Memory
Bellringer: Write down the company
this ad is for.
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“Every Kiss Begins
with….“
“The quicker pickerupper"
“Can you hear me now?”
“Just do it"
“It's all inside“
"Mmmm, Good.”
“I’m lovin’ it”
"What’s in your wallet?“
"When you care enough
to send the very best"
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“Zoom, zoom, zoom”
“Have it your way”
“Eat Fresh”
“Give me a break”
“It’s the cheesiest”
“The San Francisco
Treat”
“The Choice for a
new generation”
Empire carpet phone
number
Agenda
Bell Ringer: Popular Ad Campaigns
 Lecture: Memory
 Fifty States List

- How did you attempt to remember?
 Memory Game

- Why did it become quicker every
time?
 Seven Dwarfs Memory Test

Agenda
Finish Memory (20)
 Any Questions for upcoming test? (10)
 Memory Experiment in lab (40)
 If any time permits, you can work on your
paper due at the end of the quarter.

Objective(s)
Students
will be able to
differentiate between
the different types of
memories and how they
are made.
TYPES OF MEMORY
FlashBulb

Vivid
memories
of an
emotional
moment
or event
Flash Bulb Memories

Why do they occur?

Increase in the adrenal hormones
triggers release of energy for neural
processes activating the amygdala and
hippocampus involved with emotional
memories.
Semantic

Factual knowledge

Brain forms
multiple links of
concepts (more on
this soon)
Procedural Memory
motor and cognitive
skills
classical and operant
conditioning effects
Episodic

Personal events
you have
experienced.
Eidetic
 Photographic
memory
Stages of
Memory
Stages of Memory
Keyboard
(Encoding)
Disk
(Storage)
Sequential Process
Monitor
(Retrieval)
Processing
Stages of Memory
Encoding – get info into the
brain/memory system
Storage – retain the info
Retrieval – get the info
back out
3-Stage Processing Model
Atkinson-Shiffrin
Atkinson-Shiffrin
Modifications to the Three-Stage
Model
1. Some info skips the first two
stages and enters LTM
automatically.
2. Since we cannot focus on all
the sensory info received, we
select info that is important to
us and actively process it into
our working memory.
Sensory memory:
external
events from our
senses and are held just as
long as they are perceived.
Short-term memory (STM)
Can
hold a limited amount of
information for about 30
seconds unless processed
further.
Long-term memory (LTM)
Relatively permanent memory
1. Implicit: (nondeclarative memory) is LTM
for skills and procedures that have been
previously learned and does not require
conscious thought.

2.
Procedural memory is part of this.
Explicit: (declarative memory) facts,
experience we know and can verbalize.
(semantic and episodic memory)
Encoding
Can be
automatic or
require effort.
Filter Theory
Donald
Broadbent
Unimportant info is
dropped and relevant
info is encoded.
Encode by
Meaning
Processing
 Parallel
processing: Natural
mode of processing – contains
many pieces of information.
 Automatic
processing:
unconscious encoding about
time, space, and frequency

Deep processing (Craik & Lockhart):
occurs when we attach meaning to the
info we want to remember.
Semantic processing: the way we process
facts and knowledge
 Self-referent processing: relating the info
to yourself helps you remember it better

Types of Processing
don’t remember the details
(ex. Crossing the street but not
remembering each car going by)
 Automatic: unconscious encoding
about time, space, frequency. (as you
read you remember the story)
 Effortful: requires your conscious
effort (ex. studying for a test)
 Shallow:
Studies
Effortful learning
usually requires
rehearsal or
conscious repetition.
 Ebbinghaus studied
rehearsal by using
nonsense syllables:
TUVYOFGEKXOZ
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What Ebbinghaus discovered:
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Spacing effect: we learn better in chunks than
cramming information.
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Next-in-line effect: when put on the spot we have a
lesser chance of remembering info around us.
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when you are in a circle and must share your name with the group in order, you
are less likely to remember the person’s name that was next to you.
Serial position effect: LOCATION OF INFO MATTERS
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Primacy effect: better at remembering the 1st items on a list and
even better after rehearsal – put into LTM faster
Recency effect: better recall of the last items on a list (still in
your working memory)
What else Ebbinghaus discovered:
 Learning
curve: how long it takes to
learn something and get it into LTM
 Forgetting curve: How long does it take
to forget new information.
 Savings method: how long does it take
to relearn previously learned info.
 Overlearning effect: continued practice
even after memorizing it, is less likely to
be forgotten.
Ways to help
you remember:
Encode by
Images
Visual Encoding
•
Imagery: mental pictures
• Rosy Retrospection:
remembering the positives of the
bad
• Mnemonics: memory tricks
when encoding info to help
with retrieval.
Mnemonics
Coelenterata
C
Mnemonic for remembering the planets.

