MEMORY AND INFORMATION PROCESSING Chapter 8; Day 1 of 2 Pages 234-248 REVIEW FROM LAST CHAPTER What is the correct definition of “symbolic capacity?” A. Repeating actions relating to own body. B. Ability to use images, words, and gestures to represent objects and experiences. C. Combining two actions to accomplish a task. D. The basic understanding that objects are permanent when they are no longer visible. O REVIEW FROM LAST CHAPTER or wavepool Noah's @ ark What is the correct definition of “perceptual salience?” A. Certain properties of an object do not always vary when the appearance is altered in a superficial way. B. Ability to group objects by color, shape, or size. C. When someone focuses on the most obvious features of an object or situation while missing other features. D. Viewing the world solely from one’s own perspective. MEMORY AND PROCESSING • Today we will cover: • Chapter 8: Memory and Processing • 8.1 • 8.2 • 8.3 8.1 Conceptualizing Memory © 2018. Cengage Learning. All rights reserved. Conceptualizing Memory (SLIDE 1 OF 6) • Memory • Our ability to store and later retrieve information about past events • Develops and changes over the lifespan • Information processing approach • Emphasizes the basic mental processes involved in attention, perception, memory, and decision-making • Maturation of the nervous system plus experience enable adults to remember more than young children © 2018. Cengage Learning. All rights reserved. Conceptualizing Memory (SLIDE 2 OF 6) • Information-processing framework (Atkinson and Shiffren) • Sensory register • Short-term memory • Long-term memory it holds incoming info for a fraction of a second. holds up to 7 items for > seconds. (phone#) relative permanent storage of information © 2018. Cengage Learning. All rights reserved. Conceptualizing Memory (SLIDE 3 OF 6) • There are four (4) steps to learning and remembering: 1. Encode • Get information into the system 2. Consolidation of.in" • Information is processed and organized in a form suitable for long-term storage % 3. Storage ☑ EE facilitated by sleep ← supposedly unlimited • Refers to holding information in a long-term memory store 4. Retrieval • Process of getting information out when it is needed © 2018. Cengage Learning. All rights reserved. @ Conceptualizing Memory (SLIDE 4 OF 6) • Types of Retrieval 1. Recognition memory ← multiple choice • Recognition among the options 2. Recall memory a free response • Requires active retrieval without the aid of cues 3. Cued recall memory or give a hint to help remember • Given a hint or cue to facilitate retrieval © 2018. Cengage Learning. All rights reserved. Conceptualizing Memory (SLIDE 5 OF 6) • Working memory • Mental “scratch pad” that temporarily stores information while actively operating on it • Expanded view of short-term memory consists of a central executive • Directs attention and controls the flow of information © 2018. Cengage Learning. All rights reserved. Conceptualizing Memory (SLIDE 6 OF 6) © 2018. Cengage Learning. All rights reserved. Implicit and Explicit Memory (SLIDE 1 OF 2) • Implicit memory • potty training/use bathroom • Occurs unintentionally, automatically, and without awareness not changing and not forgotten • Procedural memory • Infallible; remains intact • Explicit memory • Involves deliberate, effortful recollection of events • Declarative memory • Fallible; subject to forgetting © 2018. Cengage Learning. All rights reserved. Implicit and Explicit Memory (SLIDE 2 OF 2) • Two types of Explicit Memory 1. Semantic memory ← dates, times,etc. • General facts O • Example: Knowing that the Twin Towers collapsed on 9-11-2011 2. Episodic memory • Specific experiences • Example: Remembering where you were when the Twin Towers collapsed. © 2018. Cengage Learning. All rights reserved. Neural Bases of Memory (SLIDE 1 OF 2) • Implicit memory capacity does not change much across the lifespan. • Implicit memory develops earlier in infancy than explicit memory • Procedural Memory (Implicit memory) • Mediated by an area of the forebrain called the striatum • Explicit capacity increases from infancy to adulthood and then declines. • Largely localized in the medial temporal lobe of the brain © 2018. Cengage Learning. All rights reserved. Neural Bases of Memory (SLIDE 2 OF 2) "retro" • Retrograde amnesia • Loss of memory for information and events occurring prior to the incident that