DO NOW Briefly describe the three parts of the Atkinson-Shiffrin processing model IN YOUR OWN WORDS!

DO NOW

Briefly describe the three Briefly describe the three parts of the Atkinson-Shiffrin parts of the Atkinson-Shiffrin processing model IN YOUR OWN processing model IN YOUR OWN WORDS!WORDS!

Memory Part

II

AP Psychology

Ms. Desgrosell

ier

3.15.2010

MEMORY TEST

Get out a blank piece of paper.Get out a blank piece of paper.

DO NOT write down anything DO NOT write down anything while looking at the next list.while looking at the next list.

You will have 30 seconds to You will have 30 seconds to memorize as much as you can.memorize as much as you can.

MEMORY TEST

Milk, eggs, butter, Milk, eggs, butter, fruit, cheese, fruit, cheese, mustard, soda pop, mustard, soda pop, ice cream, bread, ice cream, bread, pizzapizza

MEMORY TEST

Now write down Now write down everything you can everything you can remember.remember.

What effects do we What effects do we see?see?

Sensory Memory

Objective:Objective: SWBAT contrast two SWBAT contrast two types of sensory memory.types of sensory memory.

Sensory Memory

iconic memory: a momentary iconic memory: a momentary sensory memory of visual sensory memory of visual stimuli.stimuli.

A photographic or picture-image A photographic or picture-image memory lasting no more than a memory lasting no more than a few tenths of a second.few tenths of a second.

Sensory Memory

echoic memoryechoic memory: a momentary : a momentary sensory memory of auditory sensory memory of auditory stimulistimuli

If attention is elsewhere, If attention is elsewhere, sounds and words can still be sounds and words can still be recalled within 3 or 4 seconds.recalled within 3 or 4 seconds.

Working/Short-Term MemoryObjective:Objective: SWBAT describe the SWBAT describe the duration and working capacity duration and working capacity of short-term memory.of short-term memory.

Working/Short-Term MemoryUnless our working memory Unless our working memory meaningfully encodes or meaningfully encodes or rehearses information, it rehearses information, it quickly disappears from our quickly disappears from our short-term store.short-term store.

Research has shown that without Research has shown that without active processing, short-term active processing, short-term memories have a limited life.memories have a limited life.

Working/Short-Term MemoryOur short-term memory holds Our short-term memory holds only about 7 items at a time only about 7 items at a time (plus or minus 2).(plus or minus 2).

Short-term recall is slightly Short-term recall is slightly better for random numbers better for random numbers than for letters.than for letters.

Long-Term Memory

Objective:Objective: SWBAT describe the SWBAT describe the capacity and duration of capacity and duration of long-term memory.long-term memory.

Long-Term Memory

Our ability for storing long-Our ability for storing long-term memories is essentially term memories is essentially limitless.limitless.

Research has shown that Research has shown that memories don’t live in just memories don’t live in just one place in the brain.one place in the brain.

Long-Term Memory

Also, forgetting occurs as new Also, forgetting occurs as new experiences interfere with our experiences interfere with our retrieval and as the physical retrieval and as the physical memory trace decays.memory trace decays.

Research with hamsters showed Research with hamsters showed that even stopping electrical that even stopping electrical activity in the brain did not activity in the brain did not erase memories.erase memories.

Synaptic Changes

Objective:Objective: SWBAT discuss the SWBAT discuss the synaptic changes that synaptic changes that accompany memory formation accompany memory formation and storage.and storage.

Synaptic ChangesResearch using the Aplysia, the Research using the Aplysia, the Californian sea snail, has focused Californian sea snail, has focused on neurons because they have large, on neurons because they have large, easily accessible nerve cells.easily accessible nerve cells.

When learning occurs, the snail When learning occurs, the snail releases more of the releases more of the neurotransmitter serotonin at neurotransmitter serotonin at certain synapses.certain synapses.These synapses then become more These synapses then become more effective at transmitting signals.effective at transmitting signals.

