1. Bell Ringer 1. Read and Complete the worksheet; The Three Processes of Memory.

2. EXIT QUIZ! Complete this on the back of your Three Kinds of Memory Web – Don’t Peek! List the three kinds of memory you have just learned about. Next to each, describe (complete sentence/s) an example of how you have used that type of memory recently.

3. Objectives 1. Define Memory 5. Discuss the function and capacity of sensory memory. 6. Discuss the function and capacity of short term memory.

4. Memory: Unit 7 The information processing model views human (and computer) memory as a system that encodes, stores, and retrieves bits of information. In humans, information processing occurs in three systems: sensory memory, short-term memory, long-term memory.

5. Memory - The persistence of learning over time through the storage and retrieval of information 1. The Memory Process: Encoding Storage Retrieval 2. Types of Memory Sensory Memory Short-Term Memory Long-Term Memory

6. Three Stage Process of Memory

7. Sensory Memory The immediate, initial recording of sensory information in the memory system. Stored just for an instant, and most gets unprocessed.

8. Sensory memory iconic memory - a momentary sensory memory of visual stimuli, a photograph like quality lasting only about a second. echoic memory - for auditory stimuli. If you are not paying attention to someone, you can still recall the last few words said in the past three or four seconds.

9. Short Term Memory Memory that holds a few items briefly. The info will be stored into long- term or forgotten. 18 seconds Rehearsal - You must repeat things over and over to put them into your long-term memory.

10. Short Term Memory A.K.A …WORKING MEMORY Another way of describing the use of short-term memory is called working memory.

11. Bell Ringer 3/2 1. Get out your notes-Memory:Unit7 2. List the three types of memory you have. 3. What does your sensory memory do? 4. What does your short term memory do? 5. How do you move information from your short term to long term memory?

12. Objectives 1. Discuss the function and capacity of short term memory. 2. Demonstrate serial position effects; primacy effect & recency effect.

13. Short Term Memory How many bits of information can we hold in there? STM Capacity Activity I will read a several groupings of numbers, to which you should listen carefully without writing anything. After each series, I will ask you to use your memory to write down the numbers, in the order that I read them. Remember, do not write anything until I tell you to do so.

14. Short Term Memory Capacity The Magic Number… 7 bits, plus or minus 2

15. Short Term Memory information held can be increased if it is organized into chunks of meaningful information. chunking - organizing items into familiar, manageable units. Chunk- from Goonies

16. KLCISNE

17. NICKELS

18. Chunking You probably couldn’t remember the first row ….but when we chunk the characters differently they become easy to remember.

19. Memory Demonstration You will see/hear a list of words, then you will have 30 seconds to write down as many of the words you can recall. Do not write until I tell you to!

20. Bed

21. Quilt

22. Dark

23. Silence

24. Fatigue

25. Clock

26. Snoring

27. Night

28. Toss

29. Turn

30. Tired

31. Night

32. Artichoke

33. Night

34. Rest

35. Dream

36. Serial position effects Our tendency to recall best the last and first items in a list. primacy effect - the enhanced ability to recall items from the beginning of the list. recency effect - the enhanced ability to recall items from the end of the list.

37. Bell Ringer 3/3 Yesterday in class you were involved in 2 short-term memory demonstrations. (remembering groupings of numbers and remembering a list of words). 1. Describe three short term memory phenomenon that were demonstrated yesterday. Use the proper terms to explain.

38. Objectives 1. Discuss the function and capacity of long-term memory. 2. Demonstrate the reconstructive memory process. 3. Analyze how schemas can contribute to distorted or false memories.

39. Long Term Memory The relatively permanent and limitless storehouse of the memory system.

40. Long-Term Memory Is it limitless?...We think so! Rajan was able to recite 31,811 digits of pi. At 5 years old, Rajan would memorize the license plates of all of his parents’ guests (about 75 cars in ten minutes). He still remembers the plate numbers to this day.

41. Long Term Memory - Types

42. Bell Ringer 3/4 1. What does it mean to reconstruct a memory? 2. Match each reconstructive memory concept with the correct example from yesterday’s airplane story. Leveling Sharpening Assimilation a.Some nondistinctive details -- the type of airplane, the name of the revolutionary group, and sometimes, the flight's origin and destination --were left out. b.Because for many students, even today, pilots are men and flight attendants are women, Jane Randall will be remembered as the flight attendant and Jack Swanson as the pilot. c.Particularly distinctive details are remembered, such as the calibre of the gun for students who are familiar with guns, and, especially for female students, the gender of the pilot.

43. Objectives 1. Describe concepts of memory retrieval; context effect & Déjà Vu 2. Explain why we forget; encoding failure, retrieval failure, decay.

