2-1 (9/30) Memory Flashcards
Learning that has persisted over time The process whereby we encode and store information, whereby we retrieve information from the world around us
Memory
Whereby we get information into our minds
Encoding
Whereby we retain information, and keep information we learned
Storage
Whereby we get information from our minds in order to put that information to use
Retain
Formation of new memories occurs in a three step process.
Atkinson + Shiffrin’s Model
1/3 of Atkinson + Shiffrin’s Model. Records information as a fleeting, sensory experience. Copies of what we see are held for a brief period of time: between a fraction of a second and three seconds.
Sensory Memory
1/3 of Atkinson + Shiffrin’s Model. Once we’ve encountered sensory information, it is encoded into our short term memory through rehearsal
Short Term Memory
Limited capacity, limited duration. Up to seven pieces of information, held for about 20 seconds, unless we do active processing.
Short Term Memory
1/3 of Atkinson + Shiffrin’s Model. Information is moved to a relatively permanent and unlimited storehouse of later retrieval.
Long Term Memory
Capacity is infinity, held for years. Information about our accumulated knowledge, skills, and experiences.
Long Term Memory
_____ to A+S Model. Information doesn’t need to process to long term linearly. Can pass quickly through sensory without conscious awareness.
Revisions
Revision to A+S Model. Informaiton is actively processed in short term memory, it doesn’t just sit there. Information is rehearsed, new stimuli connect to existing memories, solve problems.
Working Memory
Type of information processing. Most of information processing, occurs without conscious awareness. We constantly encounter new information, and it is presenting with little to no effort
Automatic Processing
Example of Automatic Processing
Walking while lecturing
Type of information processing. Processes information that requires deliberate, conscious attention to be processed
Effortful Processing
Example of Effortful Processing
Pulling information together to five a lecture
We tend to recall best the last and first bits of information in the list. Two parts: Recency and Primary
Serial Position Effect
A Serial Position Effect. Immediately after learning, we tend to recall best the last items on a list, because it is being actively processed and rehearsed.
Recency Effect
AFTER LEARNING
Recency Effect
A Serial Position Effect. After a delay, we recall best the first items on a list= they received the most attention and rehearsal, and were processed the most.
Primary Effect
AFTER A WHILE
Primary Effect
SR. A fleeting, photographic memory. When we encounter a visual stimulus, then it is removed, a trace lingers for a short time, literal copies are stored
Iconic Memory
SR. VISUAL type of memory
Iconic
SR. Iconic Memory is illustrated by this experiment.
George Sperling’s 1960 experiment. Participants are shown three rows of three letters for 1/20th of a second. Participants were asked to recall the letters. Typically, they can recall 5-9 letters.
SR. Reasons behind _______. People can only register in sensory memory five pieces of information at at time. OR All the information is stored, but all faded before the participants can report their experience.
Iconic Memory
SR. A fleeting auditory memory. Holds few items, lasts for several seconds.
Echoic Memory
SR. AUDITORY type of memory
Echoic Memory
SR. Iconic/echoic memory allows us to process information quickly, but not have to spend much time processing, keeps our lives from being choppy snapshots or staccato sounds. Continuity
Adaptive Advantage
ST. Part of working memory. Without active processing, short term memory has a limited life. Once we register sensory information, we must meaningfully encode that information in our minds.
Duration Limits
ST.Part of working memory. We can process a limited amount of information. Once short term memory is filled to capacity, any new information requires other information to be replaced or discarded.
Capacity Limits
ST. 7 +/- 2
Between 5 and 9 bits of information can be processed at one time.
ST. We can expand the capacity limit by _____: combining bits of information into meaningful wholes.
Chunking
LT. Information can be kept in short term, working memory though rehearsal, but there must be elaborative rehearsal move to long term.
Encoding
LT. Thinking about information in a more meaningful way, making associations
Elaborative Rehearsal
LT. When we process verbal information, we think more about the meaning of the actual words.
Semantic Coding
LT. We percieve the world around us as we generate a mental picture of an object or scene
Visual Coding
LT. Stored knowledge of habit and skills. Stored and retrived without conscious retrieval.
Procedural Memory
LT. Contains knowlege of the facts about the world, memory about ourselves, informaiton we consciously know and declare, make statements
Declarative Memory
LT. Testing Memory. The ability to retrieve information from our mind that is not in consciousness awareness.
Recall
LT. Testing Memory. The ability to identify pieces of information that were previously learned.
Recognition
LT. Testing Memory. Someone’s name.
Recall
LT. Testing Memory. Mulitple choice questions.
Recognition
LT. Testing Memory. The abliltiy to spend less time leaning the second time we learned information
Relearning
LT. Testing Memory. A class is easier the second time.
Relearning
LT. Memory is dependent on it’s context. It is easier to retrieve information from memory when we are in the same context or situation.
Context-Retrieval Memory
LT. Context-Retrieval Memory. Experiment.
Godden and Baddeley (1975)
Scuba diver experiment: Scuba divers were asked to learn words on a beach or 15 feed under water. Two groups were tested on their knowledge in the same or different settings.
What did the Godden and Baddely experiment prove?
LT. Context-Retreival Memory
The divers recalled 40% more words when information was learned/received in the same place
LT. It is easier to recall information when our state of mind is simiarly when learned and tested. Happy while learning + happy during test= better results than happy while learning + sad during test.
State-Dependent Memory
An adaptive economical aspect of memory. If we couldnt do this, we would be plagued by irrelevant informaiton. There would be no abstract or creative thinking.
Forgetting
Forgetting Case Study
Scientist: Luria
S could memorize dozens of lists, for many years. The problem was that he could not forget the information he learned. It distracted him, and he constantly had list of numbers coursing though his mind. He couldn’t organize, think abstractly, generalize, or evaluate new information.
Reasons we forget: Information precieved doesn’t make it to long term memory. It is trivial, useless informatioin
Encoding
A reason we forget with two types. Proactive and retroactive.
Interference
________ interference. Prior information inhibits our ability to recall new information.
Proactive
________ interference. New information distrupts memory for previously learned information.
Retroactive