caused the amnesia • Anterograde amnesia "before" • No longer able to form new memories • H.M. Case • Movie – 50 First Dates (2004) – the main character has short-term memory loss after a horrific car accident. When she goes to sleep each night, she loses all memory of the previous day and begins her day again as if it were the day of the car accident. © 2018. Cengage Learning. All rights reserved. Problem-Solving (SLIDE 1 OF 4) • Problem-solving: • Use of the information-processing system to achieve a goal or arrive at a decision • Executive control processes • Guide the selection, organization, manipulation, and interpretation of information throughout • Most individuals diagnosed with ADHD struggle with this area of functioning • Parallel processing • Carrying out multiple cognitive activities simultaneously • Example: when you see a bus coming toward you, you see it’s color, shape, depth, and motion all at once. © 2018. Cengage Learning. All rights reserved. DEEPER LEARNING ACTIVITY Split into small groups of 2 -3 students. • What four steps are required in order to learn & remember information? Attempt to answer this without your notes or textbook. encode, consolidation, storage, retrieval • Describe the difference between “implicit” and “explicit” memory. Give 2-3 examples for each. ↑ automatic, don't have to think. © 2018. Cengage Learning. All rights reserved. have to commit to memory otherwise will forget it. 8.2 The Infant © 2018. Cengage Learning. All rights reserved. Memory (SLIDE 1 OF 2) • Methods of assessing infant memory (same or similar techniques as discussed in our chapter covering cognition) 1. Imitation • Infants as young as six months display deferred imitation • Ability to imitate a novel act after a delay, which clearly requires memory ability • Seems to represent an early form of explicit or declarative memory 2. Habituation • Learning not to respond to a repeated stimulus © 2018. Cengage Learning. All rights reserved. Memory (SLIDE 2 OF 2) 3. Operant conditioning • Task taps into implicit or procedural memory • Young infants have difficulty recalling what they have learned if cues are insufficient or different • Early memories are cue-dependent and context-specific • Infants remember best when: • They have repeated exposures to what they are to remember • They are given plenty of cues to help them remember • Events they must remember occur in a meaningful or logical order © 2018. Cengage Learning. All rights reserved. Problem Solving (SLIDE 2 OF 4) • Infants can overcome obstacles to achieve desired goals • Increasingly pay attention to the cues provided by adults • Increasingly solicit help by pointing, reaching, or letting the adult know that assistance is needed © 2018. Cengage Learning. All rights reserved. 8.3 The Child © 2018. Cengage Learning. All rights reserved. DEEPER LEARNING ACTIVITY • Memory Game activity (different slide deck) bike greenapple dog soda plan handshake cake party hat apple flower cat bell coffee football hands Memory Development (SLIDE 1 OF 9) • Four major hypotheses about why learning and memory improve: • Changes in basic capacities • Changes in memory strategies • Increased knowledge about memory • Increased knowledge about the world © 2018. Cengage Learning. All rights reserved. Memory Development (SLIDE 2 OF 9) • Basic Capacity Changes: • Long-term storage capacity does not contribute to developmental differences in memory • Encoding of information improves over the first several years of life • Consolidation and storage of memories show improvement over infancy • Basic features of working memory in place by age 4 © 2018. Cengage Learning. All rights reserved. Memory Development (SLIDE 3 OF 9) • Basic Capacity Changes (continued): • Consolidation and storage of memories show improvement over infancy • Allows older children and adults to simultaneously perform more mental operations in working memory • Short-term memory capacity is domain-specific • Speed of processing increases • Includes improvements in the encoding and consolidation processes © 2018. Cengage Learning. All rights reserved. Memory Development (SLIDE 5 OF 9) • Memory Strategy Changes: • Younger children have a tendency to make perseveration errors • Continue to use the same strategy that was successful in the past despite the strategy’s current lack of success • Three- and four-year-olds rarely use rehearsal • Repeating items they are trying to learn and remember © 2018. Cengage Learning. All rights reserved. Memory Development (SLIDE 6 OF 9) • Memory Strategy Changes (continued): • Memory strategies • Rehearsal • Repeating items in memory • Organization • Classifying items into meaningful groups • Chunking is an example • Elaboration • Actively creating meaningful links between items to be remembered • Helpful in learning foreign languages • Rehearsal emerges first, then organization, and then elaboration © 2018. Cengage Learning. All rights reserved. Memory Development (SLIDE 7 OF 9) • Memory Strategy Changes (continued): • Children progress through four stages to use a strategy successfully: • Mediation deficiency – don’t spontaneously use or benefit even when taught how to use the strategy. • Production deficiency – can use a strategy, but do not produce any on their own. • Utilization deficiency – can spontaneously produce a strategy, but does not benefit from the use of the strategy. • Effective strategy - able to produce a strategy and use it successfully. © 2018. Cengage Learning. All rights reserved. Memory Development (SLIDE 8 OF 9) • Knowledge About Memory Changes: • Metamemory • Knowledge of memory and the process of memory • Influenced by children’s language skills • Metacognition • Knowledge of the human mind and of the range of cognitive processes • Present in three- and four-year-olds © 2018. Cengage Learning. All rights reserved. Memory Development (SLIDE 9 OF 9) • Knowledge of the World Changes: • Knowledge base – what someone knows • Knowledge of a content area to be learned • Affects learning and memory performance • The more you know, the more you can know • Conclusions about the development of learning and memory • Older children • Use more effective memory strategies • Know more about memory • Have a larger memory base • The most effective predictors of memory performance include basic capacities, strategies, and metamemory © 2018. Cengage Learning. All rights reserved. Autobiographical Memory (SLIDE 1 OF 3) • Autobiographical memories • Episodic memories of personal events • Important for understanding of who we are • Childhood amnesia • Few autobiographical memories of events that occurred during the first few years of life • Infants and toddlers may not have enough space in working memory • Lack of language © 2018. Cengage Learning. All rights reserved. Autobiographical Memory (SLIDE 2 OF 3) • Childhood amnesia (continued): • Fuzzy-trace theory • Children store verbatim and general accounts of an event separately • One explanation of childhood amnesia • Verbatim information unstable • Events of our early childhood do not seem to undergo consolidation © 2018. Cengage Learning. All rights reserved. Autobiographical Memory (SLIDE 3 OF 3) • Scripts or general event representations (GERs) • Typical sequence of actions related to an event • Guide future behaviors in similar settings • Example: waiting in line to order food, you figure out, or script, what you will order. • Scripts become more detailed as children age • Affect how they form new memories • Affect how they recall events • Eyewitness Memory • The reconstructed nature of memory interferes with the accuracy of eyewitness testimony (reporting of experienced events). • Not reliable © 2018. Cengage Learning. All rights reserved. Problem Solving (SLIDE 3 OF 4) • Memories vital to problem-solving skills • Rule assessment approach (Ziegler) • Determines what information about a problem children take in and what rules they then formulate to account for the information • Most children use multiple rules or problem-solving strategies • Use of a strategy’s efficiency tends to increase over multiple task trials. © 2018. Cengage Learning. All rights reserved. Problem Solving (SLIDE 4 OF 4) • Overlapping waves theory • Development of problem-solving skills is a matter of knowing and using a variety of strategies • Becoming increasingly selective with experience about which strategy to use • Changing or adding strategies as needed © 2018. Cengage Learning. All rights reserved. WRAP UP & LOOKING AHEAD • Wednesday, 11/15: • Finishing Chapter 8 lecture (read pages 249-255) • Introduce Unit 3 Assignment – Memory (Due Wednesday, 11/22) • Begin movie: Disney’s Inside Out (2015) • Friday, 11/17: • Finish movie: Disney’s Inside Out (2015) • Monday, 11/20: Unit 3 Quiz (Chapters 6, 7, & 8)
