Schacter
Gilbert
PSYCHOLOGY
Wegner
Chapter 5
Memory
Slides prepared by
Randall E. Osborne, Texas State University-San Marcos
What is memory anyway?
-
Write down all the responses that come to
mind in the order in which they occur.
Incorrect responses will be as important as
correct ones.
Name the 7 Dwarfs.
- Grumpy, Sneezy, Sleepy, Bashful, Dopey,
Doc, Happy?
-
How hard is this?
- What went wrong (or right) ?
-
-
Encode, Storage, Retrieval
Gp 1 – Saw High Relevance cartoon to
provide context & facilitate encoding
Gp 2 – Discussed how to send a message to
a friend
Gp 3 – Sang “Happy Birthday”
Gp 1 – read High Relevance description to
facilitate encoding
If the balloons popped, the sound wouldn't be able to carry
since everything would be too far away from the correct
floor. A closed window would also prevent the sound from
carrying, since most buildings tend to be well insulated.
Since the whole operation depends on a steady flow of
electricity, a break in the middle of the wire would also
cause problems. Of course, the fellow could shout, but
the human voice is not loud enough to carry that far. An
additional problem is that a string could break on the
instrument. Then there could be no accompaniment to
the message. It is clear that the best situation would
involve less distance. Then there would be fewer
potential problems. With face to face contact, the least
number of things could go wrong.
(Bransford & Johnson, 1972, p. 719)
-
Gp 1 – list/discuss the steps in doing laundry and what
you like (don’t like) about doing laundry
= High Relevance Encoding
Gp 2 – list/discuss the steps in raking leaves what you
like about raking leaves
- Gp 3 – list/discuss the steps in washing dishes and what
you like about washing dishes
- Gp 4 – list/discuss what you did this past weekend
- Gp 5 – list/discuss study tips for the next intro psych
exam
-
The procedure is actually quite simple. First you arrange
things into different groups. Of course, one pile may be
sufficient depending on how much there is to do. If you have
to go somewhere else due to lack of facilities that is the next
step, otherwise you are pretty well set. It is important not to
overdo things. That is, it is better to do too few things at
once than too many. In the short run this may not seem
important but complications can easily arise. A mistake can
be expensive as well. At first the whole procedure will seem
complicated. Soon, however, it will become just another
facet of life. It is difficult to foresee any end to the necessity
for this task in the immediate future, but then one never can
tell, After the procedure is completed one arranges the
materials into different groups again. Then they can be put
into their appropriate places. Eventually they will be used
once more and the whole cycle will then have to be
repeated. However, that is part of life.
(Bransford & Johnson, 1972, p. 722)
5.1 Memory
-
Memory
• Encoding
• Storage
• Retrieval
8
Human Memory: Basic Questions
BASIC QUESTIONS ABOUT MEMORY
-
Encoding:How does information get into
memory?
-
Storage: How is information maintained in
memory?
-
Retrieval: How is information pulled back out of
memory?
Figure 7.2
Three processes in memory. Memory depends on three sequential processes: encoding,
storage, and retrieval. Some theorists have drawn an analogy between these processes and
elements of information processing by computers as depicted here. The analogies for
encoding and retrieval work pretty well, but the storage analogy is somewhat misleading.
When information is stored on a hard drive, it remains unchanged indefinitely and you can
retrieve an exact copy. As you will learn in this chapter, memory storage is a much more
dynamic process. Our memories change over time and are rough reconstructions rather than
Schacter
Gilbert
PSYCHOLOGY
Wegner
5.1
Encoding: Transferring
Perceptions into Memories
5.1 Encoding: Getting
Information Into Memory
ENCODING – Getting Info Into Memory
-
The role of attention
-
Focusing awareness
-
Selective attention
-
Divided attention
Levels of Processing
LEVELS OF PROCESSING
Craik and Lockhart: incoming information is
processed at different levels
- Levels of processing:
-
• Structural = shallow
• Phonemic = intermediate
• Semantic = deep
-
Deeper processing = longer lasting
memory codes
Figure 7.3
Figure 7.3 Levels-of-processing theory. According to Craik and Lockhart (1972),
structural, phonemic, and semantic encoding—which can be elicited by
questions such as those shown on the right—involve progressively deeper levels
of processing, which should result in more durable memories.
Levels of Processing
Level of
Processing
Type of Encoding
Encoding Q’s
Example
Shallow
Structural
In capital letters?
Intermediate
Phonemic
Sounds like …?
Deeper
Semantic
Means the same as
…?
Deeper
Self-Referent
Does it describe
you…?
(personal semantic)
5.1 Encoding
-
Memory is not a
recording device
Levels of processing
• semantic judgments
• rhyme judgments
• visual judgments
-
Elaborative
encoding
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