Memory Flashcards
Memory
> essential to every day living
memory was non-existant = unfamiliar w/own life history
indication that learning has persisted over time
ability to store and retrieve info
Steps of Memory
> encoding, storage, retrieval
>if one step lost, then forget info
Encoding
> learning
>forming physical representation
Storage
> stored in way, so info is accurate
Retrieval
> pull info back out
Three Stores of Memory
> Sensory Memory
Short-term Memory/Working Memory
Long-term Memory
Sensory Memory
> extremely short buffer (maybe 2 sec)
>if don’t do anything w/info, then lost
Working Memory (Short-Term Memory)
> current conscious awareness (maybe 20 sec)
if don’t do anything w/info, then lost
repetition or emotional experiences moves info to long-term memory
Retrieval
> be able to copy info from long-term memory to short-term memory
Short-Term Memory
> fairly limited capacity
Miller realized info is stored in chunks
average capacity: 7 +- 2 “things/chunks”
Chunking
> how process/group info
multiple items into single chunk
ex. FBICIA = FBI + CIA
Peterson & Peterson Experiment
> realized short-term memory doesn’t last long (without rehearsing-rapid decay)
1) Hear trigram (three letters)
2) Count backwards by 3’s (distractor task)
3) Recall
4) Repeat
Conrad’s Experiment
> see/hear letters, then delay, then have to recall
errors revealed short-term memories are recorded acoustically
later research found evidence of visual STM code
Decay
Theories of Forgetting in STM
> over time memory trace broken down = lost
>ex. newspaper in sun
Interference
> memory doesn’t decay
info jumbled with other memories (can’t locate)
actual cause of forgetting
ex. lost keys exist, but don’t know where to find
Retroactive Interference
> new learning interferes w/remembering old info
ex. Exp - learn list A - learn list B - recall list A
Control- learn list A - ————— - recall list A
(control group does best)
Proactive Interference
> old learning interferes w/remembering new info
ex. Exp - learn list A - learn list B - recall list B
Control- ————— - learn list B - recall list B
(control group does best)
Long-Term Memory
> capacity: essentially unlimited (when healthy)
>duration of info: minutes through years (at least 30 secs)
Encoding is…
Semantic/Visual Imagery/Olfactory/Auditory/Motor
(Long-Term Memory Components)
>meaning (not word for word) >partial images >smell >sound >muscle memory (hard to explain, practice)
Semantic Encoding in LTM
> errors are semantic/related
1) Hear list of words
2) Count backwards by 3’s
3) Recall
LTM & Imagery Demo
> visual images are incomplete
general stuff is accurate
ex. visualize windows in house from inside or outside
ex. draw face of penny
Forgetting
> several possible causes
faulty encoding, storage (brain damage), or retrieval = inability to retrieve info
ex. forget name of familiar face, forget answer on test
Amnesia
> forgetting, disassociation, confusion
most cases are partial and caused by event
aware of fact can’t remember
Retrograde Amnesia
> forget memories before accident (storage or retrieval failure)
Anterograde Amnesia
> forget after event (encoding/storage failure)
Fugue State
> loss of identity (retrieval failure)
very rare
memories can come back
Dallenbach’s Cockroach Experiment Concepts
> led to ambiguous results
1) Train animal task
2) Knock animal out (allows decay, but no interference)
3) Wake and test animal (after up to 8 hrs)
Dallenbach’s Cockroach Experiment Goals
> passage of time
limited interference
not hurt animal’s brain
Dallenbach’s Cockroach Actual Experiment Methods
> usually cockroaches flee to dark side
trained them to not got to dark/shock side
G1: active group, free
G2: wrapped, can’t move
Dallenbach’s Cockroach Experiment Results
> active bugs: 35% retained learning
force inactive bugs: 90% retained learning
evidence interference is cause of forgetting
Dallenbach’s Student Experiment
> students learned non-sense syllables (could recall perfectly)
G1: sleep (retained 60%)
G2: normal day (retained 15%)
sleep prevents retroactive interference = better recall
Retrieval Cues
> help relate/remember memories
>forgetting due to retrieval failure and interference
Tulving and Pearlstone Experiment
> read/study 48 words with “unimportant” categories
G1: free recall = 19
G2: cued recall (reminded of category names) = 36
category cues helped to overcome interference
Encoding Specificity Principle
> learn in a context
retrieval cues can be external environment or internal state of person
memory is optimal when retrieval conditions duplicate conditions present when memory formed
Scuba Context Experiment
> taught on a beach or underwater
G1: learned/tested in same environment
G2: learned in environment 1, tested in 2
preformed better if learn and tested in same environment
State Dependent Retrieval Eich’s Experiment
>tested frame of mind (1970's) >Ranks of Study/Test Results: Non-drug/non-drug Drug/drug Non-drug/drug Drug/non-drug
Moods and Memories
> recall experiences consistent with current mood
problem w/people who suffer from depression
(emotional cues cause them to remember failures more)
Depth of Processing
> perspective on memory, changes how long it lasts
more neurons required for deep processing
quality of processing, not quantity of time spent
Depth of Processing Example
> remember BEAR (shallow, rhyme, deep task)
Results:
shallow- 42%
rhyme- 65%
deep- 90%
results were same even if knew test was coming
Memory is Reconstructive Process
> based on facts and bias
periodically updated (thus, prone to errors)
ex. video camera vs. website
Mug Book Effect Process
> witnesses see several suspects in person
told later will identify in lineup
then see ten photos of suspects (old and new)
later asked to pick out original lineup
Mug Book Effect Results
> just as likely to identify someone in mug book as original presentation
exposing witnesses to photos bias later memory
photos interfere with memories of original event
Loftus and Palmer Experiment
> asked about car accident participants saw on tape
saying “smashed” in question implied more violent collision
later asked about broken glass, “smashed” group thought glass became broken
(bias altered actual details in memory)
New Info Alters Memory Content Experiment
> used family and fake souvenirs to construct fake memory
ex. lost in mall, hot air balloon ride, TMC experiment
lost in mall: 25% constructed story that never happened
hot air balloon: 60% made fake stories on accident