“ My very educated mother just served
noodles”
(Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Neptune)
Mnemonics

Method of Loci: uses association
words on a list with visualization of
places. (ex. Pairing food with a room
in the house to memorize the grocery
list)
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Peg word: 1st memorize a list and put
visuals to help you remember.
(association words)
Link Method
List of Items
Newspaper
Shaving cream
Pen
Umbrella
.
.
.
Lamp
Involves forming a mental image of items to be
remembered in a way that links them together.
Encode by
Organization
Hierarchy
Complex information broken down into
broad concepts and further subdivided
into categories and subcategories.
Encoding Summarized in a
Hierarchy
We build mental maps
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Concepts
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Prototypes
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Example: Dachshund
Semantic networks
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Example: Dogs
Example: Dogs = Dachshund= barking= paws
Schemas: gets more complex as you learn
more things
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Example: Dogs = Dachshunds, Poodles, Labs, etc.
 Connectism
Theory: states
that memory is stored
throughout the brain in
connections between neurons
working together to process a
memory.
Chunking
1-7-7-6-1-8-1-2-1-8-6-1-1-9-4-1
or
1776 1812 1861 1941
Chunking
Acronyms
HOMES = Huron, Ontario,
Michigan, Erie, Superior
ROY G. BIV = Red, Orange, Yellow,
Green, Blue, Indigo, Violet
Storage
Short term and
Long term memory
Storage: Retaining Information
Short-Term Memory

Experiment by George Miller
 Demonstrated that the capacity of STM is
long enough to input 7 digits plus or minus 2
 Example: Phone number are 7 digits
 444-7799
 Area code is easy to remember because it is
said apartment from the 7 digit number
 Phone number rhythm.
Why 7 matters

The list of magic sevens
 Seven wonders of world
 Seven seas
 Seven deadly sins
 Seven primary colors
 Seven musical scale notes
 Seven days of the week
Long-term Memory
Memories and the Brain
Memories do not stay in just one part of
the brain.
 Long-term Potentiation: better
communication between the synapse
and the neuron = faster communication
 Hippocampus: Processes explicit
(declarative) Long term memories

MRI shows that the
Hippocampus…
and
left frontal lobe esp.
active in encoding new
information into memory
Right frontal lobe is
more active in retrieval
Cerebellum
Cerebellum
processes
implicit
(nondeclarative
) memories.
THALAMUS
Encodes
sensory memory
– Short term memory
STM located in the
prefrontal cortex and
temporal lobes
Anterograde Amnesia
After losing his hippocampus in surgery, patient
Henry M. (HM) remembered everything before the
operation but cannot make new memories. We call
this anterograde amnesia: inability to put new
info into explicit memory
Anterograde
Amnesia
(HM)
Memory Intact
Surgery
No New Memories
Retrograde Amnesia
 Is
memory loss for a segment of
the past.
 Usually
due to an accident/blow
to the head
 Causes
disruption in LTM
Stress Hormones & Memory
Heightened emotions (stress-related or
otherwise) make for stronger memories.
Continued stress may disrupt memory.
Stress and Memory
Cortisol – “the stress hormone”
 Sustained stress can damage
the hippocampus
 Heightened emotions make for
stronger memories
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Retrieval
Measures of Memory
 Recall
: retrieval of previously leaned
info. Ex. Essay or fill in the blank
questions on a test
 Recognition: seeing previously
learned items (ex. Multiple choice)
 Relearning: studying/reviewing
Retrieval Cues
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Priming: activating specific associations in
memory
 Mnemonic devices
 Cramming does not help you!
 Distributed practice: study over periods of time
instead of cramming
 Mood-congruent: recall better when we test in a
similar mood that we learned in
 Context-Dependent: often easier to recall info in
the place where we learned it.
Déja Vu
Déja Vu means “I've experienced this before.” Cues
from the current situation may unconsciously
trigger retrieval of an earlier similar experience.
Exit ticket: Get into groups of 4
Play memory
 If you win: on a scrap sheet of paper
explain any strategies you used that help
you remember where the cards were.
 If you lose: explain why you couldn’t
remember based on what we learned
today.
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Friends and Memory: The States
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Can you name all fifty states?
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Can you name them in ten minutes?
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https://www.youtube.com/watch?v=gw39
xQJJXVQ
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Can Ross?
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Mr. Throckmorton got 46…
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Doc, Grumpy, Happy, Sleepy, Bashful,
Sneezy, and Dopey,