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Today Show How to improve memory- 6 mins
http://www.youtube.com/watch?v=OL3BOSbCLPM&safety_mode=true&per
sist_safety_mode=1&safe=active
60 mins- people with really good memories – each one is 12mins- part 1
different people’s stories, part 2 the science behind these people
http://www.cbsnews.com/video/watch/?id=7166313n
http://www.youtube.com/watch?v=1th1fVIc8Vo&safety_mode=true&persist
_safety_mode=1&safe=active
Warm up – don’t need to write
What is the capacity of working memory?
 In your own words, what is encoding, storage and
retrieval?
 What is the difference between maintenance and
elaborate rehearsal?
 Who is the “King” of memory?
 What is the Serial Position Effect?
 Why is chunking needed?
 Using what you have learned about memory, list 3
ways you could study better.

Part 2
Part 2
 Sensory
Memory
 Short Term
Memory
 Long Term
Memory

Storage:Sensory Memory
Sensory Memory: refers to the initial recording of sensory
information in the memory system. All information is held
here briefly (1/2 to 4 seconds)
 Filter system- figures out if the stimuli is
important
Sensory Memories include both:
1. Iconic Memory: a momentary sensory memory of a visual
stimuli. Memory only lasts for a few tenths of a second.
2. Echoic Memory: a momentary sensory memory for
auditory stimuli. Sound memories can usually last up to 3
or 4 seconds.
Sensory memory is very hard to measure since it fades as we
try to measure it.
George Sperling’s Experiment to
Measure Iconic Memory

Demo 1- Sensory Memory
AGB
TJK
WLP
KRG
XDT
WLP
XCV
BHY
OTR
MKL
WDC
BGT
DWS
VFT
GXC
ZXA
QKI
NHY
FVG
HYU
AVH
JKI
LKM
NYT
How Does Sensory Memory Get
Processed Into Memory?
 Sensory
memories disappear unless you
focus your selective attention on the
information.
 Attention causes information to be
further processed.
 Rehearse things and make them
relevant and meaningful to yourself
Only way to get info into short term
and then eventually into long term
memory storage

Storage: Short Term Memory
Peterson Study
 Demo
1.
2
You want to remember
TXL
2. Start counting backwards from 100 by
3s
3. After 5 seconds write the trigram on
your activity sheet
Remember LTS
4. After 20 seconds write the trigram on
your activity sheet
 5. Why did you forget the trigram as
time goes on
Storage: Short Term Memory
STM- has a limited capacity and duration
Couple seconds
7 +/- 2
 Remember random digits better than
random letters
 Remember things we hear better than things
we see
 If you use chunking, rehearsal and self
reference you will remember things longer
 Only through rehearsal and or self
reference do short-term memories become
long term memories.

Is Long Term Memory Like an
Attic?
Sherlock Holmes: “I consider that a
man’s brain is like a little empty attic, and
you have to stock it with such furniture as
you choose…It is a mistake to think that
that little room has elastic walls and can
distend to any extent. Depend upon it,
there comes a time when for every
addition of knowledge you forget
something you knew before.”
 Is this true?

Storage- Long Term Memory
 Average adult has a billion bits
of info in their memory
 If you don’t properly encode info,
it becomes hard to recall
We
don’t always encode info
correctly
 LTM=
limitless capacity
 Rajan Mahadeva = Pi experiment
Demo 3
2
169646151997252
46801296160894
4-6
average
10-19 extraordinary
20-30 brilliant
So Where Are Memories Stored?

Karl Lashley searched
for the brain
“engram,” physical
“memory trace” in rats
after they had run
mazes from 1920 to
1955.
 Lashley believed:
 Learning was NOT
localized, all parts of
cortex worked together
and as a whole.
Neural Basis and Emotional
Impact For Memory
Long Term Potentiation (LTP): refers to the
long-lasting strengthening of the connection
between 2 neurons. Is believed to be the neural
basis for learning and memory.
 Process occurs naturally when we learn through
association…after learning has occurred, neurons
involved in process become more efficient at
transmitting the signals.
 Drugs that block LTP affect learning drastically.
 Strong emotions make for stronger memories


Stress hormones boost impact on learning.
Storage Loss: Amnesia
Amnesia refers to the loss of
memory.
 Depending on the damage or
disease different kinds of
memories can be damaged
 Amnesiac patients typically have
losses in explicit memory.
 Explicit Memory (declarative
memory): memory of facts and
experiences that one can
consciously know and declare.
My birthday is ………
Napoleon is…………

Hippocampus’s Role in Explicit
Memory
 Hippocampus:
neural center
located in limbic
system that helps
process explicit
memories for
storage….left and
right hippocampus
have different
effects.
Hippocampus’s Role in
Explicit Memory
Names, images and events
 Damage to the Left= trouble with
verbal info.
 Damage to Right= visual designs and
locations
 Different parts of the brain house
different memories
 Monkeys with Hippocampus damage had
old memories that remained intact

Implicit Memory
Other type of memory
storage is known as:
 Implicit Memory
(Procedural Memory):
retention of things
without conscious
recollection. Is Skill
Memory.

