Lecture 6 Memory 14 Oktober - Copy

8/16/2019 Lecture 6 Memory 14 Oktober - Copy

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Do you still remember your first dayin the University Malaysia Sabah?


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Memory

Memory as retention of information or experience over time.

It occurs through three important processes of memory:

Encoding

etting information

into memory

Storing

!etaininginformation

over time

!etrieval

"a#inginformation

out of storage


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Encoding: Levels of Processing

Elaboration: the formation of a number of different connections around

a stimulus at any given level of memory encoding.

Deep elaborate processing is a po&erful &ay to remember.

Self,reference ) relating material to your o&n experience

Imagery: -isualiing material that &e &ant to remember.


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/. +nalye 0 interpret the SM

0 decide &hether to send it to 1"M

2. "o retrieve info from 1"M

"o serve as a store #eeper

+t#inson and Shiffrin3s "heory of Memory


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Sensory Memory

Two kinds of SM

Echoic memory - the brief memory of something a person has jst heard! "ration # $ -% seconds!

&conic memory - the brief memory of something a person has

jst saw! 'emember abot %-( letters) no matter how manyhad

been presented! "ration - * seconds +eidetic imagery #ability to

access a visal memory over long period,!


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Short-Term Memory

• Maintenance rehearsal - practice of saying someinformation to be remembered over and over in ones

head in order to maintain it in short-term memory +STMstend to be encoded in aditory form,!

• "ration of STM - lasts from abot .$ to /0 secondswithot rehearsal!

• STM is ssceptible to interference+e!g!) if conting is interrpted)have to start over,!


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4ote: eorge miller (/567* examined the limited capacity of short term

memory in classic paper 8"he magical number seven% plus minus t&o3.

9o& can &e improve S"M?/. hun#ing , grouping items into a unit

Minimum number 6% max 5..if more than 5 numbers use chun#ing

;< /=//>// ) @ numbers;// , /> numbers /7 /= // >/ / , 6 groups

;/7>//>// =>7) /6 numbers /5> /7> //> // =>7 ) 6 groups

2. !ehearsal , conscious repetition of information


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Short term memory as a A$or#ing Memory3

Most current researches prefer to thin# S"M as a three,part &or#ing

memory

/. -isuospatial s#etchpad (ingatan #erBa,penglihatan ruang*

"his component is the visual &or#space that allo&s us to temporarily

hold and manipulate visual images and spatial information.

Example : rearranging the furniture in your home.

2. entral executive (e#se#utif pusat*

$or# as a supervisor that integrates and manages information from

the phonological loop and visuospatial s#etchpad.

=.


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-isual and spatial material

coordinates material

Store speech,based info

speech% &ords% numbers

$or#ing Memory Model ) +lan ;addeley

+llo&s us to hold info temporarily as &e perform cognitive tas#s


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Long-Term Memory

• The system of memory into which all the information is placedto be kept more or less permanently!

• Elaborative rehearsal - a method of transferring informationfrom STM into LTM by making that information meaningfl insome way!

1ormation of LTMs• Engram - the physical change that takes place in the brain

when a memory is formed!

• 2onsolidation - the changes that take place in the strctreand fnctioning of nerons when an engram is formed!

• 3ippocamps # area of brain responsible for the formation ofLTMs!


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Storage: Long-Term Memory

eneral

#no&ledge

/2 months in

a year


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Memory: 4rain Strctres


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"he process of accessing memory model

!etrieveal ) the memory process that occurs &hen information that

&as retained in memory comes out of storage.

!etrieve a memory using a specific cues

/. !ecall memory (mengingati semula*


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. Serial all

iving the subBects a list of stimulus to remember and then

re'uiring them to recall the stimuli in the exact order they &ere

presented.

=7 == => 2 2 2/ /@ /6 /2

6.


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$hy do &e forget ????

/. Serial position effect

"he phenomenon of remembering the material at the beginning(primacy effect* and the end of a list better (recency effect* than the

material in the middle.

"able% loud% boo#% tree% shirt% cat% light% bench% chal# (primacy effect* middle (recency effect*(2nd greatest recall* (least recall* (greatest recall*

4ote : "ry not to be Ain the middle3 for Bobintervie&s. oing first or last in the intervie&

process is much li#ely to ma#e a person3s

intervie& more memorable.


