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KULIAH 6
MEMORI
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Memory
An internal record of some prior event or experience; also a set of
mental processes that receives, encodes, stores, organizes, alters, andretrieves information over time.
Defined as the process by which past experience and learning can be
Used in the present.
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1. Analyze & interpret the SM
& decide whether to send it to LTM2. To retrieve info from LTM
To serve as a store keeper
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1. Chunking (pengetulan)
NOITACING (9 ITEM)
Cth : NOITACINGYLOCHOPSYC
PSYCHOLOGY IN ACTION
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100 1000 10000 101 010 11000
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Sensory memory (SM) Short-term memory
(STM)
Long term memory
(LTM)
Purpose : To retain a
relatively exact image of
each sensory experience
long enough to locate
and focus on relevant
bits of information and
transfer them to the next
stage
Purpose: 1) To analyze
and interpret sensory
information received
from SM and decide
whether to send it on to
LTM; information is
organized before
sending it to LTM
2) To receive
information from LTM
for use as needed.
Purpose; To serve as a
storehouse for
information that is
needed over a long
period of time; organizes
and integrates new
information with already
stored information.
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Multiple- store model of memory
Atkinson and Shiffrin, model of memory consisting of 3 stores.(sensory, short-term memory and long-term memory)
The three stores each use the three processes;
1. Encodingprocess of turning a stimulus into a representation
which can be stored in memory.
2. Storagethe moving of the encoded memory into a memory store
and maintaining that information.
3. Retrievalwhich is the subsequent access of the stored memory
information in order to bring it back into consciousness.
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Short term memory as a Working Memory
Most current researches prefer to think STM as a three-part working
memory
1. Visuo spatial sketchpad (ingatan kerja-penglihatan ruang)
This component is the visual workspace that allows us to temporarily
hold and manipulate visual images and spatial information.
Example : rearranging the furniture in your home.
2. Central executive (eksekutif pusat)
Work as a supervisor that integrates and manages information from
the phonological loop and visuo spatial sketchpad.
3. Phonological Rehearsal Loop (gelung fonologi)
Responsible for holding and manipulating material related to speech,
words and numbers.
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Visuospatial sketchpad
(Visual and spatial material)
Central Executive
(coordinates material)
Phonological loop
(speech, words, numbers)
3 12
Horn 125 Bird
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The process of accessing memory model
Retrieve a memory using a specific cues
1. Recall memory (mengingati semula)Process of using a very general retrieval cue to search the contents of
LTM. Exp : Name of the person who invented the light bulb.
2. Recognition Task (mengenali)
Contrast to recall taskonly require the subject to recognize the
target when it is presented. Process of matching a specific retrieval cue
to an appropriate item in LTM. Typical examplesmultiple-choice,
true false and matching test question.
3. Cued recall
Combining elements of both recall and recognition. Recall
something by using a cue, or prompt, provided by an experimenter
or other individual.
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4. Serial Call
Giving the subjects a list of stimulus to remember and then
requiring them to recall the stimuli in the exact order they were
presented.
36 33 30 27 24 21 18 15 12
5. Paired-associates recall
Task involve presenting the subject with a list of paired associates,
or word pairs and then cueing their recall with one of the words
from the pair. Exp: dog-bone, hospital-doctor.
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One of the best way to improve retrieval is to create the original
learning conditions.
This is known as the encoding specificity principle.
- Retrieval of info is improved when conditions of recovery aresimilar to the conditions when info was encoded.
Three principle
1. Context and retrieval
You do better on test when you take it in the same seat and
classroom where you originally studied the material.
2. Mood congruence (persamaan mood)People remember something better if their emotional states are the
same at the time when they learn something and during the time
when they try to retrieve it (when sad, you think of same things as
when you were last sad).
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3. State-dependent retrieval (Ingatan peringkat bergantungan)
What you learn in one state of awareness may be harder to recall
when you are in a different state.
Example : Studying with a cup of coffee and taking exam right
After drinking coffee may improve retrieval; HOWEVER, does
not apply to alcohol, which impairs memory.
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Why do we forget ????
