8-10%

A.

Memory is a group of related mental processes that are involved in acquiring, storing, and retrieving information. Memory involves three fundamental processes:

Encoding is the process of transforming information into a form that can be entered into and retained by the memory system. Storage is the process of retaining information in memory so that it can be used at a later time Retrieval is the process of recovering the stored information so that we are consciously aware of it

 B.

The stage model of memory describes memory as consisting of 3 distinct stages: sensory memory, short-term memory, and long-term memory. It is based on the idea that info is transferred from one memory stage to another

 Sensory

memory, the first stage of memory, registers a great deal of info from the environment and holds it for a very brief period of time. The info you select or pay attention to, is transferred to the next stage of memory

 Short-term

memory, or working memory, is the active stage of memory in which information is stored for about 30 seconds. It temporarily holds all the info you are currently thinking about or consciously aware of.

 Long-term

memory, the third stage of memory, represents the long-term storage of information

The transfer of info between short-term and long-term memory is a 2-way street, flowing from long-term to short-term as well. Even the most routine cognitive tasks involve processing current sensory data and retrieving relevant stored information

 Sensory

Memory: Fleeting Impressions of the

World

The duration of sensory memory

In 1960, George Sperling conducted experiments from which he was able to identify the duration of visual sensory memory. Sperlings classic experiment demonstrated that our visual sensory memory holds a great deal of info very briefly (for about a second).

Types of sensory memory

Memory researchers believe that a separate sensory memory exists for each sense (vision, hearing, touch, smell, and taste). Visual sensory memory, sometimes referred to as iconic memory, typically holds an image, or icon, for about to second. Auditory sensory memory, sometimes referred to as echoic memory, holds sound info up to 3 or 4 seconds

 An

important function of sensory memory is to briefly store sensory impressions to they overlap slightly with one another such that we perceive the world around us as continuous, rather than a series of disconnected visual images or disjointed sounds.

Short-Term, Working Memory: The Workshop of Consciousness

Short-term, or working, memory provides temporary storage for info transferred from sensory and long-term memory. The duration of short-term memory

You can hold most types of info in short-term memory up to about 30 seconds before it is forgotten Maintenance rehearsal is the mental or verbal repetition of information in order to maintain it beyond the usual 30-second duration of short-term memory Info that is not actively rehearsed quickly fades, or decays. Another potential cause of forgetting is interference from new or competing info

The capacity of short-term memory

Short-term memory has a relatively limited capacity of between 5 and 9 the magical number 7, plus or minus 2 items, or bits of info When the capacity is reached, new info will displace, or bump out, currently held info Chunking increases the amount of info that can be held in short-term memory by grouping related items together into a single unit. To do so, chunking also often involves the retrieval of meaningful information from long-term memory

From short-term memory to working memory

Short-term memory is sometimes called working memory because of its involvement in many mental activates, including reading, reasoning, mental imagery, and problem solving. Working memory is defined as a short-term memory system involved in the temporary storage and active manipulation of information Alan Baddeleys model of working memory includes 3 main components, each of which can function independently

The phonological loop is specialized for verbal material The visuospatial sketchpad is specialized for spatial or visual material The central executive controls attention, integrates info, and manages the activities of the other 2 components. It also initiates retrieval and decision processes.

The term working memory is generally used when the focus is on active, conscious, mental work, such as language comprehension, problem solving, or reasoning. The term short-term memory is more likely used when the focus is on simpler memory processes, such as the rehearsal of lists of syllables, words, or numbers.

 Long-Term

Memory

Long-term memory, the storage of information over extended periods of time, has a limitless capacity. Retrieving info from long-term memory usually happens quickly and with little effort. An important function that occurs in short-term memory is encoding, or the transformation of new info into a form that can be retrieved later

Elaborative rehearsal is an effective technique for encoding and transferring info into long-term memory. You relate the new info to other info you already know; that is, you elaborate on the new info in some meaningful way 2 factors that enhance encoding are The self-reference effect applying info to yourself Visual imagery using vivid images The levels-of processing framework proposes that the level at which new info is processed determines how well the new info will be encoded and remembered. Info processed at a deeper level is more likely to be remembered than info processed at a shallow level.

