1. Memory Chapter 7 A.P. Psychology Chapter 7 A.P. Psychology

2. Basic Terminology  Encoding: involves forming memory code  Storage: involves maintaining encoded information in memory over time  Retrieval: involves recovering information from memory stores  **Think of your Memory as a computer system - you have to code the information, store it on a hard-drive and eventually retrieve it**  Encoding: involves forming memory code  Storage: involves maintaining encoded information in memory over time  Retrieval: involves recovering information from memory stores  **Think of your Memory as a computer system - you have to code the information, store it on a hard-drive and eventually retrieve it**

3. Encoding  Attention: involves focusing awareness on a narrowed range of stimuli  You have to pay attention to information if you intend to remember it  Attention: involves focusing awareness on a narrowed range of stimuli  You have to pay attention to information if you intend to remember it  Cocktail Party Phenomenon: in a crowded party, people tend to focus on one conversation, but if someone else mentions a person’s name, they may notice it, even though they have been ignoring that conversation

4. Encoding  Levels of Processing Theory: proposes that deeper levels of processing result in longer-lasting memory codes - not all attention is created equal  1. Shallow Processing  Structural Encoding - emphasizes the physical structure of the stimulus  2. Intermediate Processing  Phonemic Encoding - emphasizes what a word sounds like  3. Deep Processing  Semantic Encoding - emphasizes the meaning of verbal input  Levels of Processing Theory: proposes that deeper levels of processing result in longer-lasting memory codes - not all attention is created equal  1. Shallow Processing  Structural Encoding - emphasizes the physical structure of the stimulus  2. Intermediate Processing  Phonemic Encoding - emphasizes what a word sounds like  3. Deep Processing  Semantic Encoding - emphasizes the meaning of verbal input

5. Fig 7.4 – Levels-of-processing theory. According to Craik and Lockhart (1972), structural, phonemic, and semantic encoding—which can be elicited by questions such as those shown on the right— involve progressively deeper levels of processing, which should result in more durable memories.

6. Enriching Encoding  Elaboration - linking a stimulus to other information at the time of encoding; using examples to illustrate an idea  Visual Imagery - the creation of visual images to represent the words to be remembered; imagery facilitates memory because it provides a second kind of memory code and 2 are better than one  Elaboration - linking a stimulus to other information at the time of encoding; using examples to illustrate an idea  Visual Imagery - the creation of visual images to represent the words to be remembered; imagery facilitates memory because it provides a second kind of memory code and 2 are better than one

7. Visual Imagery  “It was a dark and stormy night…”  “Once upon a time in a magical kingdom…”  With a picture to go along with the words, the impact is greater  Dual-Coding Theory: holds that memory is enhanced by forming semantic and visual codes

8. Maintaining Information in Memory  Sensory Memory - preserves info in original sensory form for a fraction of a second  Example: An Afterimage  Remember the Jesus Illusion from chapter 4  This gives you extra time to try to recognize stimuli  Sensory Memory - preserves info in original sensory form for a fraction of a second  Example: An Afterimage  Remember the Jesus Illusion from chapter 4  This gives you extra time to try to recognize stimuli

9. Maintaining Information in Memory  Short-Term Memory - a limited capacity store  Usually lasts about 20 sections  Capacity = 7 items + or - 2  Rehearsal - repetitively verbalizing or thinking about the information  Without rehearsal, information is lost within 20 seconds  Short-Term Memory - a limited capacity store  Usually lasts about 20 sections  Capacity = 7 items + or - 2  Rehearsal - repetitively verbalizing or thinking about the information  Without rehearsal, information is lost within 20 seconds

10. Maintaining Information in Memory  Short-Term Memory (cont.)  CHUNKING  A group of familiar stimuli stored as a single unit  Increases Capacity of STM  Example: Remember this pattern of letters F B I M A C C I A I B M  Short-Term Memory (cont.)  CHUNKING  A group of familiar stimuli stored as a single unit  Increases Capacity of STM  Example: Remember this pattern of letters F B I M A C C I A I B M

11.  A string of 12 letters is too long for STM so CHUNK common letter patterns together  FBI MAC CIA IBM  Much easier to remember & 4 remains within STM capacity limit  A string of 12 letters is too long for STM so CHUNK common letter patterns together  FBI MAC CIA IBM  Much easier to remember & 4 remains within STM capacity limit

12. Maintaining Information in Memory  Long-Term Memory - an unlimited capacity store - holds information for a long time  Some believe it might be permanent  Flashbulb Memories - unusually vivid and detailed recollections of momentous events  Can you think of an example?  Long-Term Memory - an unlimited capacity store - holds information for a long time  Some believe it might be permanent  Flashbulb Memories - unusually vivid and detailed recollections of momentous events  Can you think of an example?

13. Are Short-Term and Long-Term Memory really separate?  Some theorists believe that these actually work together  Short-Term memory is really just the tiny and constantly changing portions of long-term memory  Some others think that there is only one, general memory store that is governed by one set of rules and processes  Decide for yourself!  Some theorists believe that these actually work together  Short-Term memory is really just the tiny and constantly changing portions of long-term memory  Some others think that there is only one, general memory store that is governed by one set of rules and processes  Decide for yourself!

14. Self-Referent Encoding  Making material personally meaningful; people’s recall of information tends to be slanted in favor of material that is personally relevant