 Attention: Alert focusing on material to be retained.
Learning Curve: a learning process that is plotted out visually using graphs
A gradual upward slope representing increased retention of material as the result of learning.

*is the process by which we recollect prior experiences, info., & skills learned in the past.
*the process by which living organisms encode, store, & retrieve info.

1.)Explicit / Declarative Memories
*this info. may be autobio-
*clearly stated or explained graphical
Ex. What you did in college
*they are conscious memories of facts (specific info.) we actively try to remember c.) Super Auto-biological
*Video clip—Jill Price
2 Kinds a.) Semantic http://www.youtube.com/watch
?v=aAbQvmf0YOQ
*General knowledge of the world: (Facts, words, formulas, concepts—most of what you say you know
EX. Things you learn in class
“Flashbulb Memory”
*the event is so intense
(emotional) we pay close attention to it!
*they can be positive or negative
b.) Episodic
*Memory of a specific event
EXAMPLES--

*opposite of explicit memories
*not clearly stated
*memories of practiced skills (motor
& cognitive) and how to perform them, learned habits
*it involves a series of steps that are difficult to describe
*once learned, it usually stays w/ u for many years or a lifetime
“Don’t let me go
Daddy”
EXAMPLES-This book is awesome!!

1.) Encoding
*the translation of information into a form in which it can be used
*the process of acquiring & entering info. into memory
*we receive info. thru our senses
Types of Codes
Visual
*forming a mental picture of info. in your mind while u r trying to remember it
Acoustic
*trying to remember something by repeating it over & over (using a sequence of sounds)

Semantic (meaningful codes)
*”relating to meaning”— represents info. in terms of its meaning
*by using these, u will probably remember items more easily & for a longer time
2.) Storage
*involves maintaining the encoded info. over a period of time so it can be retrieved later
Strategies
Maintenance / Rote Rehearsal
*repeating info. to keep from forgetting it
*Surface processing
--doesn’t make info. meaningful by connecting it to past learning
*a poor way to put something into permanent storage

Elaborative Rehearsal
*more effective than maintenance / rote rehearsal
*Deep processing—relating new info. you already know to info. you already know well
EX.
Foreign Lang. teachers –Vocab.
*by personalizing the material you r forming a relationship w/ it
*the more “Colorful” the better
3.) Retrieval
*locating stored info. & returning it to conscious thought
*the method of retrieval depends on how the way u encoded the info.
Factors affecting retrieval
Context- Dependent Memory
*is retrieved more readily when the person is in a similar situation or environment as when the info. was learned
Ex. Hearing a song from “back in the day” (Oh, what a night?)
*Video Clip—Walter Payton
Paytonhttp://www.youtube.com/w atch?v=oT79Be2KzEs

State-Dependent Memory
*memory is better when people r in the same mood or the same state of consciousness when the memory was acquired
“Tip of the Tongue “ Phenomenon
*occurs when info. is stored in LTM but the retrieval cues fail to trigger the memory (bad encoding)
*mood influences memory
(happy or sad moods)
*u feel u know something but you can’t verbalize it
EX. Lost keys due to drugs or alcohol
Mood Congruence Effect
*when a person is happy— think happy memories
*when a person is sad— thinks sad memories







Number scratch paper 1-5
What direction does
Lincoln face?
What is above Lincoln’s head?
What is below Lincoln?
What is to the left of
Lincoln?
What is to the right of
Lincoln?

Eyewitness Memory: they are very often inaccurate
 Descriptions fit a stereotypical image of a “bad guy”
 Under extreme stress, perception can be faulty
 Research shows eyewitness can distort the truth without realizing it
Elizabeth Loftus / Daniel Bernstein
*misleading details can be planted into a person’s memory for an event that actually occurred
*it’s possible to plant entirely false memories ( Loftus, 1995
Shopping Mall study)
*source confusion—the inability to recall the source of a piece of information (u can’t know if the idea is reliable)

