1. Name the Seven Dwarves Take out a piece of paper

2. Difficulty of Task Was the exercise easy or difficult. It depends on what factors? Whether you like Disney movies how long ago you watched the movie how loud the people are around you when you are trying to remember

3. Now pick pick out the seven dwarves. Turn your paper over. Grouchy Gabby Fearful Sleepy Smiley Jumpy Hopeful Shy Droopy Dopey Sniffy Wishful Puffy Dumpy Sneezy Pop Grumpy Bashful Cheerful Teach Snorty Nifty Happy Doc Wheezy Stubby Poopy

4. Seven Dwarves Sleepy, Dopey, Grumpy, Sneezy, Happy, Doc and Bashful

5. Recall v. Recognition With recall- you must retrieve the information from your memory (fill-in- the blank tests). With recognition- you must identify the target from possible targets (multiple-choice tests). Which is easier? Did you do better on the first or second dwarf memory exercise?

6. Memory The persistence of learning over time through the storage and retrieval of information. As you might have guessed, the next topic we are going to examine is…….

7. Information Processing The Atkinson-Schiffrin (1968) three-stage model of memory includes a) sensory memory, b) short- term memory, and c) long-term memory. Bob Daemmrich/ The Image Works Frank Wartenberg/ Picture Press/ Corbis

8. Problems with the Model 1.Some information skips the first two stages and enters long-term memory automatically. 2.Since we cannot focus all the sensory information in the environment, we select information (through attention) that is important to us. 3.The nature of short-term memory is more complex.

9. Types of Memory Sensory Memory: The immediate, initial recording of sensory information in the memory system. Short-Term: Memory that holds a few items briefly The info will be stored into long-term or forgotten. Mr. Short Term Memory-SNL Long-Term Memory: The relatively permanent and limitless storehouse of the memory system. H.M Memory on NPR

10. The Memory process Crash Course Psychology #13 Crash Course Psychology #13 Encoding: The processing of information into the memory system. Asking for a girl’s number at a party Storage: The retention of encoded material over time. Remembering her name when you call her Retrieval: The process of getting the information out of memory storage. Calling her by the wrong name

11. Two ways to encode information Automatic Processing  Unconscious encoding of incidental information.  You encode space, time and word meaning without effort.  Things can become automatic with practice.  For example, if I tell you that you are a jerk, you will encode the meaning of what I am saying to you without any effort. Effortful Processing Encoding that requires attention and conscious effort. Rehearsal is the most common effortful processing technique. Through enough rehearsal, what was effortful becomes automatic.

12. Rehearsal Effortful learning usually requires rehearsal or conscious repetition. Ebbinghaus studied rehearsal by using nonsense syllables: TUV YOF GEK XOZ Hermann Ebbinghaus (1850-1909) http://www.isbn3-540-21358-9.de

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

14. List the U.S. Presidents Take out a piece of paper and….

15. The Presidents WashingtonTaylorHarrisonEisenhower J.AdamsFillmoreClevelandKennedy JeffersonPierceMcKinleyL.Johnson MadisonBuchananT.RooseveltNixon MonroeLincolnTaftFord JQ AdamsA.JohnsonWilsonCarter JacksonGrantHardingReagan Van BurenHayesCoolidgeBush HarrisonGarfieldHooverClinton TylerArthurFD.RooseveltBush Jr. PolkClevelandTrumanObama

16. Memory Effects 1.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. 2.Spacing Effect: We retain information better when we rehearse over time. 3.Serial Position Effect: When your recall is better for first and last items on a list, but poor for middle items.

17. Serial Positioning Effect Our tendency to recall best the last and first items in a list. If we graph an average person remembers presidential list- it would probably look something like this. Presidents Recalled

18. Types of Encoding Semantic Encoding: the encoding of meaning, like the meaning of words Acoustic Encoding: the encoding of sound, especially the sounds of words. Visual Encoding: the encoding of picture images. Encoding exercise

19. Which type works best?

20. Visual Encoding Mental pictures (imagery) are a powerful aid to effortful processing, especially when combined with semantic encoding. Stephen Wiltshire draws NYC Both photos: Ho/AP Photo

21. Mnemonics Imagery is at the heart of many memory aids. Mnemonic techniques use vivid imagery in aiding memory. "

22. Method of Loci List of Items Charcoal Pens Bed Sheets Hammer. Rug Imagined Locations Backyard Study Bedroom Garage. Living Room

23. Link Method Involves forming a mental image of items to be remembered in a way that links them together. List of Items Newspaper Shaving cream Pen Umbrella. Lamp

24. Organizing Information for Encoding Break down complex information into broad concepts and further subdivide them into categories and subcategories. 1.Chunking 2.Hierarchy

25. Chunking Organizing items into familiar, manageable units. Often it will occur automatically. Acronyms- HOMES = Huron, Ontario, Michigan, Erie, Superior Chunk- from Goonies 1-4-9-2-1-7-7-6-1-8-1-2-1-9-4-1 Do these numbers mean anything to you? 1492, 1776, 1812, 1941 how about now?

26. Hierarchy Complex information broken down into broad concepts and further subdivided into categories and subcategories.

27. Encoding Summarized in a Hierarchy

28. Storage HOW WE RETAIN THE INFORMATION WE ENCODE

29. Storage: Retaining Information Storage is at the heart of memory. Three stores of memory are shown below: Sensory Memory Working Memory Long-term Memory Encoding RetrievalEncoding Events Retrieval

30. Capacity You should be able to recall 7±2 letters. The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information (1956). George Miller M U T G I K T L R S Y P Ready?