Walking
Riding
Soccer
a bike
Cerebellum’s Role in Implicit
Memory
Cerebellum: helps
facilitate associate
learning responses
ie classical
conditioning.
 Cutting pathway to the
cerebellum makes rabbits
unable to learn
conditioned
responses.

A Diagram For Your Viewing
Pleasure
Types of
long-term
memories
Explicit
(declarative)
With conscious
recall
Facts-general
knowledge
(“semantic
memory”)
Personally
experienced
events
(“episodic
memory”)
Implicit
(nondeclarative)
Without conscious
recall
Skills-motor
and cognitive
Dispositionsclassical and
operant
conditioning
effects
Warm Up – Don’t need to write
1.
2.
3.
4.
5.
6.
How do you get info into Long Term
Memory?
What is the purpose of Sensory
Memory?
What is Long Term Potential?
What is the capacity of STM?
What is the difference between
explicit and implicit memories?
Where are explicit memories stored?
Warm Up

Come up with 1 thing you know about
memory. Each student will have to share
their fact with the class. You may not
repeat facts
Chapter 9 Memory pt. 2: Storage,
Retrieval, and Forgetting
Retrieval: Getting Information
Out
 Recall: a
measure of
memory in which
the person must
retrieve
information
learned earlier.
 Ex: Fill in the
Blank.
Retrieval: Getting Information
Out
 Recognition:
a
measure of
memory in which
the person need
only identify
items previously
learned.
 Easier than recall
 Ex:
Multiple
Choice
Retrieval Cues
 Priming:
activation, often
unconsciously, of
particular
associations of
memory.
 Missing
child
poster…. Kidnapped
 Tastes, smells,sights
Retrieval Cues

Context Effects
Memory
Retrieval: able to
retrieve
information better
when you are in
the same
context you
learned it in.
Deja
Vu
Demo 1
Emotional/Mood Impact of Memory:
 1. State-Dependent Memory: information
is most easily recalled when in same “state”
of consciousness it was learned in.
Drunk

2. Mood Congruent Memory: tendency to
recall experiences that are consistent with
one’s current mood.
Depressed ppl recall parents as rejecting ,
mean…..
Teenagers and their relationships with
their parents
Bad mood…. Look=glare
7 sins of Memory
1.
Absent Mindedness –
inattention to details
produces encoding failure
2.
Transience- unused
info. fades
3.
Blocking- unable to
access stored info….tip of
your tongue
4.
Misattributionconfusing the source of
the info.
5. Suggestibility- the
lingering effects of
misinformation
Leading
questions
6.
Bias- belief- colored
recollections
7. Persistenceunwanted memories
won’t go away
Blocking Demo
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Oslo
Ankara
Nairobi
Montevideo
Lhasa
Canberra
Lisbon
Bucharest
Port- au- Prince
Sofia
Seoul
Baghdad
Nicosia
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Nicosia
Manila
Managua
Helsinki
Bogota
Ottawa
Bangkok
Caracas
Juneau
Santa Fe
Pierre
Jefferson City
Topeka
Dover
27. Raleigh
28. Montpellier
29.Olympia
30. Cheyenne
31.Jackson
32. Concord
33. Boise
34. Springfield
35. Harrisburg
36. Salem
37. Helena
38. Hartford
39. Lansing
40. Augusta
Forgetting

1.
2.
3.
Forgetting is a result of
either:
Encoding Failure
Storage Decay OR
Retrieval Failure
Forgetting As Encoding Failure
Information never enters the memory
system
 Attention is selective
 we cannot attend to everything in our
environment
 William James said that we would be as bad
off if we remembered everything as we
would be if we remembered nothing
 Change Blindness

Penny
Encoding Failure: Which
Penny is the Real Deal?

Penny
1.
2.
3.
4.
5.
Which way does Lincoln Face? To
the Left or Right?
Is anything written above his head?
If yes, what it is?
Is anything below his head? If so,
what is it?
Is anything written to the left of his
face? If so, what is it?
Is anything written to the right of
his face? If so, what is it?
Penny
Lincoln faces to the right
2. Above his head it say’s “ In god We
Trust”
3. Below his head is nothing
4. To his left it says” liberty”
5. To his right is the year the coin was
minted
1.
More Encoding Failures
What is the color of the top stripe of the
American flag?
 Red
2. The bottom Stripe?
 Red
3. How many red and white stripes does it
have?
 7 red and 6 white
1.
More Encoding Failures
4. Most wooden pencils are not round. How
many sides dot hey typically have?
Six
5. In what hand does the Statue of Liberty
hold her torch?
Right
Storage Decay
 Over
time we
just forget
things

Retrieval Failure
 Forgetting
can
result from
failure to
retrieve
information
from longterm memory
 Google
Forgetting and Spanish Learned
Percentage of 100%
original
90
vocabulary
80
retained
70
Retention
drops,
60
then levels off
50
40
30
20
10
0
1 3 5
9½
14½
25
35½
49½
Time in years after completion of Spanish course
Forgetting As Interference
 Learning
some items may disrupt retrieval
of other information
 Proactive(forward acting)
Interference
disruptive effect of prior learning
on recall of new information
New
Phone Number
New schedule
Forgetting As Interference
 Retroactive
(backwards
acting) Interference
disruptive effect of new
learning on recall of old
information
Teacher
learning new names
Take a break after learning