Deep processing involved processing the meaning of the new info, rather than its more superficial characteristics. Deep processing also involves relating the details you wish to remember to each other as well as to info already stored in your memory. According to this framework, maintenance rehearsal represents deep processing One problem with this framework is the difficulty in defining and quantifying the levels

Types of information in long-term memory

Procedural memory refers to long-term memory of how to perform different skills, operations, and actions Episodic memory refers to long-term memory of specific events or episodes in your life, including the time and place that they occurred. Autobiographical memory refers to the events of your life your personal life history Semantic memory refers to general knowledge that includes facts, names, definitions, concepts, and ideas stored in long-term memory

 Implicit

and explicit memory: 2 dimensions of long-term memory. Studies of patients with amnesia indicate that long-term memory is composed of 2 separate but interacting subsystems and abilities:

Explicit memory is memory with awareness info or knowledge that can be consciously recollected, including episodic and semantic memory. Also called declarative memory.

Implicit memory is memory without awareness memories that cannot be consciously recollected, but that sill affect behavior, knowledge, or performance of some task. Also called nondeclaritive memory

The organization of information in long term memory. Info in long-term memory is organized, although exactly how it is organized is not completely understood by memory researchers. They do know, however, that it is clustered and associated.
Clustering means organizing items into related groups, or clusters, during recall Different pieces of info are also logically linked, or associated

The semantic network model is a model that describes units of info in long-term memory as being organized in a complex network of associations. When one concept is activated in the semantic network, it can spread in any number of directions, activating other associations in the network.

 The

Importance of Retrieval Cues

Retrieval refers to the process of accessing, or retrieving, stored information in long-term memory A retrieval cue is a clue, prompt, or hint that helps trigger recall of a stored memory Retrieval cue failure is the inability to recall long-term memoires because of inadequate or missing retrieval cues

The tip-of-the-tongue (TOT) experience, a common example of retrieval failure, refers to the inability to get at a bit of information that you are certain is stored in your memory TOT experiences illustrate several aspects of the retrieval process: Retrieving info is not an all-or-nothing process Info stored in memory is organized and connected in relatively logical ways

Testing retrieval: Recall, cued recall, and recognition

Recall, also called free recall, involves producing information using no retrieval cues. This memory measure is used on essay tests. Cued recall involves remembering an item of info in response to a retrieval cue. Fill-in-the-blank matching questions are examples of cued-recall tests Recognition involves identifying the correct info from several possible choices. Multiple-choice tests involve recognition as a measure of long-term memory

The serial position effect refers to the tendency to retrieve info more easily from the beginning and the end of a list rather than from the middle. There are 2 parts of the serial position effect:
The tendency to recall the first items in a list is called the primacy effect. This is especially prominent when you have to engage in serial recall. The tendency to recall the final items in a list is called the recency effect.

The Encoding Specificity Principle is the principle that when the conditions of information retrieval are similar to the conditions of info encoding, retrieval is more likely to be successful
The context effect is the tendency to remember info more easily when the retrieval occurs in the same setting as the original learning of the info Mood congruence refers to the idea that a given mood tends to evoke memories that are consistent with that mood

Flashbulb Memories: Vivid Events, Accurate Memories?

A flashbulb memory is the recall of very specific images or details surrounding a vivid, rare, or significant personal event Flashbulb memories are said to be characterized by a high degree of distinctiveness; that is, the encoded info represents a unique, different, or unusual memory The accuracy of flashbulb memories like that of normal memories declines over time. What distinguishes flashbulb memories from ordinary memories is the high degree of confidence people have in their accuracy

 Forgetting

is the inability to recall information what was previously available.

 Hermann

Ebbinghaus: The Forgetting Curve

German psychologist Hermann Ebbinghaus used himself as a research subject to study how much info was forgotten after different lengths of time Ebbinghaus tested his recall of nonsense syllables and plotted his results in the forgetting curve, which reveals 2 distinct patterns in the relationship between forgetting and the passage of time.

Much of what we forget is lost relatively soon after we originally learn it The amount of forgetting eventually levels off

Why

Do We Forget?