31. Storage and Short-Term Memory  Lasts usually between 3 to 12 seconds.  Can store 7 (plus or minus two) chunks of information.  We recall digits better than letters.

32. Storing Implicit & Explicit Memories Explicit Memory refers to facts and experiences that one can consciously know and declare. Implicit memory involves learning an action while the individual does not know or declare what she knows.

33. How are the Memories Stored? Synaptic Changes Long-Term Potentiation (LTP) A long-lasting change in the structure or function of a synapse that increase the efficiency of neural transmission.

34. Stress Hormones & Memory  Heightened emotions (stress-related or otherwise) make for stronger memories.  Hormones such as Epinephrine act on brain centers in the brain  Extreme stress undermines learning and later recall  How does this apply to an exam?

35. Brain structures Hippocampus: turns STM into LTM The hippocampus (named after its resemblance to the seahorse, from the Greek hippos meaning "horse" and kampos meaning "sea monster")seahorse

36. Where Are Memories Stored?

37. Biological Forgetting Factors Damage to the Hippocampus ◦Difficulty forming new memories ◦Diminished in Alzheimer’s patients Neurotransmitters play a role ◦Acetylcholine ◦Alzheimer’s patients show low levels of this Decay theory ◦Memories deteriorate because of the passage of time ◦Distractor Studies – information fades from STM

38. Retrieval HOW DO WE RECALL THE INFORMATION WE THOUGHT WE REMEMBERED? Lets Jog Our Memory!!!!!!!

39. Retrieval: Getting Information Out Retrieval refers to getting information out of the memory store. Spanky’s Yearbook Archive

40. Retrieval Cues Priming Give out priming worksheet We often use a process called priming (the activation of associations in our memory) to help us retrieve information. For the most part, the priming effect is considered involuntary and is most likely an unconscious phenomenon. The priming effect basically consists of repetition priming and semantic priming.

41. Retrieval Cues Memories are held in storage by a web of associations. These associations are like anchors that help retrieve memory. Fire Truck truck red fire heat smoke smell water hose

42. Repetition Priming 1. Repetition priming refers to the fact that it is easier (quicker) to recognize a face or word if you have recently seen that same face or word.

43. Semantic Priming 2. Semantic priming refers to the fact that it is easier (quicker) to recognize someone or word if you have just seen someone or a word closely associated.

44. Context Effects Scuba divers recall more words underwater if they learned the list underwater, while they recall more words on land if they learned that list on land (Godden & Baddeley, 1975). Fred McConnaughey/ Photo Researchers

45. Déja Vu Déja Vu means “I've experienced this before.” Cues from the current situation may unconsciously trigger retrieval of an earlier similar experience. © The New Yorker Collection, 1990. Leo Cullum from cartoonbank.com. All Rights Reserved

46. Moods and Memories We usually recall experiences that are consistent with our current mood. Emotions, or moods, serve as retrieval cues. Jorgen Schytte/ Still Pictures

47. Forgetting

48. Encoding Failure We cannot remember what we do not encode.

49. Storage Decay Poor durability of stored memories leads to their decay. Ebbinghaus showed this with his forgetting curve.

50. Retrieval Failure Although the information is retained in the memory store, it cannot be accessed. Tip-of-the-tongue (TOT) is a retrieval failure phenomenon. Given a cue (What makes blood cells red?) the subject says the word begins with an H (hemoglobin).

51. Interference Learning some new information may disrupt retrieval of other information.

52. Types of Retrieval Failure Proactive Interference The disruptive effect of prior learning on the recall of new information. If you call your new girlfriend your old girlfriend’s name.

53. Types of Retrieval Failure Retroactive Interference The disruptive effect of new learning on the recall of old information. When you finally remember this years locker combination, you forget last years.

54. Retroactive Interference Sleep prevents retroactive interference. Therefore, it leads to better recall.

55. Motivated Forgetting Motivated Forgetting: People unknowingly revise their memories. Repression: A defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness. Sigmund Freud Culver Pictures

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

57. Why do we forget? Forgetting can occur at any memory stage. We filter, alter, or lose much information during these stages.

58. False Memories Elizabeth Loftus Elizabeth Loftus Repressed or Constructed? Some adults actually do forget childhood episodes of abuse. False Memory Syndrome A condition in which a person’s identity and relationships center around a false but strongly believed memory of a traumatic experience, which is sometimes induced by well-meaning therapists.

59. 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.

60. Children’s Eyewitness Recall Children’s eyewitness recall can be unreliable if leading questions are posed. However, if cognitive interviews are neutrally worded, the accuracy of their recall increases. In cases of sexual abuse, this usually suggests a lower percentage of abuse.

61. Memories of Abuse Are memories of abuse repressed or constructed? Many psychotherapists believe that early childhood sexual abuse results in repressed memories. However, other psychologists question such beliefs and think that such memories may be constructed.

62. Improving Memory 1.Study repeatedly to boost long-term recall. 2.Spend more time rehearsing or actively thinking about the material. 3.Make material personally meaningful. 4.Use mnemonic devices:  associate with peg words — something already stored  make up a story  chunk — acronyms 5.Activate retrieval cues — mentally recreate the situation and mood. 6.Recall events while they are fresh — before you encounter misinformation. 7.Minimize interference: 1.Test your own knowledge. 2.Rehearse and then determine what you do not yet know.