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Memory
Part 2
What is memory?
Memory is the storage of learned information for retrieval and future use.
REVIEW: The Key Questions
When psychologists study memory they focus on 3 key questions:
1. How does information get INTO memory?
2. How is information MAINTAINED in memory?
3. How do we get information BACK OUT of memory?
3 ?s correspond to the 3 key memory processes:
ENCODING = into
STORAGE= maintained
RETRIEVAL= back out
Review- ENCODING
a process of forming a memory code in order to get information into your memory- you focus awareness on a narrow range of stimuli or events
Ex. May emphasize shape of a dog’s nose to identify the breed- German Shepard’s have a long nose, more pointed than a bull dog- make the code for German Shepard according to the nose characteristics
STORAGE
Maintaining encoded information in memory over a period of time
Memory stores
RETRIEVAL
Recovering information from memory stores
Memory : How does it work?
1. you encounter a stimuli (an event) which goes into sensory storage
2. the information is preserved for a few seconds at most
3.the information will be lost unless we pay attention to it
4. once successfully recognized, you are able to bring info to your STM
Short Term Memory
A limited capacity store that can maintain information for approximately 20 seconds
If you rehearse the information, by repeating it or verbalizing it, the memory may last a bit longer
Ex. Call the operator for a phone number- no pen- you say the number over and over while dialing- won’t likely go into long term memory store but will stay in STM for a while
ELABORATIVE REHEARSAL
The only way to bring STM into LTMConnecting new information with
previously stored, already existing associative structures
Ex. When a teacher used to make you use a new vocabulary word in context by making up a sentence and writing it
Long Term Memory
An unlimited capacity store that can hold information over lengthy periods of time
Subcategories of LTM: Declarative memory: factual information like dates
and names Episodic memory: information about events, people,
places Semantic memory: mental models of the
environment as well as procedures (rules, language, strategies for problem solving)
Non-declarative memory: implicit memory (motor skills)
RECONSTRUCTION of memory-How accurate are our memories?
The piecing together from a few highlightsInformation may or may not be accurateCritical details can be forgotten,
misremembered, or complete new details incorporated into a memory
Bartlett (1886-1969) people systematically distort facts and circumstances of experiences
SCHEMAS- an individual’s storage box
The frameworks of knowledge and assumptions about people, objects, and events
Our schemas often contain association cues for retrieval of memories
When we confront new information, we often distort some aspect of the information or forget other aspects
DISTORTION IN MEMORY- is it deliberate? Are we lying?
Occurs when people alter the memory of an event or an experience to fit their beliefs, expectations, logic, or prejudice
We usually distort memories of our lives in a positive direction
Ex. Liberation of concentration camps- German people denial
You probably remember the A’s you earned more than your D’s
SYSTEMATIC DISTORTION: Eye Witness Testimony
Why is eye witness testimony often unreliable? Highly subject to error- many wrongful convictions Plays vital role in the US justice system Police are notorious for asking leading questions and
evoking a desired response from a witness TV, newspapers, media contamination- more you learn
about a case, more likely you are to incorporate info into your own memory of the event
RECOVERING REPRESSED MEMORIES
Called motivated forgetting- a purposeful blocking or “suppressing” of information
Freud referred to this as repression- keeping distressing thoughts and feelings buried in the unconscious
Are memories actually repressed or are they false memories?
False memories
Holes or gaps in your memory filled in by experiences and social influences
Ex. False memories in child abuseThe research is not conclusive- repressed
memories have gotten a lot of attention recently, but they may not be as common as people believe- power of suggestion
Ex. Car accident
Infantile amnesia
inability of older children and adults to recall events from their first few years of life
In conclusion- current research supports both the possibility that repressed memories exist and that false memories can be constructed in response to suggestions of abuse
Unusual Memory Phenomenon
FLASHBULB MEMORIES:
extremely vivid memories formed when a person learns of an event that is very surprising, shocking, or highly emotional
EIDETIC IMAGERY
5% children have a photographic memory- most lose this ability before adulthood
MEMORY and CULTURE
People more easily remember stories set in their own culture
The manner and matter (the how and what) of recall are often predominantly determined by social influences
Ex. Adolescent culture and music lyrics
What influences your memory? Why is some information easier to recall than others? Serial information effect: for information
learned in a sequence, recall is better for items at the beginning and the end rather than for items in the middle of the sequence
Information at the beginning of a sequence that you recall better than the middle terms: primary effect
Ex. I went to the Bronx Zoo and brought…A an apple, B a baseball, C…
continued
Recency effect: the tendency to recall the last items in a sequence more readily than those in the middle
Poorer recall of middle info- it is no longer in your short- term memory and has not yet been placed in long-term memory; the “end” information is still in your short-term memory
Environmental Context and Memory
Research states that many elements of the physical setting in which you learn information are encoded with the information and become part of your memory
If you can’t recall answers to a test question- visualize yourself in the room where you studied
Odors can also be a powerful retrieval cue for memory
Taste- gum chewing when studying and taking a test
Can your emotions and other states of consciousness affect memory?
State-dependent memory effect: information is recalled better if you are in the same state (psychological or pharmacological) as when the information was encoded
Studies: people learned things in both a sober and intoxicated state and recalled things better when asked to do so in the same state for both learning and testing
Emotions and memory, continued
Anxiety and fear influence memory- people going through significant life stresses do more poorly of tests of recent memories
Subjects who were clinically depressed recall more negative life experiences from their pasts- as the depression lifted, the tendency toward negative recall reverses itself