memory

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memory
memory
Ottilia Boross McDaniel College Budapest 2007
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Memory The capacity to retain information over
time.

• Encoding the conversion of incoming information
  into a form that can be stored in memory.
• Storage maintaining information in memory over
  a period of time.
• Retrieval the process of searching for stored
  information and bringing it to mind.

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The Atkinson-ShiffrinModel of Memory 3
memories
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they differ in terms of 3 characteristics

• capacity how many units of information can be
  held at one time.
• duration of storage how long the information
  can be held.
• reason for forgetting storage failure versus
  retrieval failure.

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Sensory MemoryTemporary storage of information
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• SM
• Capacity large contains most details of
  sensory input.
• Duration of Storage visual 1/10 second
  auditory 2 seconds.
• Reason for forgetting storage failure (e.g.,
  decay).

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Short-Term MemoryBrief storage of information
currently being used

• stores material needed
• for short periods
• serves as a workspace for
• mental computations (3 x 42 )
• way-station to long-term memory
• marijuana impairs STM

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STM

• Capacity 7 units, - 2
• Duration of Storage less than 30 seconds
  without rehearsal
• Reason for forgetting storage failure (e.g.,
  decay with time, displacement)
• Chunking (forming units) 354-876
• 9-354-876 ------ 935-4876

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Long-Term MemoryRelatively permanent storage of
information

• Capacity virtually unlimited. It contains 2
  general kinds of information
• Duration of Storage
• relatively permanent, up to a lifetime
• Reason for forgetting rather access, than
  possession (retrieval failure)

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• Encoding in long-term memory
• based on MEANING (lemon or lime?)
• we dont remember the sensory details
• enhance encoding by elaborating, making
  meaningful associations (language learning)

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• Storage in long-term memory
• enormous capacity
• consolidation needed
• (REM-sleep hippocampus)
• Alzheimers disease
• Korsakoffs disease
• Anterograde and retrograde amnesia

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• Retrieval in long-term memory
• Do we loose the info, or access to the info?
• In many cases we loose access.
• tip of the tongue
• phenomenon

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• Retrieval cues help us access memories - more
  retrieval cues, better memory access (multiple
  choice test)
• Interference impairs retrieval (associating
  different items with the same cue table c???
  tisch asztal).
• Retroactive interference new info interferes
  with retrieving old info (Rowan Atkinson)
• Proactive old info interferes with retrieving
  new info (new pin-code)

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• Interactions between
• encoding and retrieval
• Organization the more we organize the material,
  the easier it is to retrieve.
• Use of imagery method of loci, key word method
• Context, emotions easier to retrieve info when
  the context and/or the individuals mood is
  similar during encoding and retrieval (affective
  values associate with the material)

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Basic Reasons for Forgetting

• Encoding Failure information did not get into
  memory
• Storage Failure information has disappeared
  from memory it is no longer in storage
• Retrieval Failure information is stored in
  memory but it cannot be located.

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Two Major Theories of Forgetting

• Decay Theory information in memory eventually
  disappears if it is not used. (Use it or lose
  it.)
• Interference Theory Forgetting occurs because
  other things we have learned somehow prevent us
  from finding the information we want.

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Emotional factors in forgetting

• we rehearse emotional material more
• flashbulb memories
• anxiety impedes retrieval
• context (emotional)
• repression of negative memories (Freud)

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Long-Term Memory
Explicit (declarative)
Implicit (nondeclarative)
Semantic
Episodic
Procedural
Emotional
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Explicit (declarative) memory Information you
can describe

• Episodic personally experienced events,
  self-centered truths (what happened in my
  graduation)
• Semantic general facts,
• general truths,
• information
• (Columbus
• discovered America in 1492)

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Implicit memory Information you cannot describe

• skills, habits, motor tasks
• conditioning
• nonassociative learning
• priming the activation of clusters
• of neurons (riverbank, moneybank)
• learned emotional responses

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Constructive Memorymemory is constructed both
from - inferences - input information

• Inferences

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• Stereotypes (set of inferences about the
  personality or physical attributes of a whole
  class of people).
• Schemas (mental representation of a class of
  people, objects, events or situations).

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Special Types of Memories
Childhood Amnesia most people have no memories
for events that occurred before age 3
Auto biographical Memory
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• Eidetic
• Imagery
• Photographic
• memory

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• Flashbulb Memory
• vivid memory of specific event of very emotional
  experience
• lasts long time
• can seem to be amazingly accurate, (but often
  isnt)