Synaptic Changes

Synaptic Changes

Increases synaptic efficiency Increases synaptic efficiency makes for more efficient makes for more efficient neural circuits.neural circuits.

e.g. less prompting to e.g. less prompting to release its neurotransmitter release its neurotransmitter or increased number of or increased number of neurotransmitter receptor neurotransmitter receptor sites.sites.

Synaptic Changes

Increases synaptic efficiency Increases synaptic efficiency makes for more efficient neural makes for more efficient neural circuits.circuits.

long-term potentiation (LTP)long-term potentiation (LTP): an : an increase in a synapse’s firing increase in a synapse’s firing potential after brief, rapid potential after brief, rapid stimulation. Believed to be a stimulation. Believed to be a neural basis for learning and neural basis for learning and memory.memory.

Synaptic Changes

This has lead pharmaceutical This has lead pharmaceutical companies to research on companies to research on memory-boosting drugs.memory-boosting drugs.

Synaptic Changes

After LTP has occurred, After LTP has occurred, passing an electric current passing an electric current through the brain won’t through the brain won’t disrupt old memories.disrupt old memories.

The current will wipe out The current will wipe out very recent memories.very recent memories.

Synaptic Changes

After LTP has occurred, passing After LTP has occurred, passing an electric current through the an electric current through the brain won’t disrupt old brain won’t disrupt old memories.memories.

This also happens in organisms This also happens in organisms after being hit in the head, after being hit in the head, people falling asleep, or people falling asleep, or athletes who are knocked out.athletes who are knocked out.

Synaptic Changes

After LTP has occurred, After LTP has occurred, passing an electric current passing an electric current through the brain won’t through the brain won’t disrupt old memories.disrupt old memories.

The information in short-The information in short-term memory did not have term memory did not have time to consolidate into time to consolidate into long-term memory.long-term memory.

Stress Hormones and MemoryObjective:Objective: SWBAT discuss some SWBAT discuss some ways stress hormones can ways stress hormones can affect memory. affect memory.

Stress Hormones and MemoryStress hormones that are Stress hormones that are produced when organisms are produced when organisms are excited or stressed make more excited or stressed make more glucose energy available to glucose energy available to fuel the brain.fuel the brain.

Stress Hormones and MemoryThe amygdala (emotion processing The amygdala (emotion processing clusters in the limbic system), clusters in the limbic system), boost activity in the brain’s boost activity in the brain’s memory-forming areas.memory-forming areas.

This can result in certain events This can result in certain events being “seared” in the brain while being “seared” in the brain while other neutral events are left other neutral events are left out.out.

Stress Hormones and Memory

Stress Hormones and MemoryStronger emotional Stronger emotional experiences make for experiences make for stronger, more reliable stronger, more reliable memories.memories.

Weaker emotions mean weaker Weaker emotions mean weaker memories.memories.

Stress Hormones and MemoryEmotion-triggered hormonal Emotion-triggered hormonal changes help explain why we changes help explain why we can long remember exciting or can long remember exciting or shocking events.shocking events.

This is also helped by the This is also helped by the fact that many people relive fact that many people relive and rehearse these events.and rehearse these events.

Stress Hormones and MemoryWhen stress is prolonged When stress is prolonged (e.g. in abuse or combat (e.g. in abuse or combat situations), neural situations), neural connections can be eaten away connections can be eaten away and the hippocampus can and the hippocampus can actually shrink.actually shrink.

Stress Hormones and MemoryAlso, when stress hormones Also, when stress hormones are flowing, older memories are flowing, older memories may be blocked.may be blocked.

e.g. blanking out when e.g. blanking out when speaking in front of an speaking in front of an audience.audience.

Storing Implicit and Explicit MemoriesObjective:Objective: SWBAT distinguish SWBAT distinguish between implicit and explicit between implicit and explicit memory, and identify the main memory, and identify the main brain structure associated brain structure associated with each.with each.

