Memory
AP Psychology
Memory

Can you
remember your
first memory? Why
do you think you
can remember
certain events in
your life over
others?
Memory


Memory as Information Processing
 similar to a computer
 write to file
 save to disk
 read from disk
Encoding
 processing of info into the memory
system



Acoustic, Visual, & Semantic Encoding
Storage
 retention of encoded information over
time
Retrieval
 process of getting info out of memory
Encoding
Types of Memory
 Episodic
– specific
events in your life
 Semantic – generalized
knowledge of the world
that does not involve a
specific event
 Procedural (skill
memory) – knowledge
of how to perform a
physical task
Explicit v. Implicit Memory
Explicit
Memory – used
to deliberately
remember something
Implicit Memory –
unintentional influence
of prior experiences
Storing New Memories


Sensory Memory
 initial recording of sensory info in
memory system
 holds info for a fraction of a second
Working Memory
 focuses more on processing of briefly
stored information
 allows us to mentally work with, or
manipulate, information being held
in our memory

Try This: How many windows are on the front
of your house or apartment building? What
did you do to remember this?
Storing New Memories


Short-Term Memory (STM)
 holds a few items briefly
 disappears in 20-30
seconds w/o further
processing
 Immediate memory
span = 7 +/- 2
Long-Term Memory (LTM)
 relatively permanent
and limitless storehouse
Storing New Memories

Chunking

organizing into familiar, manageable units



like horizontal organization--1776149218121941
often occurs automatically
use of acronyms


HOMES--Huron, Ontario, Michigan, Erie, Superior
ARITHMETIC--A Rat In Tom’s House Might Eat Tom’s Ice
Cream
Retrieval: Getting
Information Out


Recall
 retrieve
information
learned
earlier
 as on a fill-inthe blank test
Recognition
 identify items
previously
learned
Retrieval Cues
déjà vu -- cues from current situation may
subconsciously trigger retrieval of an earlier similar
experience
Mood-congruent Memory




emotions, or moods serve as retrieval cues
State-dependent Memory

what is learned in one state (while one is sober, drunk,
depressed, excited, etc.) can more easily be
remembered when in same state
Retrieval Cues

After learning to
move a mobile by
kicking, infants had
their learning
reactivated most
strongly when
retested in the same
rather than a
different context
(Butler & RoveeCollier, 1989).
Forgetting

Forgetting = encoding failure

Information never enters the long-term memory
Attention
External
events
Short- Encoding
Sensory
term
memory Encoding
memory
Encoding
failure leads
to forgetting
Longterm
memory
Forgetting

Forgetting as encoding
failure

Which penny is the real
thing?
Retrieval

Forgetting can result from failure to retrieve
information from long-term memory
Attention
External
events
Sensory
memory
Encoding
Encoding
Short-term
Long-term
memory
Retrieval memory
Retrieval failure
leads to forgetting
Forgetting- Interference

Motivated Forgetting


unknowingly revise
memories
Repression


defense mechanism
banishes anxietyarousing thoughts,
feelings, and memories
from conciousness
Memory Construction


We filter information and fill in
missing pieces
Misinformation Effect


incorporating misleading
information into one's memory of
an event
Source Amnesia

attributing to the wrong source an
event that we experienced, heard
about, read about, or imagined
(misattribution)
Memory
Construction
Depiction of actual accident

Eyewitnesses
reconstruct
memories when
questioned
Leading question:
“About how fast were the cars
going when they smashed into
each other?”
Memory
construction
Improve Your Memory




Study repeatedly to boost
recall
Spend more time rehearsing
or actively thinking about the
material
Make material personally
meaningful
Use mnemonic devices



associate with peg words-something already stored
make up story
chunk--acronyms
Improve Your Memory




Activate retrieval cues--mentally recreate
situation and mood
Recall events while they are fresh-- before
you encounter misinformation
Minimize interference
Test your own knowledge


rehearse
determine what you do not yet
know