Long-Term Memory

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Psychology :

Cognitive Learning Theories

COGNITIVE PSYCHOLOGY

 How do we store, represent, and remember information?

INFORMATION PROCESSING

 Sensori-Register – “The lens”

 Short Term, or Working, Memory –

“The desktop”

 Long-Term Memory –

“The file cabinet”

 Remembering & Forgetting

We can now see how making strong connections in your brain works

The more you make connections between new material and old material the easier it will be for you to remember.

Cognitive Psychology

Information Processing Model of Learning

 Information Processing Model of Learning compares our brain to the computer

 We take in information

 We perform operations on the information

 We store, and later, locate the information

 We use the knowledge (information) we have to respond and solve problems.

Information Processing Model

Executive Control Processes – Self-Regulated Learning

(Attention, Strategy Selection, Monitoring Understanding)

U

L

I

S

T

I

M

O

U

T

S

I

D

E

Rehearsal

Sensory

Register

Attention is the

Key

Decay

Permanent Loss

Short-Term

Memory

(Retaining

Information

)

Elaboration &

Organization

Working

Memory

Initial

Processing

(Chunking, Reworking,

Organizing info for

Placement into Long

Term Memory)

Retrieval &

Reconstruction

Decay & Interference

Permanent Loss

Long

Term

Memory

Forgetting

Lost but possible recovery

Information Processing Model

The Computer Metaphor

Sensory Register

Memory

(instantaneous)

Short-Term or

Working

Memory

(internal RAM)

Long-Term

Memory

(Hard Drive)

Information Processing Model

Executive Control Processes – Self-Regulated Learning

(Attention, Strategy Selection, Monitoring Understanding)

U

L

I

S

T

I

M

O

U

T

S

I

D

E

Rehearsal

Sensory

Register

Attention is the

Key

Decay

Permanent Loss

Short-Term

Memory

(Retaining

Information

)

Elaboration &

Organization

Working

Memory

Initial

Processing

(Chunking, Reworking,

Organizing info for

Placement into Long

Term Memory)

Retrieval &

Reconstruction

Decay & Interference

Permanent Loss

Long

Term

Memory

Forgetting

Lost but possible recovery

Just to remind you

Here is our goal … to make connections

The more you make connections between new material and old material the easier it will be for you to remember.

Connections come from good learning strategies

Sensory Register – Attention is the Key

 Many students believe that they can Multi-Task but the research on this clearly shows we are not able to

Multi-Task. We can only pay attention to one thing at a time.

Sensory

 Be sure to read the examples in your textbook and on-line. There will be questions on the test on the research on Multi-Tasking

Register

Attention is the

Key

Information Processing Model

Executive Control Processes – Self-Regulated Learning

(Attention, Strategy Selection, Monitoring Understanding)

U

L

I

S

T

I

M

O

U

T

S

I

D

E

Rehearsal

Sensory

Register

Attention is the

Key

Decay

Permanent Loss

Short-Term

Memory

(Retaining

Information

)

Elaboration &

Organization

Working

Memory

Initial

Processing

(Chunking, Reworking,

Organizing info for

Placement into Long

Term Memory)

Retrieval &

Reconstruction

Decay & Interference

Permanent Loss

Long

Term

Memory

Forgetting

Lost but possible recovery

Short-Term Memory or

Working Memory

Short-Term is VERY Short Term - Seconds

 Two Purposes

1.

Retaining Information you plan on disposing

 This is when the purpose is short-term memory

2.

Working on information (working memory)

 When purpose is to transfer information to long-term memory

Information Processing Model

Executive Control Processes – Self-Regulated Learning

(Attention, Strategy Selection, Monitoring Understanding)

U

L

I

S

T

I

M

O

U

T

S

I

D

E

Sensory

Register

Rehearsal

Short-Term

Memory

(Retaining

Information

)

Elaboration &

Organization

Attention is the

Key

Decay

Permanent Loss

Initial

Processing

Working

Memory

(Chunking, Reworking,

Organizing info for

Placement into Long

Term Memory)

Retrieval &

Reconstruction

Decay & Interference

Permanent Loss

Long

Term

Memory

Forgetting

Lost but possible recovery

Short-Term Memory or Working Memory

 Short-Term Memory is Limited in 2 Ways

1.

1.

Short-Term

Memory

(Retaining

Information

)

How long un-rehearsed information can be held in short-term memory (20-30 seconds)

Working

Memory

How much information may be held in shortterm memory. (5-9 bit of information)

 The 7+or-2 dictum can be overcome with Chunking

(Chunking, Reworking,

Organizing info for

Placement into Long

Term Memory)

Retaining Information in Short-Term Memory vs.

Using Working Memory to Solve Problems

Since STM holds so little, for so short a time, we have to use strategies to “think” because this is occurring in STM.

 Maintenance Rehearsal –

Repeating the information in your mind

 Phonological Loop

– rehearsal of words and sounds in STM

 Visuospatial Sketchpad – manipulating images in STM (e.g., You are traveling north, then turn right for a mile, then turn right, and then left…)

 Elaborative Rehearsal –

Connecting what you need to something you already know (e.g., How does CH 7 information compare to CH2 ? How can I use SRL to enhance learning in LTM by engagement in STM?)

 Chunking –

The 7+/-2 limits how much we can maintain in STM so how do we remember a phone number when we have to include the area code?

Long-Term Memory vs Short-Term Memory

STM

Fast and Automatic

1.

LTM

Slow & Requires Work

1. Input 1.

2. Capacity 2.

Very Limited (7+-2) 2.

Unlimited

3. Duration 3.

Very brief (20-30 sec) 3.

Practically unlimited

4. Contents

5. Retrieval

4.

5.

6. Maintenance 6.

Words, Images

NO retrieval time. It is present tense

4.

5.

High maintenance –

Rehearse it or lose it

6.

Propositional network, schemas, episodes

Depends on how info was organized

Low Maintenance, it’s there forever

Organization is the key to the retrieval of information from Long Term Memory

Explicit and Implicit Memory Systems

Extras for understanding how we remember and think

Explicit Memory

(

Conscious)

Episodic

Memory

Experience

Semantic

Memory

Facts,

Knowledge

Memory

Implicit Memory

(Unconscious)

Classical

Conditioning

Procedural

Memory

Skills, habits, tacit rules

Priming

Implicit activation of concepts

Remembering and Forgetting in LTM

3 causes of forgetting in

LTM

 Lack of organization when information is stored

 Weak connections to prior learning

 Interference –

We will talk about this next class

Long

Term

Memory

Storing and Retrieving Information

 Elaboration is adding meaning to new information by connecting it to existing information.

 Organization adds a structure to new information which will guide the learner to individual parts.

 Context in which we learn can impact retrieval by adding physical and emotion cues.

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