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Memory
Our memories may fail us sometimes, but they are essential for life as we currently
experience it.
Without memory, we would be lost in the present.
In This Chapter
Three-Stage Model of Memory
Encoding Information into Memory
Retrieving Information from Memory
The Three-Stage Model
• The Three-Stage Model- Has guided research in memory since the late
1960s- Views memory as composed of three relatively
distinct stages
The Three-Stage Model
• Sensory memory (SM)- Consists of a set of five registers that serve as
temporary storage places, one from each sense- Used for incoming sensory information from the
physical environment until we attend to it, interpret it, and it proceeds to the next stage of memory
The Three-Stage Model
• Iconic memory- Is an exact copy of visual information - Less than a second in duration- Has very large capacity
Testing Iconic Memory
Temporal integration procedure
•Involves giving two random meaningless dot patterns sequentially at the same visual location with a brief time delay between the two presentations
•Creates a meaningful pattern when the two patterns are integrated somewhere in the memory system
•Time delay between the two presentations must be no longer than one second or no meaningful pattern can be perceived
Testing Iconic Memory
Sperling’s full- and partial-report procedures
•Participants presented with a different 3 x 3 matrix of unrelated consonants (a total of 9) for 50 ms across numerous experimental trials
Full-report procedure
•Participants had to report the entire matrix•Participants sensed the entire matrix but could not report all 9 letters
Partial-report procedure
•Participants had to report only one row of the matrix•An immediate auditory cue resulted in successful recall; a one second delay resulted in poorer recall
The Three-Stage Model
• Short-term memory (STM)- Is the memory stage in which the recognized
information from sensory memory enters consciousness
- Involves present, conscious cognitive processing- Serves as a place to rehearse information - Involves concentrating on information or it will be
lost in 30 seconds
Capacity of Short-Term Memory
• Memory span- Average number of items that can be remembered across
a series of memory span trials- Humans have a memory span of 7+/- 2 (5 to 9) chunks of
information
• Memory span task- Tests for the capacity of short-term memory by giving a
series of items one at a time in a given order
• Chunk- Meaningful unit of information
Duration of Short-Term Memory
Distractor task
•People given a small amount of information (e.g., three unrelated consonants such as CWZ)•Immediate distraction used to deter concentration on the information for a brief time period (by counting backward aloud by 3’s)•Information recall gathered•Maintenance rehearsal used to keep information in short-term memory
Short-Term Memory
• Maintenance rehearsal- Type of rehearsal in short-term memory in which
the information is repeated over and over again in order to maintain it
The Three-Stage Model
• Long-term memory (LTM)- Allows storage of information for a long period of
time (perhaps permanently)- Has essentially unlimited capacity
Types of Long-Term Memory
• Explicit memory (also called declarative memory)- Long-term memory for factual knowledge and
personal experiences- Requires conscious recall
• Two types of explicit memories- Semantic memories - Episodic memories
Types of Long-Term Memory
• Implicit memory (also called non-declarative memory)- Long-term memory that influences behavior, but does not
require conscious awareness or declarative statements
• Procedural memories- Have a physical procedural aspect to them
• Priming- Involves implicit influence of an earlier presented
stimulus on the response to a later stimulus
Amnesia: Loss of Long-Term Memories
• Amnesics- People with severe memory deficits following
brain surgery or injury
• Anterograde amnesia- Inability to form long-term memories for events
following brain surgery or trauma
• Retrograde amnesia- Inability to remember events before, especially
just before, surgery or trauma
The Mirror-Tracing Task
• The task is to trace the outline of a star (or some other shape) with a metal stylus when the star and your hand can be seen only in the mirror
• Thus, the tracing movements have to be made in the direction opposite from the way in which they appear in the mirror
Infantile Amnesia
• Cerebellum seems to be important for formation of implicit memories
• Hippocampus seems to be important for formation of explicit memories- Hippocampus does not fully develop until about
the age of 3- This explains why we cannot remember as adults
events that occurred prior to this age
Evidence for the Short-Term vs. Long-Term Distinction
Free recall task
•Experimental procedure in which participants are given a list of words one at a time, then asked to recall them in any order they wish•Primacy effect•Recency effect
After viewing the next slide, what can you conclude about each of these effects?