44. Memory Retrieval Reconstructive Memory Leads to incorrect memories process of piecing together memories by fitting them to a meaningful plan or organization we fill in gaps with assumptions because we are uncomfortable with the gaps. Once we've done this, distinguishing what actually happened from what we filled in is almost impossible.

45. The Rumor Chain – reconstructive memory activity Errors in each successive telling of the story are usually predictable: Leveling – The tendency to simplify the material. Non-distinct details are left out. Sharpening – Different individuals will highlight or over emphasize different details based on their prior experience and personal expectations. They will correctly remember odd/very specific details that others probably would have forgotten. Assimilation – Details of the story will be changed to fit the subjects own background knowledge and expectations; schemas.

46. Memory Retrieval Context Effect It helps to put yourself back in the same context you experienced (encoded) something. If you study on your favorite chair at home, you will probably score higher if you also took the test on the chair.

47. Memory Retrieval Déjà Vu: eerie sense that you have experienced something before. current situation cues past experiences that are very similar to the present one- your mind gets confused. Is déjà vu really a glitch in your memory?

48. Forgetting Why can’t I remember?

49. Forgetting Encoding failure We fail to encode the information. It never has a chance to enter our LTM.

50. Storage Decay Even if we encode something well, we can forget it. Without rehearsal, we forget thing over time.

51. Forgetting: Decay

52. Retrieval Failure The memory was encoded and stored, but sometimes you just cannot access the memory.

53. Motivated Forgetting One explanation is REPRESSION: psychoanalytic theory defense mechanism that banishes anxiety- arousing thoughts, feelings and memories from consciousness. Why does is exist?

54. Bell Ringer 3/5 1. Give an example of someone who has experienced the context effect. 2. State which type of forgetting is being described. A. Have you ever felt like a piece of information has just vanished from memory? Or maybe you know that it's there, you just can't seem to find it. One common cause of forgetting is simply an inability to get the memory from your LTM. B. Over time, memories begin to fade and disappear. If information is not retrieved and rehearsed, it will eventually be lost C. Sometimes, we may actively work to forget memories, especially those of traumatic or disturbing events or experiences.

55. Common Sense Which is the real penny?

56. Bell Ringer 3/8 Complete the following as a quick review for you QUIZ on FRIDAY. Use your notes to fill in the missing words. 1. Memories in your consciousness at any given moment are in _____ - term memory. 2. The memory of your own life is called ______ memory. 3. When you ______ information, you transform it so that your memory can process it. 4. _______ memory holds auditory information for an instant. 5. The ______ refers to the fact that we are better able to recall information presented at the beginning and end of a list. 6. Some inputted information may fade away, or ______, over time.

57. Objective Compare different types of extreme forgetting; repression, infantile amnesia, retrograde amnesia, & anterograde amnesia.

58. Bell Ringer 3/9 1. Yesterday we discussed a few theories on the causes of infantile amnesia. Which of these causes do you believe is the actual cause of infantile amnesia? 2. If you had to have one type of amnesia (anterograde or retrograde), which would you rather have? Explain.

59. Video Clip Watch this, then turn over your slip of paper and answer it! Don’t Peek ‘till the clip is over

60. Objectives Analyze how the misinformation effect can contribute to distorted or false memories. (Elizabeth Loftus Study)

61. Forgetting Misinformation Effect Elizabeth Loftus Study Leading Question: About how fast were the cars going when they smashed into each other?

62. Results of the first experiment Speed estimates for the verbs used in the estimation of speed question VERB MEAN ESTIMATE OF SPEED (mph) Smashed40.8 Collided39.3 Bumped38.1 Hit34.0 Contacted31.8 The results in table show that the phrasing of the question brought about a change in speed estimate. With smashed eliciting a higher speed estimate than contacted. Elizabeth Loftus Study

63. Results of the second experiment Response to the question 'Did you see any broken glass?' Response SmashedHitControl Yes1676 No344344 These results show a significant effect of the verb in the question on the mis-perception of glass in the film.

64. Misinformation effect Loftus discovered the “misinformation effect.” Misinformation effect refers to receiving new information that in turn affects the original memory. Occurs frequently in eyewitness testimony.

65. Bell – Ringer 3/10 1. Briefly summarize the Elizabeth Loftus experiment. 2. What is the misinformation effect? Reminder: Friday – Unit 7 Quiz and Finished Cornell-Notes Due. Buy a ticket for the Senior v. Teachers Dodge Ball game 8 th period Friday

66. Objectives Analyze how the misinformation effect can contribute to distorted or false memories. 60 Minuets Episode: Eyewitness Testimony Think-Pair-Share