Intro to Psych

1. MEMORY

2. What is Memory?
 is the ability to take in information, encode it, store it,
and retrieve it at a later time.
 “Memory is the means by which we draw on our past
experiences in order to use this information in the present’
(Sternberg, 1999).
In psychology, memory is studied into three stages:
encoding, storage, and retrieval.

3. The Memory Process:
ENCODING
STAGES OF MEMORY
• also known as registration
• allows information from the
outside world to reach our senses
in the forms stimuli.
• the processing of information into
the memory system

4. The Memory Process:
ENCODING
STORING
STAGES OF MEMORY
• the creation of a permanent
record of the encoded
information. Storage is the
second memory stage or
process in which we maintain
information over periods of
time.

5. The Memory Process:
ENCODING
STORING
RETRIEVAL
STAGES OF MEMORY
• to recall, or recognition
• the calling back of stored
information in response to
some cue for use in a process or
activity. We must locate it and
return it to our consciousness.
Some retrieval attempts may be
effortless due to the type of
information.

6. Types of Memory?
Sensory Memory
Short-Term Memory
Long-Term Memory
• is the shortest-term
element of memory
• allows individuals to retain
impressions of sensory
information after the
original stimulus has
ceased.

7. Types of Memory?
Sensory Memory
Short-Term Memory
Long-Term Memory
• also known as working memory.
• It holds only a few items
• However, items can be moved
from short-term memory to
long-term memory via processes
like rehearsal

8. Types of Memory?
Long-Term Memory
• are all the memories we hold for
periods of time longer than a few
seconds
• It encompasses everything from what
we learned in first grade to our old
addresses to what we wore to work
yesterday.
• Long-term memory has an incredibly
vast storage capacity, and some
memories can last from the time they
are created until we die.

9. Types of Memory?
Long-Term Memory
• Has many types:
1. Explicit or declarative memory
- requires conscious recall; it consists of
information that is consciously stored or
retrieved.
2. Procedural/implicit memory
- not based on consciously storing
and retrieving information

10. it consists of
information that is
consciously stored or
retrieved
not based on
consciously storing
and retrieving
information
Example:
“Paris is the capital
of France”
Example:
“When I was in Paris,
I saw the Mona Lisa
painting”

11. Study repeatedly to boost recall
Spend more time rehearsing or actively thinking about the material
Make material personally meaningful
Activate retrieval cues--mentally recreate situation and mood
Recall events while they are fresh-- before you encounter misinformation
Minimize interference
Test your own knowledge
rehearse
determine what you do not yet know
HOW TO IMPROVE YOUR
MEMORY?

12. HOW TO IMPROVE YOUR
MEMORY?
Use mnemonic devices
 Order Mnemonics
 Acronym Mnemonics
 Spelling Mnemonics
 Rhyme or Poem Mnemonics
 Chunking

13. HOW TO IMPROVE YOUR
MEMORY?
 Use mnemonic devices
 Order Mnemonics
The order of taxonomy
Kids Prefer Cheese Over Fried Green Spinach
(Kingdom, Phylum, Class, Order, Family, Genus, Species)
Order of Planets
My Very Excited Mother Just Served Us Nine Pies
(Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, Neptune, and Pluto)
 Use mnemonic devices
 Acronym Mnemonics
ROY G. BIV for the spectrum colors
(Red, Orange, Yellow, Green, Blue, Indigo, Violet)
HOMES for the Great Lakes
(Huron, Ontario, Michigan, Erie, Superior)

14. HOW TO IMPROVE YOUR
MEMORY?
Use mnemonic devices
 Rhyme or Poem Mnemonics
30 Days has September
April, June, and November
All the rest have 31
Except February alone
Which has but 28 days clear
And 29 in each leap year
Use mnemonic devices
 Spelling Mnemonics
For the word ARITHMETIC:
A Rat In The House May Eat The Ice
Cream
For the word NECESSARY:
Not Every Cat Eats Sardines. Some Are
Really Yummy.

15. HOW TO IMPROVE YOUR
MEMORY?
Use mnemonic devices
 Chunking Mnemonics
(grouping)
09174245955
0917-424-5955

16. https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/memory-
8/introduction-to-memory-51/introduction-to-the-process-and-types-of-memory-207-12742/
Mnemonic devices are techniques a person can use to help them improve their ability to
remember something. In other words, it's a memory technique to help your brain better encode
and recall important information.

17. INTELLIGENCE

18. Three main characteristics of
Intelligence
 Abstract thinking or reasoning abilities
 problem-solving abilities
 the capacity to acquire knowledge
(Gottfredson, 1997a; Snyderman and Rothman, 1987)

19. INTELLIGENCE
has been defined in many different ways including as one's capacity
for logic, understanding, self-awareness, learning, emotional
knowledge, planning, creativity and problem solving. It can be more
generally described as the ability to perceive information, and to retain
it as knowledge to be applied towards adaptive behaviors within an
environment or context.