Storing Implicit and Explicit Memoriesamnesia: the loss of memory.amnesia: the loss of memory.

Studied frequently in the Studied frequently in the study of memory.study of memory.

Patients with amnesia can be Patients with amnesia can be classically conditioned, but classically conditioned, but they do all these things with they do all these things with no awareness of having no awareness of having learned them.learned them.

Storing Implicit and Explicit Memoriesimplicit memory: retention implicit memory: retention independent of conscious independent of conscious recollection.recollection.

Also called procedural Also called procedural memory.memory.

– The unconscious capacity for The unconscious capacity for learning.learning.

Storing Implicit and Explicit Memories• explicit memory: memory of explicit memory: memory of facts and experiences that facts and experiences that one can consciously know and one can consciously know and “declare.”“declare.”

– Also called “declarative Also called “declarative memory.memory.

The Hippocampus

• hippocampus: a neural center hippocampus: a neural center that is located in the limbic that is located in the limbic system and helps process system and helps process explicit memories for explicit memories for storage.storage.

The Hippocampus

The Hippocampus

• Using brain scans while people Using brain scans while people are forming a memory, activity are forming a memory, activity is seen in the hippocampus and is seen in the hippocampus and certain areas of the frontal certain areas of the frontal lobe.lobe.

• The hippocampus is also The hippocampus is also activated during recall of activated during recall of words (explicit memory).words (explicit memory).

The Hippocampus

• Damage to the hippocampus Damage to the hippocampus messes up certain types of messes up certain types of memory.memory.

• You have two hippocampuses, You have two hippocampuses, just above each ear and about just above each ear and about an inch and a half in.an inch and a half in.

DO NOW (3.17.10)

• What role does the synapse play in memory?

• What role does the hippocampus play?

The Hippocampus

• Damage to the left hippocampus Damage to the left hippocampus cause trouble remembering verbal cause trouble remembering verbal information, but no issues information, but no issues recalling visual designs and recalling visual designs and locations.locations.

• Damage to the right hippocampus Damage to the right hippocampus causes the reverse problem.causes the reverse problem.

The Hippocampus• Subregions of the hippocampus Subregions of the hippocampus activate for different tasks, activate for different tasks, like learning to associate like learning to associate names with faces, or using names with faces, or using spatial mnemonics.spatial mnemonics.

– The rear area for spatial The rear area for spatial memory gets bigger in London memory gets bigger in London cab drivers who has been cab drivers who has been navigating the city streets.navigating the city streets.

The Hippocampus

• Monkeys and people who lose Monkeys and people who lose their hippocampus lost most their hippocampus lost most of their recall for things of their recall for things learned during the preceding learned during the preceding month, but older memories month, but older memories remain intact.remain intact.

The Hippocampus

• It seems to act as a “loading It seems to act as a “loading dock” for registering and dock” for registering and temporarily storing elements temporarily storing elements of a remembered episode, like of a remembered episode, like smell, feel, sound, and smell, feel, sound, and location.location.

– Then older memories are shifted Then older memories are shifted into long-term storage.into long-term storage.

The Hippocampus

• It is active during slow-wave It is active during slow-wave sleep, as memories are sleep, as memories are processed and filed for later processed and filed for later retrieval.retrieval.

– The greater the hippocampus’s The greater the hippocampus’s activity during sleep after a activity during sleep after a training exercise, the better training exercise, the better the next day’s memory.the next day’s memory.

The Hippocampus

• Brain scans show that different Brain scans show that different memories activate different memories activate different parts of the frontal and parts of the frontal and temporal lobes.temporal lobes.

– e.g. recalling telephone numbers e.g. recalling telephone numbers and holding them in working and holding them in working memory activates a region in the memory activates a region in the left frontal cortex.left frontal cortex.

The Hippocampus

• Brain scans show that Brain scans show that different memories activate different memories activate different parts of the frontal different parts of the frontal and temporal lobes.and temporal lobes.