Evidence for the Short-Term vs. Long-Term Distinction
• Recency effect is caused by recall from short-term memory
• Primacy effect is the result of superior recall from long-term memory of the first few words in the list
Memory System Processes
Encoding• Process of
transferring information from one memory stage to the next
Storage • Process of
maintaining information in a particular stage
Retrieval• Process of
bringing stored information from long-term memory to the conscious level in short-term memory
How We Encode Information
• Effortful processing - Occurs consciously and requires attention
• Automatic processing- Occurs subconsciously and does not require
attention
How We Encode Information
•Describes what types of encoding lead to better retrieval
•Contains three levels of processing•Physical: How the information appears•Acoustic: How the information sounds•Semantic: What the information means
Levels-of-Processing
Theory
Differences in Recognition Memory for Words Processed at Different Levels
• Participants were presented a long list of words one at a time and had to answer a question about each word as it was presented
• What does the figure tell us about differences in recognition memory?
How We Encode Information
• Elaborative rehearsal- Rehearsing information by relating new
information to information already in long-term memory
- Provides more retrieval cues to facilitate retrieval- Contrasts with maintenance rehearsal (i.e., the
repetitive cycling of information in short-term memory)
How We Encode Information
• Self-reference effect- Contends it is easier to remember information
that you have related to yourself- Suggests such connections provide more
retrieval cues and lend more meaning to the new information
Environmental Effects on Encoding
• Encoding specificity principle- Proposes that cues present during encoding
serve as the best cues for retrieval
• State-dependent memory- Depends upon the relationship of one’s
physiological state at the time of encoding and at the time of retrieval
Environmental Effects on Encoding
• Mood-dependent memory effects- Demonstrate that memory is better when a
person’s mood is the same during encoding and retrieval
• Mood-congruence effect- Demonstrates that memory is better for
experiences that are congruent with a person’s current mood
How to Improve Encoding
• Mnemonics- Memory aids that require elaborative rehearsal
• Method of loci- Sequential pieces of information to be remembered
are first associated with sequential locations in a very familiar room or location
• Peg-word system- Items to be remembered that are visually associated
in a memorized jingle
Other Tips for Improving Encoding
• Spacing effect (or distributed study effect)- Contends that memory will improve if you study
for an exam over an extended time interval rather than just a few days before the exam
• Overlearning- Involves studying material past the point of initial
learning- Has been demonstrated to aid in retrieval of that
information
Retrieving Information from Memory
How to Measure Retrieval
Why We Forget
The Reconstructive Nature of Retrieval
How to Measure Retrieval
• Recall- Measure of retrieval that requires the reproduction of
the information with essentially no retrieval cues
• Recognition- Measure of retrieval that only requires the identification
of the information in the presence of retrieval cues
• Relearning (savings method)- Measure of the amount of time saved when learning
information for a second time
An Early Study
• Ebbinghaus- Conducted first
experimental studies on human memory more than 100 years ago using the relearning method
- Mastered and relearned list of nonsense syllables
- Computed a savings score - Concluded that the
“forgetting curve” reveals that most forgetting occurs in the first two days after learning material
Hermann Ebbinghaus
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Why We Forget
• Contends sometimes forgetting is not really forgetting, but rather that the information never entered long-term memory in the first place
Encoding failure theory
• Suggests that forgetting occurs because of a problem in the storage of the information
Storage decay theory
Why We Forget
• Posits that people forget because the cues necessary for retrieval are not available
• Suggests information is in memory, but inaccessible
Cue-dependent theory
• Proposes that other similar information interferes and makes the forgotten information inaccessible
Interference theory
Types of Interference
• Proactive interference- Occurs when information you already know makes
it hard to retrieve newly learned information
• Retroactive interference- Occurs when information you just learned makes it
hard to retrieve old information
Let’s consider an example of each kind of interference.
The Reconstructive Nature of Retrieval
• Retrieval re-construction- Is guided by schemas
• Schemas- Are organized frameworks of knowledge about
people, objects, and events that tell us what normally happens in a given situation
- Allow more efficient information encoding and retrieving
- Can lead people to “misremember” information so that it is more consistent with personal schemas
The Reconstructive Nature of Retrieval
• Source misattribution- Occurs when we do not remember the true source of
a memory and attribute the memory to the wrong source
- Results in false memories, which are inaccurate memories that feel as real as accurate memories
• False memories- Can also occur because of the misinformation effect,
which occurs when a memory is distorted by subsequent exposure to misleading information
A Study of False Memories
Loftus and Palmer (1974) showed people a film of a traffic accident and later
tested their memory for the accident
•Some people were asked “How fast were the cars going when they smashed into each other?” •Others were asked “How fast were the cars going when they hit each other?”
Can you predict the responses for each group? What contributed to your answer?