Sensory Memory Store
Sensory
Sensory
Input
Sensory
Memory
memory
forms automatically,
without attention or
interpretation
Attention
is needed
to transfer
information to
working memory
Sensory Memory Store
Divided
Sensory
Input
Sensory
Memory
into two
subtypes:
iconic memory visual information
echoic memory auditory information
Iconic memory was
investigated by
Sperling in 1960
Maintenance Rehearsal
Mental
or verbal repetition of information
Allows information to remain in working
memory longer than the usual 30 seconds
Maintenance rehearsal
Sensory
Input
Sensory
Memory
Attention
Working or
Short-term
Memory
Long-Term Memory Store
Once
information passes from sensory
to working memory, it can be encoded
into long-term memory
Maintenance Rehearsal
Sensory
Input
Sensory
Memory
Attention
Encoding
Working or
Long-term
Short-term
memory
Memory Retrieval
Long-Term Memory Store
Function
- organizes and stores information
more passive form of storage than working memory
Unlimited
capacity
Duration - thought by some to be permanent
Maintenance Rehearsal
Sensory
Input
Sensory
Memory
Attention
Encoding
Working or
Long-term
Short-term
memory
Memory Retrieval
Long-Term Memory Store
Encoding
- process that controls movement from
working to long-term memory store
Retrieval - process that controls flow of
information from long-term to working memory
store
Maintenance Rehearsal
Sensory
Input
Sensory
Memory
Attention
Encoding
Working or
Long-term
Short-term
memory
Memory Retrieval
Effective Ways to Encode
Actively
question new information
Think about implications
Relate information to things you
already know
Generate your own examples of
concepts
Dont highlight passage as you read
focus instead on the ideas in the text
Explicit memory Systems
Declarative
memories (events)
The
hippocampus is the equivalent of a
save button
Explicit memories of names, images, and
events are laid down by the hippocampus
(Schachter, 1996)
Hippocampus and
frontal lobes
Memories
are not permanently
stored in the hippocampus but
it holds the information to
register the elements of
memory
The feel, smell, sound, location,
etc. before storing elsewhere
(cortex)
Implicit memory Systems
Include
both procedural memory and
conditioned associations
Procedural memory is used for automatic
skills
Associations link stimuli
Basal Ganglia and
Cerebellum
Cerebellum
is important for forming and
storing memories created through classical
conditioning
The
basal ganglia facilitate procedural memory
formation
Emotions and memories
Emotions
persist without conscious
awareness
You may not remember the film that made
you sad but you retain the sadness
(hippocampal damage)
Emotions and memories
LTP Long Term Potentiation
An
increase in a cells firing potential
after brief, rapid stimulation
Thought
to be the neural basis for
learning and memory
LTP Long Term Potentiation
An
increase in a cells firing potential after
brief, rapid stimulation
Sea slug experimentation researchers
examined neural connections before
and after conditioning (gill retraction in
response to water squirt)
Increased serotonin in certain synapses
when learning occurs
These synapses become more efficient
Mutant Mice
Mutant
mice without an
enzyme needed for LTP cant
learn their way out
of a maze
Rats given a drug that
enhances LTP learned a maze
with half the usual number of
mistakes
Injection of a chemical blocking
LTP erased recent learning
Retrieval cues
Priming
The activation of particular associations in
memory
More likely to perceive a man talking to a
child as a threat
Context
dependent memory
State-dependent memory
Retrieval cues
Priming
Context
dependent memory
Memory retrieval can be primed by the
context in which the memory was created
State-dependent
memory
Retrieval cues
Priming
Context
dependent memory
State-dependent memory
What we learn in one state is more easily
learned or recalled in that state
Forgetting Theories
Encoding
failure
Role of time (decay)
Interference theories
Forgetting as Encoding Failure
Information
never encoded into LTM
Encoding Failure Demonstrations
What
is on the front of a
penny?
According
to this theory, objects
are seen frequently, but
information is never encoded into
LTM
Selective
attention
Encoding Failure Demonstrations
What
is on the front of a penny?
According
to this theory, objects
are seen frequently, but
information is never encoded into
LTM
Selective
attention
Role of Time : Decay Theory
Memories
fade
away or decay
gradually if unused
Time plays critical
role
Ability to retrieve
info declines with
time after original
encoding
Forgetting as Retrieval Failure
Sometimes
information IS encoded into LTM,
but we cant retrieve it
Interference Theories
Memories
interfering with memories
Forgetting
is NOT caused by the mere
passage of time but caused by one
memory competing with or replacing
another memory
There
are two types of interference
Two Types of Interference
T y p e s o f in t e r f e r e n c e
R e t r o a c t iv e
In te rfe re n c e
P r o a c t iv e
In te rfe re n c e
Retroactive Interference
When
a NEW memory interferes with
remembering OLD information
Example:
When new phone number
interferes with ability to remember old
phone number
Retroactive Interference
Example:
Learning a new language interferes
with ability to remember old language
Proactive Interference
When
an old memory interferes with
acquiring new information
Example:
When an old password
competes with your memory of a new
password
Proactive Interference
Opposite of retroactive
interference
When an OLD memory
interferes with
remembering NEW
information
Example: Memories of
where you parked your
car at the mall last week
interferes with ability find
car today
? ? ?
?
? ? ?
Proactive Interference
Example:
Previously learned language
interferes with ability to remember newly
learned language
Review of Interference Theory
Retroactive
Interference
Learn A Learn B Recall A,
interferes
Interference
Learn A Learn B
Recall B,
interferes
Proactive
Interference
responses.
reflects competition between
Memory construction
errors
Misinformation
and Imagination
Source Amnesia
True and False memories
Childrens eye-witness recall
Repressed or constructed memories of
abuse
Memory construction
errors
Misinformation
and Imagination
Elizabeth Loftus demonstrated the
misinformation effect
Exposure
to misleading information
leads to misremembering
Memory construction
errors
Misinformation
and Imagination
Imagination inflation we often have high
confidence in false memories
Repeatedly imagining nonexistent actions
and events create false memories
Memory construction
errors
Misinformation
and Imagination
Source Amnesia
Attributing the wrong source of an event,
heard about, read about or imagined
Memory construction
errors
Misinformation
and Imagination
Source Amnesia
True and False memories
Both the misinformation effect and source
amnesia happen outside of our awareness
which makes it nearly impossible to
separate suggested ideas from real
memories
Huge impact on eyewitness testimony!!!!!
Memory construction
errors
Misinformation
and Imagination
Source Amnesia
True and False memories
Childrens eye-witness recall
Interviewing
techniques have a
impact on childrens memories
HUGE
Repeated
questioning: Think real hard, and
tell me if this ever happened to you. Can
you remember going to the hospital with a
mousetrap on your finger?
Then had children think about several real
and fictional events
Ten weeks later
Research
with 3year old children
Where did the
doctor touch you?
55% of those who
did not have genital
exams reported
genital or anal
touching
Memory construction
errors
Misinformation and Imagination
Source Amnesia
True and False memories
Childrens eye-witness recall
Repressed or constructed memories of
abuse
Abuse happens but memories are so fragile that
it is imperative to remember that injustice also
happens
Know page 379
Investigating memory
construction errors
Essay Assignment
500-750
word essay investigating the
legal implications of memory errors
Formulate a thesis/research question
Use your textbook and at least 2 outside
sources
APA format
Use Purdues OWL as a resource
Due November 19th