–e.g. recalling a party scene e.g. recalling a party scene would more likely active a would more likely active a region of the right region of the right hemisphere.hemisphere.

The Hippocampus

• This has helped prove that This has helped prove that our memories are stored in our memories are stored in more than one place.more than one place.

• Amnesia patients may remember Amnesia patients may remember fragments of memories, but fragments of memories, but have lost the ability to have lost the ability to assemble them into a whole.assemble them into a whole.

The Cerebellum

• The cerebellum extends out The cerebellum extends out from the rear of the from the rear of the brainstem.brainstem.

• It plays a key role in It plays a key role in forming and storing the forming and storing the implicit memories created by implicit memories created by classical conditioning.classical conditioning.

The Cerebellum

The Cerebellum

• Humans with a damaged Humans with a damaged cerebellum are incapable of cerebellum are incapable of developing certain developing certain conditioned reflexes, such as conditioned reflexes, such as associating a tone with a associating a tone with a puff of air.puff of air.

The Cerebellum• The explicit-implicit memory The explicit-implicit memory system helps explain infantile system helps explain infantile amnesia.amnesia.

• Our conscious minds are blank Our conscious minds are blank because we index so much of our because we index so much of our explicit memory by words that explicit memory by words that non-speaking children have not non-speaking children have not learned, but also because the learned, but also because the hippocampus is one of the last hippocampus is one of the last brain structures to mature.brain structures to mature.

RETRIEVAL: GETTING RETRIEVAL: GETTING INFORMATION OUTINFORMATION OUT• Recall, Recognition, and Recall, Recognition, and RelearningRelearning

• Objective:Objective: SWBAT contrast the SWBAT contrast the recall, recognition, and recall, recognition, and relearning measures of relearning measures of memory.memory.

Recall, Recall, Recognition, and Recognition, and RelearningRelearning• recall: a measure of memory recall: a measure of memory in which the person must in which the person must retrieve information learned retrieve information learned earlier.earlier.

• e.g. a fill-in-the-blank e.g. a fill-in-the-blank test.test.

Recall, Recall, Recognition, and Recognition, and RelearningRelearning• recognition: a measure of recognition: a measure of memory in which the person memory in which the person need only identify items need only identify items previously learned.previously learned.

• e.g. multiple-choice test.e.g. multiple-choice test.

Recall, Recall, Recognition, and Recognition, and RelearningRelearning• relearning: a memory measure relearning: a memory measure that assesses the amount of that assesses the amount of time saved when learning time saved when learning material for a second time.material for a second time.

Retrieval CuesRetrieval Cues

• Objective:Objective: SWBAT explain how SWBAT explain how retrieval cues can help us retrieval cues can help us access stored memories, and access stored memories, and describe the process of describe the process of priming.priming.


• retrieval cues: anchor points you can retrieval cues: anchor points you can use to access the target information use to access the target information when you want to retrieve it later.when you want to retrieve it later.

• the other bits of information that the other bits of information that are associated to specific memories, are associated to specific memories, like tags, hints, or identifying like tags, hints, or identifying marks on the target information.marks on the target information.


• E.g. your surroundings, mood, E.g. your surroundings, mood, seating position, etc.seating position, etc.


• The more retrieval cues you have, The more retrieval cues you have, the better your chance of finding the better your chance of finding a route to the suspended memory.a route to the suspended memory.

• Mnemonic devices provide handy Mnemonic devices provide handy retrieval cues.retrieval cues.


• Priming: the activation, often Priming: the activation, often unconsciously, of particular unconsciously, of particular associations in memory.associations in memory.

• It is often “memoryless memory” – It is often “memoryless memory” – memory without explicit memory without explicit remembering (it happens remembering (it happens unconsciously).unconsciously).

Context EffectsContext Effects

• Objective:Objective: SWBAT cite some ways SWBAT cite some ways that context can affect retrieval.that context can affect retrieval.