One cause of forgetting, encoding failure, is the inability to recall specific information because of insufficient encoding of the information for storage in long-term memory

Absent-mindedness is a form of encoding failure that occurs because you dont pay enough attention to a bit of information when you should be encoding it. Absent-minded memory failures often occur because your attention is divided Absent-mindedness is also implicated in prospective memory, remembering to do something in the future. Prospective memory failures are due to retrieval cue failure the inability to recall a memory because of missing or inadequate retrieval cues

 Decay

theory is the view that forgetting is due to normal metabolic processes that occur in the brain over time. New memories create memory traces, which, if not used, fade with time. Researchers have found no compelling evidence to support this theory; however, many believe that decay does somehow contribute to forgetting

 Interference

theory is the theory that forgetting is caused by one memory competing with or replacing another

Retroactive interference is forgetting in which a new memory interferes with remembering an old memory Proactive interference is forgetting in which an old memory interferes with remembering a new memory

 Motivated

forgetting refers to the idea that we forget because we are motivated to forget, usually because a memory is unpleasant or disturbing

Suppression is motivated forgetting that occurs consciously; that is, a person makes a deliberate, conscious effort to forget info Repression is motivated forgetting that occurs unconsciously; that is, all memory of an event or experience is blocked from conscious awareness. Among psychologists, repression is a controversial topic

 Every

new memory you form is not simply recorded, but actively constructed. To form a new memory, you actively organize and encode information. When you later attempt to retrieve those details from memory, you actively reconstruct, or rebuild, the memory

A. The Misinformation Effect: The Influence of Post-event Information on Misremembering

1. In a now classic study, psychologist Elizabeth Loftus had subjects watch a film of an automobile accident. After the film, she asked the critical question: About how fast were the cars going when they contracted/ hit/ bumped/ collided/ or smashed each other? A week after subjects saw the film, they were asked whether they had seen any broken glass. Because many subjects whose question used the word smashed reported inaccurate information, this study demonstrated how new information can distort the reconstruction of memories.

2. The misinformation effect is a memorydistortion phenomenon in which peoples existing memories can be altered by exposing them to misleading information

B.

Source Confusion: Misremembering the Source of a Memory

1. Source confusion is a memory distortion that occurs when the true source of the memory is forgotten 2. A false memory is a distorted or inaccurate memory that feels completely read and is often accompanied by all the emotional impact of a real memory.

 C.

Schemas, Scripts, and Memory Distortions: The Influence of Existing Knowledge on What is Remembered

1. Schemas are organized clusters of knowledge and information about particular topics. Schemas are useful in forming new memories, but they can also contribute to memory distortions 2. One kind of schema, called a script, involves the typical sequence of actions and behaviors at a common event 3. Memories can easily become distorted: WE remember objects and events as we expect them to be, not as they actually are

 D.

Forming False Memories: From the Plausible to the Impossible

1. Imagination Inflation

A. in the lost-in-the-mall study, Loftus and Pickrell were able to create false memories by having participants remember real events along with imagining pseudoevents B. Imagination inflation is a memory phenomenon in which vividly imagining an event markedly increases confidence that the event actually occurred.

C. Several factors are involved in creating a compelling memory from imagining an event 1. Repeatedly imagining the event makes the event seem familiar; this familiarity is misinterpreted as an indication that the event really happened 2. People experience source confusion, that is, confusion arises over whether a retrieved memory is based on a real or imaged event 3. The more vivid and detailed the imaginative experience, the more likely people will confuse the imagined and real events.

2. Vivid details, vivid false memories

A. Simple manipulations such as suggestions, imagination exercises, vivid memory cues, and photographs can increase the incidence and realism of false memories Recovering repressed memories of childhood sexual abuse In the 1990s, proponents of recovery therapy claimed to have identified the root cause of many psychological problems, sexual abuse in childhood. They said many adult survivors had completely repressed all memories of the abuse Critics contend that many of the supposedly recovered memories are actually false memories produced by the suggestions of well-intended but misguided therapists.

 A.

The Search for the Elusive Memory Trace

1. Pavlov believed that the memory involved in learning a classically conditioned response would be explained as a matter of changes in the brain. 2. In the 1920s, American physiological psychologist Karl Lashley began the search for the memory trace, or engram- the brain changes associated with the formation of a long-term memory

A. He believed that memory was localized- a particular memory is stored in a specific brain area B. Lashley systematically removed different sections of the cortex in rats trained to run a maze, but he failed to find a specific location for the memory. C. At the end of his career, Lashley concluded that memories are not localized in specific locations, but instead are distributed, or stored throughout the brain. This assumption was not entirely correct either.