*Shoping Mall
*
Memento (Video Clip)
Studyhttp://www.youtube.com/watch
?v=NGLrNjaPmjA&feature=related-
Loftus (4:21) http://www.youtube.com/watch?v= v1nvvaWX4gk (1:52)
*My Cousin Vinny (Video Clips)
* Ronald Cotton (Falsely Accused)
60 Minute video clip http://www.youtube.com/watch?v=I4V6aoYuDcg
&feature=results_main&playnext=1&list=PL077
250E2C5A1E487 (13:07)

*is similar to creating a document on a computer.
*ENCODING is the act of typing the material into a word document
*STORAGE is like saving the document
*RETRIEVAL could be compared to reopening the document on the computer

Sensory Memory / Sensory Storage
* receives and holds environmental information in its raw form for a brief period of time (a few seconds)
2 Kinds
Iconic Memory: automatically holds visual information for about a quarter of a second or more (George Sperling)
* the rare ability to remember visual info. for long periods of time
Photographic Memory
Eidetic Imagery (5% of kids)
--usually declines by adolescence
Video -Big Bang Theory (Eidetic Memory) http://www.youtube.com/watch?v=A4ugf
CjqlZ4
Echoic Memory: holds auditory information for 1 to several seconds

*a process that can hold a limited amount of information – an average of 7 plus or minus 2 items – for a limited amount of time – 2 to 30 seconds
*a reason that information disappears from STM is Interference (when new information enters STM and overwrites, or pushes out, information already there)
*you can keep information longer in the STM by using Maintenance
Rehearsal
*Chunking: combining separate items of information into a large unit, or chunk, and then remembering chunks of information rather than individual items of information
*Limited Capacity – STM can hold from 5 to 9 items
 George Miller (1956) Memory Span
Test
Ex.
Social Security number and TX
(Business TX’s)

*we remember the first & last items on a list, but tend to forget the middle items
RECENCY EFFECT
Possible Explanation
PRIMACY EFFECT
Possible explanations
*first items may attract our attention
*being the last item in a list is not surrounded by other items that compete w/ it for attention
*there is less competition or interference from surrounding items
*we have a tendency to remember the last thing that we see

*The process of storing almost unlimited amounts of information over long periods of time with the potential of retrieving, or remembering, such as information in the future
Memory as Reconstruction
*memories r not recorded & played back like videos or movies. They r reconstructed from bits & pieces of our experience—we tend to remember things in accordance w/ r beliefs & needs
Schemas
*are established mental representations of people, objects, & events
*ways memories r organized
*they affect how we perceive things & the way in which what we perceive is stored in LTM
Loftus/Palmer Car Accident Study p.200 (textbook)
Capacity and Permanency
*LTM has almost unlimited capacity to store information
*Over time, the information can be made permanent
Retrieval
*Depends on how information was encoded and the amount of interference from related information

*is the “flip side” of memory
Sensory Memory
*info. encoded here decays almost immediately unless u pay attention to it & transfer it into STM
Short-Term Memory
*it can disappear after only 10 -12 seconds unless you find a way to transfer it into your LTM
*info. stored here is lost when it is displaced, or crowded out, by new info.
Video Clip—Finding Nemo http://www.youtube.com/watch?v=Ku vF113uty4 (1 min, 31 sec)
Long-Term Memory
*the means of forgetting can vary –a memory may decay or it may not have been filed correctly

Herman Ebbinghaus (1850-
1909) German psychologist
*after the 1 st hr.—memory loss becomes more gradual
*first to conduct scientific research on forgetting & nonsense syllables
*further research—when info. learned is meaningful & significant (when there is a reason to learn & remember it)—forgetting slows considerably
*acoustic coding & rote repetition r used to remember them. These tasks play a part in the 3 basic memory tasks
Ebbinghaus’s Forgetting
Curve
*the ability to recall nonsense syllables drops sharply
(about ½ the items )during the 1 st hour of learning

1.) Recognition 2.) Recall
*easiest of the memory tasks *the ability to bring back and integrate many specific learned details
*involves identifying objects or events that have been encountered before
Ex. Essay tests, short answer, etc…
*the ability to pick the correct object or event from a list of choices
3.) Relearning
*learning something a 2 nd time, usually in less time than it was originally learned
Ex. Multiple choice, true/false, matching, etc…
*Ebbinghaus found that people were able to relearn the list (of nonsense syllables) more quickly than they had learned it the 1 st time