• Putting yourself back in the context Putting yourself back in the context where you experienced something can prime where you experienced something can prime your memory for retrieval.your memory for retrieval.

• Research has even shown that taking an Research has even shown that taking an exam in the same room where you are exam in the same room where you are taught may help increase your memory a taught may help increase your memory a little.little.

• E.g. retracing your steps to find a lost E.g. retracing your steps to find a lost itemitem


• Déjà vu: that eerie sense that Déjà vu: that eerie sense that “I’ve experienced this before.”“I’ve experienced this before.”

• Cues from the current situation Cues from the current situation may subconsciously trigger may subconsciously trigger retrieval of an earlier retrieval of an earlier experience. experience.

DO NOW:

• Prepare your reading notes to be Prepare your reading notes to be checked.checked.

• SILENTLY read the quarter sheet SILENTLY read the quarter sheet on your desk.on your desk.

• DO NOT share it or talk about it DO NOT share it or talk about it with your neighbor (Ms. with your neighbor (Ms. Desgrosellier is looking for Desgrosellier is looking for YOUR unbiased opinion).YOUR unbiased opinion).

How fast?

Context EffectsContext Effects• Déjà vu:Déjà vu:

• If we have been in a similar If we have been in a similar situation, the current situation may situation, the current situation may be loaded with cues that be loaded with cues that unconsciously retrieve the earlier unconsciously retrieve the earlier experience.experience.

• Or a situation might seem familiar Or a situation might seem familiar when moderately similar to several when moderately similar to several events.events.

Moods and Moods and MemoriesMemories

• Objective:Objective: SWBAT describe the SWBAT describe the effects of internal states on effects of internal states on retrieval.retrieval.


• Events in the past may have caused Events in the past may have caused a specific emotion that later can a specific emotion that later can prime us to recall its associated prime us to recall its associated events.events.


• state-dependent memory:state-dependent memory: what we learn what we learn in one state (e.g. joyful or sad) is in one state (e.g. joyful or sad) is sometimes more easily recalled when sometimes more easily recalled when we are again in that state.we are again in that state.

• What people learn when depressed or What people learn when depressed or drunk, however, they don’t recall drunk, however, they don’t recall well in any state.well in any state.


• state-dependent memory:state-dependent memory: what we what we learn in one state (e.g. joyful or learn in one state (e.g. joyful or sad) is sometimes more easily sad) is sometimes more easily recalled when we are again in that recalled when we are again in that state.state.

• Depression disrupts encoding and Depression disrupts encoding and alcohol disrupts storage.alcohol disrupts storage.


• mood-congruent memory: the mood-congruent memory: the tendency to recall experiences tendency to recall experiences that are consistent with one’s that are consistent with one’s current good or bad mood.current good or bad mood.


• mood-congruent memory:mood-congruent memory:

• Some research has shown that people Some research has shown that people who are currently depressed see their who are currently depressed see their parents rejecting, punitive, and parents rejecting, punitive, and guilt promoting, while formally guilt promoting, while formally depressed people see their parents depressed people see their parents much the same as people who have much the same as people who have never been depressed.never been depressed.


• mood-congruent memory:mood-congruent memory:

• Moods also influence how we Moods also influence how we interpret other’s behavior and interpret other’s behavior and create mood bias.create mood bias.


• Your mood’s effect on retrieval Your mood’s effect on retrieval helps explain why moods persist.helps explain why moods persist.

• When your happy, you recall happy When your happy, you recall happy events and see the world as a events and see the world as a happy place, which prolongs the happy place, which prolongs the good mood (and vice versa).good mood (and vice versa).

FORGETTING, MEMORY CONSTRUCTION, AND

MEMORY IMPROVEMENT

• Objective:Objective: SWBAT explain why we SWBAT explain why we should value our ability to should value our ability to forget, and distinguish three forget, and distinguish three general ways our memory fails us.general ways our memory fails us.


