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Chapter 6 memory.pptx
- 2. Introduction to Memory Without our memory we would struggle to do things like.. Walk Talk Have relationships Eat The list goes on and on.. Memory is vital to our life, and we use it every minute of every day!
- 3. Different types of memory Memory Long-Term Memory Declarative Episodic Semantic Non-Declarative Conditioning Skills/Habits Reflexes Short-term memory Working Memory
- 4. Which one is easier to remember? PVGDCET APXIOQR
- 5. Definitions +Encoding + Processes by which information is transformed into a memory representation +Consolidation + Processes by which representations in memory become stable +Retrieval + Processes by which long term memory is accessed
- 6. Encoding Factors • Are you paying attention to the incoming information? • If you are trying to attend to two things at once encoding is poor Attention • Adding meaning to the incoming information (ex. This is a red chair, it has armrests, it’s plastic) • There are different levels of processing Elaboration
- 7. Treisman Model of Attention Participants wore headphones, and different messages were played to the two ears; the participant’s task was to attend to one message and to repeat it back out loud They did not even realize that this message sometimes changed to a different language in the unattended ear but could easily tell if the voice in the unattended ear switched from a male to a female speaker Sensory aspects of incoming signals are analyzed automatically, whereas the analysis of meaning requires attention
- 8. Levels-of-Processing Model of Memory +Craik & Lockhart were the first to propose a level of processing model of memory +The assertion is that information processing has a hierarchy of processing stages + Starting with sensory analyses all the way to conceptual analyses +The memory representation depends on the type of analysis carried out and the level of processing
- 9. +The strength of the memory reflects how deeply it was processed and was aspects were attended to and processed. + Perceptual aspects lead to shallow processing + Weak representation + Semantic aspects lead to deep, elaborative processing + Strong/durable representation +Elaboration can occur at any level + The more processing done through elaboration or enrichment the better the memory performance is Levels-of-Processing Model of Memory, cont..
- 11. Levels-of-Processing Model of Memory, cont.. +Memory performance depends on the amount of processing at +Highly meaningful or expected events may be processed faster to a deep level, with relatively slight amounts of sensory analysis +Concept of short-term memory.
- 14. Faults in memory Memory is malleable, selective, and changing Memories can be distorted or completely falsified
- 15. Memory Distortion +True memories can be distorted in many ways a few of the most common are + Integration + Combining details from multiple true memories into one false one + Suggestion + Smashed vs hit + Exposure to misinformation + Retrieval of misinformation can interfere with your ability to recall accurate information +Misinformation effect + Inaccuracy in memory caused by information provided after an event
- 16. False Memories +Similar to distortion there is more than one way to plant false memories + Guided imagination + Dream interpretations + Hypnosis + Exposure to false information +The false memories do not have to be plausible to be “remembered” by the individual +Some individuals even add sensory details to the false memory
- 17. Suggestion +Many studies have demonstrated the effects of suggestion. +Lost-in-mall – 1 4 of participants claimed they had gotten lost +Drowning – 1 3 of participants claimed they nearly drowned +Witnessed demon possession +Met Bugs Bunny at Disney World
- 18. Guided Imagination +Therapeutic technique in which a therapist has client close eyes and imagine a potential scenario of abuse +Client does not remember experiencing any abuse prior to the activity +Causes imagination inflation + A phenomena where someone beliefs something happened after imagining that it happened.
- 19. Implications +Eyewitness testimony must be taken with caution +Collecting eyewitness evidence must be done carefully with consideration of the questions being asked + Ex. “what color was the car” instead of “was the car red?” +Mental health professionals must be careful to not implant memories while their clients are vulnerable
Editor's Notes
- Can anyone give me an example of an activity that relies heavily on our memory? The list goes on and on. Without our memory our lives would be just a collection of momentary experiences that couldn’t connect and we would be unable to even simply know who we are, where we were, or what we were supposed to be doing. But how do we make memories? Is it simple or complex? Are there different types of memories? These are some questions we will try to answer in this lecture.
- TONS OF ANIMATION ON THIS SLIDE HEADS UP LOL These are the main different types of memory that we talk about in psychology. We will not go over all of these in detail but I want you to be familiar with them as we talk about memory processing, storage, and retrieval. short-term store can hold only four to five unrelated words, but if the words form a sentence, it is relatively easy to reproduce strings of 20 to 25 words.
- short-term codes are auditory or phonological (Letter strings such as PVGDCET are more difficult to remember than acoustically distinct strings such as APXIOQR.)
- There are some other definitions you need to know. A couple of these I have been throwing out a lot during the chapter 5 content so you should be familiar with them but I have not defined them yet…
- In these experiments, participants wore headphones, and different messages were played to the two ears; the participant’s task was to attend to one message and to repeat it back out loud, a method known as shadowing. Treisman found that when participants were shadowing continuous passages of prose, they could tell very little about the message being played to their unattended ear. They did not even realize that this message sometimes changed to a different language Participants in Treisman’s studies could easily tell if the voice in the unat- tended ear switched from a male to a female speaker,
- to deeper conceptual analyses of meaning and implica- tion with longer-lasting memory traces being associated with deeper levels of analysis.
- Does anyone remember what Craik and Lockhart found in their study testing this theory? – they presented everyone with a list of words and asked different questions aimed at either
- One example of this is the difference between proofreading and reading for gist the former involves quite elaborate processing at the level of letters and words, whereas the latter involves relatively little processing at that level but much more at the level of meaning and implication Regardless of processing time or amount of attention Clark and Lockhart rejected the notion that short-term maintenance depended on a separate store but rather —by recirculating information at one level of processing. information can be retained temporarily in conscious awareness by the flexible allocation of attention to a variety of different analyzed features.
- Some individuals were going into therapy with one kind of problem, like depression or anxiety, and leaving with another problem—“memory” of horrific abuse, perpetrated against them by loved ones, often involving satanic rituals that included bizarre and sometimes impossible elements
- Using suggestion, my colleagues and I initially got people to believe that when they were children they had been lost in a shop- ping mall for an extended time. The lost-in-the-mall technique used informa- tion obtained from their mothers and fathers to help create scenarios that described some true events and also the false event about getting lost. The scenarios were then fed to the participants as if they were entirely true. This event is impossible because Bugs Bunny is a Warner Brothers character and would not be seen at a Disney resort.
- Who is susceptible to inflation by manipulation? Probably, we are all sus- ceptible to some degree. ?” people who tend to have gap in memory and attention and people who have vivid visual imagery.
- False memory has consequences Researchers planted false belief that eating dill pickles, hard-boiled eggs, strawberry ice cream, and other foods (Bernstein, Laney, Morris, & Loftus, 2005). Not only were researchers success- ful at planting these beliefs in a significant minority of subjects (sometimes as many as 40 percent), but those who fell for the suggestion later reported a decreased interest in the specified foods.