1. Serial position effectThe phenomenon of remembering the material at the beginning
(primacy effect) and the end of a list better than the material in the
middle (recency effect).
Table. Cloud, book, tree, shirt, cat, light, bench, chalk(primacy effect) (recency effect) (primacy effect)
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2. Spacing of practice
a. Distributed learning (Pembelajaran menyebar)
A learning technique in which practice sessions are interspersed.
b. Massed learning (Pembelajaran berkelompok)
Crammed together all at once.
3. Rehearsal also affect the effectiveness of your memory.
Maintenance Rehearsalthe process of repeating the contents
of short term memory over and over to maintain to maintain it in
STM
4. ChunkingThe process of grouping information into unit to
Store more information in STM.
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Decay theory(teori reputan)
Memory deteriorates as time passes; extremelydifficult to prove experimentally; examples;
Degrading of skills and memories if they are not
used for a long period of time.
Retrieval
failure theory
(Teori
kegagalanmendapatkan
kembali)
A memory stored in LTM is never really
forgotten, it is just momentarily inaccessible due
to interference, faulty cues, or emotional states;
Examples; forget information during an exam orconversation, only remember it later.
Four theories of forgetting
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Motivated
forgetting
theory
(Teori lupaan
bermotivasi)
Caused by an unconscious wish to forget
something unpleasant; Example; forgetting
name of instructor who gave you a low grade
Interference
theory
(Teori
gangguan)
Forgetting is caused by one memory competing
with or replacing another, particularly for
similar events or when similar retrieval cues
are involved.
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Spanish
French
First learn Then learn
Proactive interference
(French is forgotten)
Retroactive interference
(Spanish is forgotten)
1. Proactive interference
forgetting in which old info interferes with new info (example; Spanish
language interferes with remembering French language).
2. Retroactive interference
Forgetting in which new info interferes with old info (example; French
language interferes with remembering Spanish language).
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Memory impairments
Susan:
Retrograde
amnesia
Possible cause; car accident or been in a fight in
which she experienced a blow to her head
Impairment; difficulty to remember previouslylearned info. Lost memory for events that occurred
BEFORE accident, but has no trouble remembering
things that have happened since then.
Duration : Usually temporary
Claire :
Anterograde
Amnesia
Possible cause; brain surgery, or she may be
suffering from chronic alcoholism
Impairment: Claires ability to form new memories
has been damaged. Since her surgery or the onset of
amnesia, she has not been able to learn anything
new.
Duration : usually permanent
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Alzheimers Possible cause: genetics plays a part, either in
causing the disease or in making a person more
susceptible to environmental triggers for the
disease.
Autopsy results show that the brain develops
tangles composed of cell bodies, and plaquescomposed of degenerating axons and dendrites in
the temporal and parietal lobes of brain.
Impairment; Alzheimers disease is a progressive
mental deterioration that occurs most commonly inold age, and is characterized by severe memory
loss.
Duration : Irreversible and fatal
Memory impairments
M i d i
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Mnemonic device
A memoryimprovement technique based on encoding items in a
Special way.
Method of Loci
(physical places)
Imagine each item to be remembered
attached to places inside a building or in
some logical sequential placement.
Peg-word
(holding thing
together, hanging
things on &
marking a position.
Imagine a set of up to 10 visual images
pegged to a marker, such as one-bun, two-
shoe, three-tree, four-door, five-hive, six-
bricks..ten-pen.
Word association
Create verbal associations for items to be
learned.(using first letter)
HOMES (Huron, Ontario, Michigan, Erie &
Superior).
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Memory and brain anatomy
Amygdala Emotional memory (anger and aggression)
and consolidation
Basal ganglia and
cerebellum
Creation and storage of non declarative
memory (motor skills, priming)
Hippocampal
formation
Memory recognition, explicit, spatial,
episodic memory, consolidation of
declarative memory (general knowledge &
personal experience).
Thalamus Formation of new memories; location of
working memory (STM)
Cortical areas (motor,
parahippocampal,
prefrontal cortex and
parts of the occipital
and temporal lobes)
Encoding of declarative memory, storage
of episodic and semantic memory, skill
learning, priming