MEMORY IMPROVEMENT

• Being able to forget things allows Being able to forget things allows us to clear out unnecessary mental us to clear out unnecessary mental clutter in our memories.clutter in our memories.


MEMORY IMPROVEMENT• Memory researcher Daniel Schacter Memory researcher Daniel Schacter outlines seven ways our memories fail us:outlines seven ways our memories fail us:

– Three sins of forgetting:Three sins of forgetting:• absent-mindedness: inattention to details absent-mindedness: inattention to details produces encoding failure.produces encoding failure.

• transience: storage decay over time.transience: storage decay over time.

• blocking: inaccessibility of stored blocking: inaccessibility of stored information.information.


MEMORY IMPROVEMENT

• Three sins of distortion:Three sins of distortion:

– misattribution: confusing the misattribution: confusing the source of information.source of information.

– suggestibility: the lingering suggestibility: the lingering effects of misinformation.effects of misinformation.

– bias: belief-colored bias: belief-colored recollections.recollections.


MEMORY IMPROVEMENT

• One sin of intrusion:One sin of intrusion:

– persistence: unwanted memories.persistence: unwanted memories.

FORGETTING• Encoding FailureEncoding Failure

• Objective:Objective: SWBAT discuss the role SWBAT discuss the role of encoding failure in forgetting.of encoding failure in forgetting.

Encoding Failure• We cannot remember what we fail to We cannot remember what we fail to encode because the information encode because the information never enters long-term memory.never enters long-term memory.

Encoding Failure• Age can affect encoding efficiency: Age can affect encoding efficiency: brain areas used for encoding are brain areas used for encoding are less responsive in older adults.less responsive in older adults.

– This decline in encoding helps This decline in encoding helps explain age-related memory decline explain age-related memory decline (in recall).(in recall).

– However, recognition in older adults However, recognition in older adults stays about the same.stays about the same.

Encoding Failure• Encoding failure also comes from Encoding failure also comes from our selective attention to our selective attention to particular details.particular details.

Storage Decay• Objective:Objective: SWBAT discuss the SWBAT discuss the concept of storage decay, and concept of storage decay, and describe Ebbinghaus’ forgetting describe Ebbinghaus’ forgetting curve.curve.

Storage Decay• Forgetting curve: From Ebbinghaus’s Forgetting curve: From Ebbinghaus’s research, it indicates that much of research, it indicates that much of what we learn we may quickly forget.what we learn we may quickly forget.

– This led to a psychological law: the This led to a psychological law: the course of forgetting is initially course of forgetting is initially rapid, then levels off with time.rapid, then levels off with time.

• One explanation for the forgetting One explanation for the forgetting curve is a gradual fading of the curve is a gradual fading of the physical memory trace.physical memory trace.

Storage Decay

Retrieval Failure• It is possible that memory failure It is possible that memory failure occurs because you cannot access occurs because you cannot access your properly encoded and stored your properly encoded and stored memories.memories.

– You may just lack the information You may just lack the information needed to look it up and retrieve it.needed to look it up and retrieve it.

– Retrieval cues may help retrieval.Retrieval cues may help retrieval.– These problems contribute to older These problems contribute to older adults memory problems.adults memory problems.

Interference• Objective:Objective: SWBAT contrast SWBAT contrast proactive and retroactive proactive and retroactive interference, and explain how they interference, and explain how they can cause retrieval failure.can cause retrieval failure.

Interference• Learning some items may interfere Learning some items may interfere with retrieving others, especially with retrieving others, especially when the items are similar.when the items are similar.

– Caused when old and new information Caused when old and new information compete with each other.compete with each other.

Interference• proactive interference: the proactive interference: the disruptive effect of prior disruptive effect of prior learning on the recall of new learning on the recall of new information.information.

– If you get a new phone number, your If you get a new phone number, your memory of the old one may memory of the old one may interfere.interfere.