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2. Spacing of practice

a. Distributed learning (


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/. hun#ing (pengetulan*

4FI"+I4 (5 I"EM*

th : 4FI"+I4G1F9F


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'etrieveal of emotional memories

• 5tomatic encoding - tendency of certain kinds of

information to enter long-term memory with little orno e6ortfl encoding!

• 1lashblb memories - type of atomatic encodingthat occrs becase an ne7pected event hasstrong emotional associations for the personremembering it!


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Decay "heory

("eori reputan*

Memory deteriorates as time passesH extremelydifficult to prove experimentallyH examplesH

degrading of s#ills and memories if they arenot used for a long period of time.

!etrieval Cailure"heory

("eori egagalanMendapat#anembali*

+ memory stored in 1"M is never reallyforgotten% it is Bust momentarily inaccessibledue to interference% faulty cues% or emotionalstatesH

ExamplesH forget information during an examor conversation% only remember it later.

Cour "heories of Corgetting


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Motivated Corgetting "heory

("eori 1upaan ;ermotivasi*

aused by an unconscious &ish toforget something unpleasantH

ExampleH forgetting name ofinstructor &ho gave you a lo&grade.

Interference theory("eori angguan*

Corgetting is caused by onememory competing &ith orreplacing another% particularly forsimilar events or &hen similarretrieval cues are involved.


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1orgetting: &nterference


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>=

Cirst learn "hen learn>=*.

>= (ne&*,,, mid exam />=*.

2. !etroactive interference

Corgetting in &hich ne& info interferes &ith old info (exampleH />=*.

/>= (ne&*,,, mid exam />=*


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$hat happen if people couldn3t forget ?

ase +.! 1uria3s (/57@* famous mnemonist unable to

forget.

9e invented a &ay to Aforget3 things by &riting them on the

piece of paper and then burning the paper.


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Fne of the best &ay to improve retrieval is to create the original

learning conditions.

"his is #no&n as the encoding specificity principle., !etrieval of info is improved &hen conditions of recovery are

similar to the conditions &hen info &as encoded.

/. ontext and retrieval

Gou do better on test &hen you ta#e it in the same seat and

classroom &here you originally studied the material.

2. Mood congruence (persamaan mood*


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=. State,dependent retrieval (Ingatan pering#at bergantungan*

$hat you learn in one state of a&areness may be harder to recall

&hen you are in a different state.

Example : Studying &ith a cup of coffee and ta#ing exam right

after drin#ing coffee may improve retrievalH 9F$E-E!% does

not apply to alcohol% &hich impairs memory.

Memory impairments


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Memory impairments

Susan:!etrogradeamnesia


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+lheimer3s


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5mnesia

&nfantile amnesia - the inability to recall events thathappened

dring early development of the brain +before age /,!

5tobiographical memory - the memory for events and factsrelated to ones personal life story +sally after age /,!

Mnemonic device


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Mnemonic device

+ memory )improvement techni'ue based on encoding items in a

Special &ay.

Method of 1oci

(physical places*

Imagine each item to be remembered

attached to places inside a building or insome logical se'uential placement.

visual images

Apegged3 to a mar#er% such as one,bun% t&o,shoe% three,tree% four,door% five,hive% six,

bric#sJ..ten,pen.

$ord association

reate verbal associations for items to belearned.(using first letter*

9FMES (9uron% Fntario% Michigan% Erie 0Superior*.


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Memory and brain anatomy

+mygdala Emotional memory (anger and aggression*and consolidation

;asal ganglia andcerebellum

reation and storage of non declarativememory (motor s#ills% priming*

9ippocampalformation

Memory recognition% explicit% spatial%episodic memory% consolidation of

declarative memory (general #no&ledge0 personal experience*.

"halamus Cormation of ne& memoriesH location of&or#ing memory (S"M*

ortical areas (motor% parahippocampal% prefrontal cortex and parts of the occipital

and temporal lobes*

Encoding of declarative memory% storageof episodic and semantic memory% s#illlearning% priming


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2onclsion

The brain needs e7ercise to stay 8t jst as mscles

do! 'esearch

has shown that people who reglarly workcrossword p99les)

take classes) read and stay mentally active are less

likely

to develop senile dementia than those who fail tose their

minds!

Lecture 6 Memory 14 Oktober - Copy

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