20. 1904, when French psychologist Alfred Binet was appointed to a government
committee whose job was to identify, study, and provide special educational
programs for children who were not doing well in school
 Binet developed a set of mental tasks that provided the model for today’s
intelligence tests.
 Binet assumed that reasoning, thinking, and problem solving all depend on
intelligence, so he chose tasks that would highlight individual differences in
children’s ability to do these things.
 Binet also assumed that children’s cognitive abilities increase with age.
A Brief History of Intelligence Tests

21.  The Stanford-Binet Test
 devised by psychologists at Stanford University following lines laid down by Binet,
have appeared in three editions
1. 1916 by Professor Lewis M. Terman – Stanford-Binet Intelligence Scale
2. 1937 Professor Muad Merill ,became the most extensive used device
for testing intelligence of children individually. It was translated
into many languages and adapted in other ways for use
throughout the civilized world
3. 1960, further revision appeared. This was made necessary because
many items in earlier editions had become obsolete and certain
refinements in the overall design of the test seemed advisable

22.  Performance on any test is meaningless without some frame of reference for its
interpretation.
Scores of intelligence tests are generally reported in terms of mental age, IQ, and
percentiles
MENTAL AGE (MA) – is a derived score which indicates the pupils' level of mental
development.
 CHRONOLOGICAL AGE (CA) – actual age
IQ = MA X 100
CA
 At present, however, to get the IQ of an individual, the above formula is no longer
used.

23. INTELLIGENCE
 The Wechsler Test
 developed by Dr. David Wechsler of Bellevue Psychiatric Hospital
 The test was design first to adults
 Improvised - Wechsler Adult Intelligence Scale (WAIS)
 New developed test for children - Wechsler Intelligence Scale for
Children (WISC)

24. INTELLIGENCE
The Terman-McNEmar Test or Mental Ability
 a well constructed test, reliable and easily interpreted.
 It is restricted to verbal reasoning and information in order to predict school marks
The Pinter General Ability Tests
 in this test, there are separate language and non-language tests

26. TYPES OF INTELLIGENCE
In 1983 an American developmental psychologist Howard Gardener described 9 types of
intelligence:
1. Spatial Intelligence (“Picture Smart”)
2. Linguistic Intelligence (Word Smart)
3. Intra-personal Intelligence (Self Smart”)
4. Interpersonal Intelligence (People Smart”)
5. Logical-Mathematical Intelligence (Number/Reasoning Smart)
6. Musical Intelligence (“Musical Smart”)
7. Bodily-Kinesthetic Intelligence (“Body Smart”)
8. Naturalist Intelligence (“Nature Smart”)
9. Existential Intelligence (“life-Smart”)

28. MOTIVATION
 Motivation is an area of psychology that has gotten a great
deal of attention, especially in the recent years.
The reason is because we all want to be successful, we all
want direction and drive, and we all want to be seen as
motivated.
Motivation is one factor that can explain various human
behaviors and responses.
Motivation is the question of “WHY’s” in our lives

29. MOTIVATION
 Is derived from the word, “motives” which means the inner state
that energizes, activates or moves and that which directs behavior
towards our goals.
 Other terms used to describe motivation are “drive”, “needs”,
“desire”
 Motivation starts when a person perceives a need that must be
satisfied
Thus, a perceived need is the key to cause someone to do
something to satisfy such need.

30. CLASSIFICATION OF MOTIVES
A. Physiological Motives or Survival Motives
Directly related to normal body functions such as the need for air, food,
water, excretion of waste, rest, protection from the extremes of heat
and cold, sleep, and avoidance of pain.
The strongest of all human motives
Satisfying these needs is for life survival
Hunger, Thirst, Recovery from Fatigue, Maintenance of Temperature
Normalcy, Maintaining Proper Elimination and Avoidance of Pain are
our survival motives.

31. CLASSIFICATION OF MOTIVES
B. Psychological Motives or Social Motives
 this is a result of interaction with other people
This is substantially depending on social groups and concern
social dominance, conformity to societal norms and
obedience to authority.
These needs are only met through with other people.
Common psychological and social motives are:

32. B. Psychological Motives or Social Motives
◦ Affectional Drive
◦ The drive to have contact or be with, near some object or person that provides comfort
and warmth.
◦ Being loved and cared are forms of expressions for this type of need
◦ These are very powerful motives
◦ Security and Safety Need
◦ This is one of the most powerful socializing forces
◦ This leads to people to be cooperative and thereby builds a society that enables
individuals to live together in peace and harmony
◦ Home, work place, social relationships, ability to cope with problem situations - are
important factors for individual to feel secure and safe ==== resulted to develop attitudes
of confidence that usually enable him to progress successfully in whatever the person
undertakes.
◦ Sex Urge
◦ Though sex is a biological motive because it is innate but our survival does not depend on
it.
◦ However, the expression of this type of drive is limited due to social pressure; that is,
society sets the pattern for acceptable modes of sexual gratification.

33. ◦Affiliation Need
◦The need to connect or associate oneself with others
◦Reasons why we look for a friend, join with clubs, organizations, sports
and the like
◦Dependency (succorance)
◦Closely related to affiliation drive and probably a sub-classification of it
◦The drive to seek aid, protection, sympathy from another, to depend on
others, the need to have someone to look up to and depend for help
◦Social Approval
◦The need to be socially approved and accepted
◦Thus, we tend to follow the command of other people and do what
society/other people expect of us. Tend to avoid anything that will meet
the disapproval of people around us.

34. C. Ego – Integrative Motives or Personal Motives
These personal motives are built around the “self”
◦Recognition
◦The power drive
◦Achievement drive
◦Autonomy drive
◦Defensiveness drive

36. Maslow (1943) initially stated that
individuals must satisfy lower level
deficit needs before progressing on to
meet higher level growth needs.
However, he later clarified that
satisfaction of a needs is not an “all-or-
none” phenomenon, admitting that his
earlier statements may have given “the
false impression that a need must be
satisfied 100 percent before the next
need emerges” (1987, p. 69).

37. Abraham Maslow