Chapter 9 - Memory

Chapter 9 - Memory

I.Introduction

______anyindication that learning has ______over time. It is our ability to encode, store and retrieve information.

- ______- clear, strong, persistent memory usually caused by

a______or ______moment.

- ______-______visual

memory (the research is mixed as to whether this is a real phenomenon or not).

The basic tasks of memory are ______,

______and ______.

According to the Atkinson-SchiffrinModel there are three stages of memory processing - ______memory, ______memory &

______memory.

I. Encoding – Putting Info In

Sensory memory has 2 parts:

- ______store = ______information

- ______store = ______information

______- we process an enormous amount of information ______/automatically (like your route to your school). Through:

- ______- while reading a textbook, you automatically

encode the place of a picture on a page (visualizing a PP

while takingtest)

- ______- you unintentionally note the events that take

place in a day (where did I leave my keys?)

- ______- you effortlessly keep track of things

that happen to you (I’ve sneezed 5 times today, am I sick?)

______- committing novel

information to memory ______just like

learning a concept from a textbook or a friend’s address.

- Effortful learning usually requires ______or conscious repetition.

- ______studied rehearsal by using nonsense syllables (he found

the more times he practiced the list the better he remembered them).

Memory Effects

- ______- 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.

- ______- when your recall is better for first (______) and

last(______)items on a list, but poor for middle items.

- ______- we retain information better when we rehearse it over

time. This is why long-term studying is better than cramming!

______- mental ______(imagery) are a powerful aidto effortful processing, especially when combined with semantic encoding.

______- we tend to remember things better and easier when we attach ______and ______ of that information to ourselves.

______- memory aids (often use imagery).

- ______- using visual ______cues (either real or imagined) to help

remember items.

- ______- pre-memorizing alist of “______” words that are easy to

____________they represent. To rapidly memorize a list of arbitrary objects,

each one is associated with the appropriate peg.

- ______- organizing items into a smaller, familiar, ______.

● ______are another way of chunking information to remember it.
- ______- complex information broken down into ______and

further______and subcategories.

III. Storage – Retaining Info

______- has a ______

capacity and the ______duration ______

for the different senses (iconic, echoic, hepatic…).

______(Short-term Memory) –

has a limited capacity (magic # =______) and a

______duration. The capacity of the working

memory may be increased by “______.”

______- has an ______capacity store and duration.

- ______(Declarative memory) - refers to facts and experiences that one

can consciously know and declare (______).

●______- neural center in the Limbic System is the site of temporary

processing of explicit/declarative memories.

- ______(Procedural memory) - involves learning an action while the

individual does not know or declare what he/she knows (______).

●______- neural center in the hindbrain that processes implicit/procedural

memories.

Heightened emotions (stress-related or otherwise) make for stronger memories of specificevents. However, continued ______(which is another reason why cramming the

night before doesn’t really work).

______- old memory intact but ______memories.

______- can form new memories but ______memories.

IV. Retrieval- Getting Information Out

In ______, the person must ______targets (requires more effort). Fill-in-the blank and essay tests require recall. In ______, the person must ______. Multiple-choice or matching tests require recognition.

- Memories are held in storage by a ______. These associations are like

anchors thathelp retrieve memory. The more associations (especially personal ones) you can

make the better memory you have! This is why encoding information through semantics

(______) works best.

- To retrieve a specific memory from the web of

associations, you must first activate one of the

strands that leads to it. This process is called

______(which is related to implicit memory).

- People tend to most strongly respond when retested in the ______rather

than in adifferent context. You tend to perform better on the SAT/ACT when taken at WHS.

- ______means “I've experienced this before.” Cues from the current situation may unconsciously trigger retrieval of an______.

- The idea of ______(aka Mood Congruence) proposes that

internalcues are also a factor inremembering (people rememberbetter when their

______when they learned/experienced the information).Depressed

tend to people remember bad things in great detail.

We cannot remember what we do not encode.______isan______informationdue to poor encoding, storage or retrieval.

Poor durability of stored memories leads to

their decay. ______showed this

with his ______. Information ______.

______(TOT) is a

______phenomenon.

Although the information is retained in the

memory store, it cannot be accessed.

Learning some new information may disruptretrieval of other information (causes you to forget).

- ______(forgetnew)

- ______(forget old)

Forgetting can occur at any memory stage. We filter, alter,

or lose much information during these stages.While tapping

into our memories, we filter or fill in missing pieces of

information to make our recall more coherent.

- ______occurs when people ______

their memories.

- ______is a Freudian/psychodynamic ______that banishes

anxiety-arousing thoughts, feelings, and memories from consciousness.

- ______occurs when a person’s______

of things/events can create false memories.

- ______occurs when a person ______

______intoone's memory of an event.

●______Experiment

- They showed people images of a car

crash and asked them to estimate the

speed of the vehicles.

- The subjectsremembered things differently

depending on the ______used to

describethe event (“smashed” versus “hit”).

- This demonstrates the Misinformation Effect.

- ______(a.k.a. source misattribution) occurs when people attribute an

event to the wrong source thanthey experienced, heard, read, or imagined.

- ______is 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.

A few disorders that can lead to memory distortion:

- Anterograde Amnesia = old information remembered but new memory formation not possible

(______)

- Retrograde Amnesia = can form new memories but loss of old memories occurs

(______)

- ______= lack of many, but not all memories before the age of 3

or 4 (and is completely normal)

- Alzheimer’s Disease

Recognition memory does not decline with age, and material that is meaningful (______)

is recalled better than meaningless material.

- ______is remembering to dosomething ______

- ______is remembering you have ______something

(in the past).

●For example, “Ihave to takeanother doseof medicine at5pm” (Prospective) and

“Iremember takingmy medicine at 9am today” (Retrospective).

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