Understanding Memory: Encoding, Storage, Retrieval, and Types - Prof. J. Yau, Study notes of Art

Download Understanding Memory: Encoding, Storage, Retrieval, and Types - Prof. J. Yau and more Study notes Art in PDF only on Docsity! Memory Jennifer L. Gallo, PhD Drexel University Memory is … …. the persistence of learning over time  the accumulation of our life’s experiences/knowledge  Creating a memory requires: encoding, storage, retrieval …. commonly likened to the workings of a computer  it’s much more fragile/particular than a computer’s memory  easily influenced by other factors (e.g., mood, suggestion, other similar information) …. the basis of how we know who we are  contributes to our sense of self, and allows for continuity Limitations of this 3-Stage Model  Some information skips the first two stages and enters long-term memory automatically  We tend to select sensory info that’s important or that catches our attention, more so than retaining all sensory info we encounter  The nature of short-term memory is more complex than is suggested by this model Extended Model of Working Memory (Baddeley) • Working memory (WM) allows us to associate new & old info, and to problem- solve, but fades if we don’t actively rehearse it • WM contains auditory & visual processing capacities, controlled by a central executive system • Same as STM component of Atkinson-Schiffrin model, but represents what happens there a little better Encoding: Getting Information IN Automatic Processing  incidental encoding of sensory information  Space, time, frequency  effortful processing can become automatic  reading backwards, mirror tracing, driving, chess playing  well-learned information (word meanings/pronunciation) Effortful Processing  requires attention & conscious effort in order to encode  produces durable and more easily accessible memories  Rehearsal (Ebbinghaus)  active repetition of information:  to maintain it in working memory  to help transfer it to LT storage Mnemonics  A term that refers to memory aids Chunking  organizing items into smaller, more familiar, manageable units   use of acronyms  How can you organize the following for easier recall? Effortful Ways to Organize Information for Encoding Effortful Ways to Organize Information for Encoding Hierarchies  complex information can be divided into broad concepts and further divided into categories and subcategories. For example: Encoding Automatic Effortful Meaning (Semantics) Imagery (Visuals) Acoustics (Sounds) Organization Chunking Hierarchies (like this one) Holding information “online” so it can be used, modified, updated Short-Term Memory (STM)  limited in duration and capacity  unrehearsed, info will last only about 3-15 seconds (duration)  “magical” number 7±2 (capacity)  at any given moment we can actively process only a very limited amount of information Retrieval: Getting Information OUT Recall  must actively search for and identify information learned earlier  E.g.,  E.g., Recognition  have only to identify (i.e., recognize) information that’s already been learned (and is reliably consolidated)  E.g.,  E.g., BUT… do we remember EVERYTHING, EXACTLY as it happens? We don’t store most information with the exactness of a tape recorder And, we can forget things we once knew well:  “Forgetting” occurs as:  And “forgetting” occurs as: Retrieval Failures that Result in “Forgetting” Forgetting can result from:  failure to retrieve information from long-term memory;  failure to retain information in long-term memory;  Or, failure to transfer from STM to LTM in the first place External events Attention Encoding Encoding failure here can lead to “forgetting” Retrieval Sensory memory Short-term memory Long-term memory Memory Reconstruction  Eyewitnesses:  Depiction of actual accident Leading question: “About how fast were the cars going when they smashed into each other?” Memory (re)construction Memory Reconstruction Research (i.e., recovered memories): Very controversial, but most experts agree on the following:  Traumatic events happen  Forgetting or decay happens  Memories recovered under hypnosis or substances are especially unreliable  Memories of things having happened before age 3 are unreliable  Memories, whether false or real, can be upsetting Improve Your Memory  Review material more than once, and over time, to boost recall  Spend more time rehearsing or actively thinking about the material  biophysical changes needed for LT storage and consolidation take time to occur  Make material personally meaningful  Use mnemonic devices  associate with meanings--something already stored/known  capitalize on chunking--acronyms--and organization techniques