4) Transferring Memories
Hippocampus 1.) STM: cortex (a thin layer of brain cells that covers the surface of the forebrain)
Ex. Can hold a phone number long enough in the STM to dial the number
*it transfers facts and personal events from the STM into permanent LTM
2) LTM: Cortex
Ex. Learn words to a song
Elton John-Philadelpha Freedom-Bulls
Date
Video Clip (Memento—Hippocampus damage—Sammy Jankis) http://www.youtube.com/watch?v=K9 lOnmnj0IY&feature=results_video& playnext=1&list=PLCBCB4DB22E6D
A607 3) Emotional Memories
Amygdala
Ex. Hear a song – 1 st love (you have a romantic feeling—Eternal Flame-The
Bangels

1.) Decay
*the fading away of a memory over time b.) Retroactive: a new memory interferes w/ your remembering an old memory
2.) Interference
*when stored info. is replaced, disrupted, or distorted by new info.
Ex. I can’t remember my locker combination because I just got my gym locker combination a.) Proactive: an older memory interferes w/ your remembering a new memory
*someone who learns to play chess may forget how to play checkers
Ex. Material learned earlier
(psychology) interferes with learning new information
(sociology)
3.) Repression (Freud)
*pushing memories from r consciousness b/c they r extremely painful & unpleasant

4.) Amnesia
*Severe memory loss that may occur after a blow or damage to the brain
(temporary or permanent), electric shock, fatigue, after drug use, or after some psychological stress a.) Retrograde
*loss of memory of events that occurred before the trauma
EX. Athletes / Concussions,
H.M. case study b.) Anterograde
*loss of the ability to store new long-term memories
*hippocampus damage
Movie

*50 First Dates
Overboard
Sue explains Lucy’s accident
2:30 – 5:35 http://www.youtube.com/watch?v=CZf jsTQKt-k&feature=related
21:00 – 26:45 http://www.youtube.com/watch?v=1Vr ylKAViXM&feature=related
Living without Memory 10 Sec Tom (1:20 – 3:35) http://www.youtube.com/watch?v=O3
GcvRe9G_w
*Clive Wearing(1985 Brain Virus)
-lost episodic/autobiographical
Memento
* Video Clip (Memento—Hippocampus damage—Sammy Jankis) http://www.youtube.com/watch?v=K9lOn mnj0IY&feature=results_video&playnext
=1&list=PLCBCB4DB22E6DA607 memory
-near total retrograde amnesia & total anterograde amnesia http://www.youtube.com/watch?v=
Vwigmktix2Y&feature=related

c.) Infantile Amnesia
*the inability to remember events that occurred during one’s early years (before age 3)
*refers to episodic memories
Biological Factors
*hippocampus –doesn’t mature until the age of 2-3
*myelination of nerve cells isn’t complete for a few years
Cognitive Reason
*infants don’t make reliable use of language to symbolize of classify events
*ability to encode sensory input is therefore limited
“I don’t remember this photo shoot” d.) Source
*not remembering where u heard info. from
Ex. “They said it happens that way b/c….”

1.)Drill & Practice
a.) Acronyms
*repetition
Ex. ROY G BIV
2.)Relate to Existing Knowledge
*elaborative rehearsal
3.)Form Unusual Associations
*the more humorous or “colorful” the better memory will be
4.)Mnemonic Devices
*memory aids that help organize info.
*a catch word, formula, phrase, or jingle that helps memory to be retrieved
(Colors of the Rainbow)

HOMES
M VEM JSUN
(Great Lakes)
(8 planets)

b.) Narrative Chaining
EX. My very excellent mother just sent us noodles c.) Rhyming
EX. “In 1492, Columbus sailed the ocean blue” d.) Method of Location
*associating an item w/ the actual place the item is found can help you remember an entire list of items
EX. Mr. Holden’s Grocery list
e.) Peg Method
*a rhyming association technique