memories

encoding, storage, and retrieval

a code that memory system uses

acoustic, visual, semantic codes

represents info in sequence of sounds

ex pen rhymes with hen

stimuli in picture form

ex pen - long object with point

represents experience with general meaning

ex: pen - writing instrument hat uses ink

maintenance of info over time

finding info and bringing it to awarenes

• fades in time
• episodic and semantic

memory generalized knowledge

ex:owls are nocturnal

memory of specific event you were at

ex: memory of a vacation

• doesn't fade
• don't purposely try to remember
• unconscious and unintentional

don't have to consciously recall how to perform tasks

ex: tying shoe

• wanted to measure implicit and explicit memory
• they are  different and separate
• had people study words

multiple types of memories

• repeating info over again without thinking about it
• not effective

• thinking about how new stuff relates to old stuff
• requires thinking about semantic codes

memory retrieval works better when it occurs similarily to how it was encoded

ex; study for an essay by writing essays

experiences don't affect knowledge they just cause general/diverse changes

• for memory to be permanently embedded
• 1. sensory memory (ICONIC AND ECHOIC/ VISUAL AND AUDITORY)
• 2. short term memory
• 3. long term memory

• info from senses
• held in less then 1 sec

less than 1 sec

4 sec

18 - 20 sec

forever

• a) something you do
• it is an active memory process

• focusing on only part of stimulus
• lasts for 1 sec

info that reaches her is consciously thought about

STM that uses encoding & acoustic codes works better than visual codes codes to embed info to memory

max # of items you can perfectly recall after one presentation

limit is ( 5 to 9 ) items

group info into chunks ( it organizes info  using what we already know in the LTM)

LTM is more effective if info is encoded with both visual and semantic code at the same time

Unlimited

• LTM
• recall items from beginning of list

• STM
• recall from end of list

• memory loss for events after injury
• damage to hippocampus

mem loss to events prior to injury

help retrieve info from LTM

• retrieval cues work best when they tap into basic meaning of stored info
• bc LTM uses semantic codes (codes with meaning)

environmental features act as retrieval cues (people remember more when they go to same place where they learned the info)

psychological state also is encoded during learnign

stores general knowledge about world

• thinking of concept activates corresponding network
• gives accsess to large amounts of info related to a concept

• remembering a feature of concept but unablt to retrieve others
• tip of the tongue phenomenon
• feeling of knowing phenomenon

people use existing knowledge to organize new facts, filling in gaps

• stereotypes
• inappropriate associations

ideas and preconceptions about things (people, objects, events) based on past experiences

• schema
• knowledge of how event unfolds

• beliefs/ideas about people you know
• past experiences

represents knowledge and beliefs about own traits/ ablilities

immediate identification of something familiar

• retrieve from LTM with out an info or cues
• got to think about it

• repress memories due to something traumatic
• may be recalled at specific times if they finally encounter correct retrieval cues
• implicit (cant forget)

different from suppress which is a memory you try to avoid

people more likely to forget unpleasant events

• (constructive memory)
• people recall events that didn't occur

• explicit(episodic)
• vivid memory of emotionally significant moment or event

• created nonsense syllables that eliminated associations betwwen previous material
• forgetting curve

• ebbinghaus
• difference between the number of repetitions needed to learn list and number of repetitions needed to relearn it
• the difference between them is called the savings

• savings declined as time passes
• (explicit memory fades)
• savings in LTM is very long
• most forgetting happens in first 9 hours

unused memory fades over time

causes forgetting when on piece of info impairs the encoding or retrieval of another piece of info

one info pushes the other out of memory storage

• old learning interferes with remembering new learning
• (hard to learn new stuff)

• new learning interferes with retrieval of old learning
• (hard to recall new stuff)

important in meoery

hippocampus memory dependent shanges occur in synapse

directed by hippocampus and thalamus

hippocampus damage doesn't impair formation of new procedural memories or retrieval of already stored memories, these functions must rely on brain regions other then the hippocampus

♛focus your attention on the materials

• avoid cramming
• distributed practice is better than massed practice

• structure and organize the info
• creat outline

• mnemonic devices
• make info meaningful

elaborate and rehearse

relate to things you already know

improve memory

you remember things better in places that you are familiar with, link something with a place you know very well

teach it to someone else

pay extra attention to it

• SQ3R
• survey,question,read,recite,review

• focus
• avoid cram
• organize info
• mnemonic devices
• reherse
• relate info
• visualize concept
• method of loci
• teach it to others