Interference• retroactive interference: the retroactive interference: the disruptive effect of new learning disruptive effect of new learning on the recall of old information.on the recall of old information.

– Learning new classmates names may Learning new classmates names may interfere with remembering old interfere with remembering old ones.ones.

Interference• You can minimize retroactive You can minimize retroactive interference by reducing the number interference by reducing the number of interfering events (e.g. going to of interfering events (e.g. going to sleep shortly after learning new sleep shortly after learning new information).information).

• Positive transfer: when old Positive transfer: when old information can facilitate our information can facilitate our learning of new information.learning of new information.

DO NOW:

• Get out your last set of notes Get out your last set of notes on memory. We will be wrapping on memory. We will be wrapping up this section today.up this section today.

• Note any questions you would Note any questions you would like to ask Ms. D about your like to ask Ms. D about your midterm. She will answer them midterm. She will answer them today.today.

Motivated Forgetting

• Objective:Objective: SWBAT summarize Freud’s SWBAT summarize Freud’s concept of repression, and state concept of repression, and state whether this view is reflected in whether this view is reflected in current memory research.current memory research.


• repression: in psychoanalytic repression: in psychoanalytic theory, the basic defense theory, the basic defense mechanism that banishes from mechanism that banishes from consciousness anxiety-arousing consciousness anxiety-arousing thoughts, feelings, and memories.thoughts, feelings, and memories.

• Proposed by Sigmund Freud.Proposed by Sigmund Freud.


• While many people, including While many people, including therapists, believe in repression, therapists, believe in repression, more and more memory researchers think more and more memory researchers think repression rarely, if ever occurs.repression rarely, if ever occurs.

• Research has shown that emotions and Research has shown that emotions and associated stress hormones strengthen associated stress hormones strengthen memories.memories.

• However, does this apply to horrible However, does this apply to horrible events?events?

MEMORY CONSTRUCTION

• Misinformation and Imagination Misinformation and Imagination EffectsEffects

• Objective:Objective: SWBAT explain how SWBAT explain how misinformation and imagination can misinformation and imagination can distort our memory of an event.distort our memory of an event.

MEMORY CONSTRUCTION

• misinformation effect: misinformation effect: incorporating misleading incorporating misleading information into one’s memory of information into one’s memory of an event.an event.

MEMORY CONSTRUCTION

• Research by Elizabeth Loftus:Research by Elizabeth Loftus:

• E.g. Shown a picture of a car E.g. Shown a picture of a car accident, and then asked “how fast accident, and then asked “how fast were the cars going when they hit were the cars going when they hit each other?” vs. “smashed into each other?” vs. “smashed into each other?”each other?”

MEMORY CONSTRUCTION• Imagining nonexistent actions and Imagining nonexistent actions and events can create false memories.events can create false memories.

• Imagined events later seem more Imagined events later seem more familiar, familiar things seem familiar, familiar things seem more real, and the more vividly more real, and the more vividly people can imagine things, the people can imagine things, the more likely they are to inflate more likely they are to inflate their imaginations into memories.their imaginations into memories.

Source Amnesia• Objective:Objective: SWBAT describe source SWBAT describe source amnesia’s contribution to false amnesia’s contribution to false memories.memories.

Source Amnesia• source amnesia: attributing to the source amnesia: attributing to the wrong source an event we have wrong source an event we have experienced, heard about, read experienced, heard about, read about, or imagined.about, or imagined.

• Also called source misattribution.Also called source misattribution.

• This is a cause of many false This is a cause of many false memories.memories.

Discerning True and False Memories

• Objective:Objective: SWBAT list some SWBAT list some differences and similarities differences and similarities between true and false memories. between true and false memories.


• True memories:True memories:

– are like perceptions of the past.are like perceptions of the past.

– have more detail than false have more detail than false memories.memories.


• False memories:False memories:

– are more restricted to the gist of are more restricted to the gist of the supposed event.the supposed event.