3. American psychologist and neuroscientist Richard F. Thompson confirmed Pavlovs belief that some memories are localized, or stored, in specific areas of the brain. He found that in rabbits a classically conditioned eye-blink response was formed and stored in a small area of the cerebellum 4. Combining the findings of Lashley and Thompson suggests that memories have the potential to be both localized and distributed; very simple memories may be localized in a specific area, whereas more complex memories seem to be distributed throughout the brain.

 B.

The Role of Neurons in Long-Term Memory

1. The notion of a memory trace suggests that some change must occur in the workings of the brain when a new long-term memory is stored. Two possible changes could occur:

A. The functioning of the neurons could change B. The structure of the neurons could change

2. In the last 30 years, memory researchers have studies Aplysia, a sea snail with only about 20,000 good-sized neurons. Eric Kandel has studied the neuronal changes that occur when Aplysia forms a new memory for a simple classically conditioned response.

A. The function of the neurons is altered; there is an increase in the amount of the NTs produced by the neurons B. The structure of the snails neurons also changes; the number of interconnecting branches between the neurons increases, as do the number of synapses, or communication points, on each branch

C. Collectively, these changes are called long-term potentiation, which refers to a long-lasting increase in synaptic strength. Forming a memory seems to produce distinct functional and structural changes in specific neurons. These changes create a memory circuit. As the changes in the neurons strengthen the communication links in this circuit, the memory becomes established as a long-term memory.

 C.

Processing Memories in the Brain: Clues from Amnesia

Amnesia is severe memory loss 1. Retrograde amnesia is loss of memory, especially for episodic information. Retrograde means backward moving.

A. Memory consolidation is the gradual, physical process of converting new long-term memories to stable, enduring memory codes B. If memory consolidation is disrupted before the process is complete (e.g., by brain trauma or drugs), memories of the events that immediately preceded the brain trauma are completely lost.

2. Anterograde amnesia is the inability to form new memories. Anterograde means forward moving. The case of H.M. provided insight into understanding how the brain processes memory.

A. Following the removal of portions of his temporal lobe, including the hippocampus to reduce epileptic seizures, H.M was unable to form new memories of events and information. This suggests that the critical role of the hippocampus seems to be the encoding of new memories for events and information and the transfer of them from short-term to long-term memory

B. Cases of anterograde amnesia have contributed to our understanding of the distinction between implicit memories and explicit memories H.M. cannot form new episodic or semantic memories, which reflect the explicit memory system; H.M. can form new procedural memories, which reflect the implicit memory system. Therefore, the hippocampus is less crucial to the formation of new implicit memories, such as procedural memories, than to the formation of new explicit memories.

C. Infantile amnesia is the inability to remember infant experiences during adulthood. One explanation involves language development; that is, young children can remember events from the period between ages 2 and 3 but are unable to describe them in words Another explanation involves brain development. Infants lack the ability to encode and store new episodic memories but do have the ability to form procedural memories. Some researchers believe that the hippocampus does not mature until about 2 years of age. If true, then the infants hippocampus may not be able to encode and store events and experiences in long-term memory

 D.

Brain Structures Involved in Memory

1. The cerebellum is involved in the classical conditioning of simple reflexes and in procedural and other motor skill memories 2. The amygdala seems to encode the emotional qualities associated with particular memories, such as fear or anger, as well as memories of sensory stimuli that are associated with rewards and punishments.

3. The frontal lobes are involved in retrieving and organizing information associated with autobiographical and episodic memories. 4. The prefrontal cortex seems to play an important role in memory, especially in the ability to remember the order of information. 5. The medial temporal lobes are involved in encoding and complex memories by forming links among the information stored in multiple brain regions

E. Alzheimers Disease
1. Dementia is characterized by decline and impairment of memory, reasoning, language, and other cognitive functions. Alzheimers disease (AD) is the most common cause of dementia. 2. The brains of AD patients develop an abundance of 2 abnormal structures beta-amyloid plaques and neurofibrillary tangles. 3. AD progressively destroys neurons in the brain. The disease first attacks the temporal lobes, affecting areas involved in memory. Next affected are the frontal areas, which are involved in thinking, reasoning, self-control, and planning. There is also significant loss in the limbic areas, involved in regulating emotion

Focus your attention Commit the necessary time Space your study sessions Organize the information Elaborate on the material Use visual imagery Use a mnemonic device Explain it to a friend Reduce interference within a topic Use contextual cues to jog memories Sleep on it to help consolidate those memories Forget the ginkgo biloba