together to make them easier to recall (think of a telephone number) P.197.

3. 3 Memory Strategies  Rehearsalsilently  Rehearsal-silently repeating a short term memory until it is needed, or until it enters long term memory for more permanent storage.  Recall, Recognition, and Relearning Recognition (p.211) is usually superior to recall  Recall, Recognition, and Relearning – 3 commonly used memory tasks (tests of memory). Recognition (p.211) is usually superior to recall. (Please see pages 197-199 in your text for details)

4. 4 Memory Errors Serial Position Effect middle Serial Position Effect – The greatest number of errors is found for middle items of an ordered list. (Please see page 208 in your text for details) Distractors Distractors (false items included with an item to be recognized) and False Positives (a false sense of recognition). (Please see Coon page 312 for details)

5. 5 Relearning and Forgetting Relearning quicker Relearning-Learning again something that was previously learned. This results in quicker learning the second time. (Please see Coon page 313 for details.) Encoding Failure (): Decay, Cue-Dependent Learning, State-Dependent Learning Why we forget: Encoding Failure (p.209):, Decay, Cue-Dependent Learning, State-Dependent Learning. (Please see Coon, pages 318-319 for details.)

6. 6 Why We Forget Encoding Failure Encoding Failure: Memories cannot be retrieved if they were never encoded (stored in long term memory) in the first place.  Events that stand out tend to be better remembered. You are more likely to remember your first date than your twenty-third one.  Does anyone remember what image appears on the back of a nickel?  We tend to encode only as much information as we need to know. Since we don’t need to encode more specific details of a coin to recognize one or use it correctly, such information may not be encoded and thus cannot be retrieved. Nevid, P.219.

7. 7 Cue Dependent/State Dependent Learning Cue Dependent Learning Cue Dependent Learning (Coon, Pgs. 318- 319): A technique of memory enhancement involving the assignment of specific data to cues found in the environment. For example, assigning the name of a president to a clock on the wall; when you look at the clock, it helps jog your memory. State Dependent Learning State Dependent Learning (Coon, pgs. 318- 319): Putting your body in the same physical state it was in when you were learning the information you are attempting to recall. If you drink Coke while you study, try to drink it again when you take the quiz. It helps to be in the same physical and mental state you were in when you absorbed the information.

8. 8 Memory Loss RepressionSuppression Repression (involuntary) versus Suppression (voluntary) of memories (Please see page 210 (Nevid) and 322 (Coon). kept hidden from awareness by repression, or motivated forgetting Freud believed that certain memories are not forgotten but are kept hidden from awareness by repression, or motivated forgetting. In Freud’s view, repression is a psychological defense mechanism that protects the self from awareness of threatening material. Amnesia Amnesia-Retrograde (forgetting past events) and Anterograde (people cannot form or store new memories or have difficulty doing so). (Please see pages 211-212 in your text for details)

9. 9 Ways to Improve Memory Recitation Recitation (Repeating information verbally until it is encoded into long term memory) Rehearsal Rehearsal (Silently repeating information until it is encoded into long term memory) Selection Selection (Highlighting important information instead of reading an entire page) Organization (chunking) Organization (chunking) (Separating information into smaller chunks of information to remember) Spaced practice Spaced practice (Studying a small amount of information for a short time, then taking a break before studying more) Mnemonic Mnemonic-any kind of memory system or aid. (Please see page 217 in your text for details) (Please see Coon pages 326-332 for details)