– created by suggested misinformation created by suggested misinformation and misattributed sources may feel and misattributed sources may feel as real as true memories and can be as real as true memories and can be just as persistent.just as persistent.


• In eye-witness testimonies, the In eye-witness testimonies, the more confident and consistent a more confident and consistent a witness, the more persuasive.witness, the more persuasive.

• However, they are not necessarily However, they are not necessarily more accurate.more accurate.


• ““Hypnotically refreshed” memories Hypnotically refreshed” memories can easily incorporate errors from can easily incorporate errors from the hypnotist’s leading questions.the hypnotist’s leading questions.


• Cognitive interview technique: a new Cognitive interview technique: a new way for police to interview eye-way for police to interview eye-witnesses. witnesses.

– They first visualize the scene to They first visualize the scene to active retrieval cues.active retrieval cues.

– Then the witness tells in detail and Then the witness tells in detail and without interruption every point without interruption every point recalled (no matter how trivial).recalled (no matter how trivial).


• Cognitive interview technique: a Cognitive interview technique: a new way for police to interview new way for police to interview eye-witnesses. eye-witnesses.

–Only then does the detective ask Only then does the detective ask follow-up questions.follow-up questions.

–This technique increases accurate This technique increases accurate recall by some 50%.recall by some 50%.

Children’s Eyewitness Recall & Repressed

or Constructed Memories of Abuse

– Objective: SWBAT give arguments Objective: SWBAT give arguments supporting and rejecting the supporting and rejecting the position that very young children’s position that very young children’s reports of abuse are reliable. reports of abuse are reliable.

– Objective: SWBAT discuss the Objective: SWBAT discuss the controversy over reports of controversy over reports of repressed and recovered memories of repressed and recovered memories of childhood sexual abuse.childhood sexual abuse.



– With both of these topics, please With both of these topics, please refer to your book.refer to your book.

– Major takeaways: There is no Major takeaways: There is no evidence that concretely says that evidence that concretely says that you should always believe or you should always believe or disbelieve children’s testimony, or disbelieve children’s testimony, or repressed or constructed memories repressed or constructed memories of abuse.of abuse.



• Children can be reliable and Children can be reliable and fallible.fallible.

• Abuse does happen!Abuse does happen!

• Psychologists still debate about Psychologists still debate about the reliability of children’s the reliability of children’s testimonies and repression.testimonies and repression.

Improving Memory• Objective:Objective: SWBAT explain how an SWBAT explain how an understanding of memory can understanding of memory can contribute to effective study contribute to effective study techniques.techniques.

Improving Memory• Study repeatedly to boost long-Study repeatedly to boost long-term recall.term recall.

– Overlearn!Overlearn!

• Spend more time rehearsing or Spend more time rehearsing or actively thinking about the actively thinking about the material.material.

Improving Memory• Make the material personally meaningful.Make the material personally meaningful.

• To remember a list of unfamiliar items, To remember a list of unfamiliar items, use mnemonic devices.use mnemonic devices.

• Refresh your memory by activating Refresh your memory by activating retrieval cues.retrieval cues.

• Recall events while they are fresh, Recall events while they are fresh, before you encounter possible before you encounter possible misinformation.misinformation.

Improving Memory• Minimize interference: study before Minimize interference: study before sleeping; do not schedule back-to-sleeping; do not schedule back-to-back study sessions for topics back study sessions for topics likely to cause interference.likely to cause interference.

• Test your own knowledge, both to Test your own knowledge, both to rehearse it and to help determine rehearse it and to help determine what you do not yet know.what you do not yet know.

• Without self-testing, you can become Without self-testing, you can become overconfident!overconfident!

DO NOW Briefly describe the three parts of the Atkinson-Shiffrin processing model IN YOUR OWN WORDS!

Documents

Transcript of DO NOW Briefly describe the three parts of the Atkinson-Shiffrin processing model IN YOUR OWN WORDS!