The document discusses memory processes including encoding, storage, and retrieval, emphasizing the importance of processing depth for recall. It details experiments demonstrating that deep processing leads to better memory retention compared to shallow processing. Additionally, it explores mnemonic techniques and differentiates between recall and recognition, highlighting that recognition is typically easier than recall.

1. LEVELS OF
PROCESSING-PRACTICE
EFFECT, MNEMONICS,
RECALL VS
RECOGNITION
PRESENTER:SAFIULLAH

2. Memory processes
Memory: it is the process of encoding, retaining
and recalling of information.
Memory process has three steps:
 Encoding (visual code, acoustic code, and
semantic code)
 Storage (maintenance rehearsal, elaborative
rehearsal) and
 Retrieval

4. Stages of memory
Sensory memory:
 Large capacity
 Contains sensory information,
 Very brief retention (1/2 sec for visual; 2 secs for
auditory)
Short Term memory:
 Limited capacity,
 Brief storage (up to 30 seconds w/o rehearsal) 4.
Conscious processing of information
Long Term memory:
 Unlimited capacity,
 Information highly organized

5. Craik & Lockhart's Levels of
processing
Basic Idea:
 Memory happens because of processing
information,
 The memorization of things are dependent on
how deep the info was processed.

6. Ways of processing
SHALLOW PERC EPTUAL:
 Structural Processing: processing how it
looks/appears,
 Phonemic Processing: processing how
something sounds,
 Graphemic: Letters that make up the word
 Orthographic: the shape

7. DEEP SEMANTIC:
 When we relate something to something else,
 When we think of the meaning,
 The importance of it,
 The deeper the level of processing the better
the things are memorized.

8. TASK
 The class was grouped into two. One group
had to step out of the classroom while the
other group participated in the demonstration.
 The first group wrote the opposite word for
each of the 41 adjectives flashed on the
screen. The group was given 7 seconds per
word.
 Then, the group was given another paper and
was asked to list down the flashed adjectives
that they can remember within 4 minutes.

9.  Then the task for the second group was that
they will just copy the adjectives flashed (same
set given to the first group) on the screen, still
7 seconds per word.
 After that, the second group was then given
another paper and was asked to list down the
flashed adjectives that they can remember
within 4 minutes.

10. Explanation
 Group 1 average score: 15.23
 Group 2 average score: 13.69
 According to them, shallow processing (e.g.,
processing words based on their phonemic
and orthographic components) leads to a
fragile memory trace that is susceptible to
rapid forgetting. On the other hand, deep
processing (e.g., semantic or meaning based
processing) results in a more durable memory
trace.

11.  Deep processing involves elaboration
rehearsal which involves a more meaningful
analysis (e.g. images, thinking, associations
etc.) of information and leads to better recall.
For example, giving words a meaning or
linking them with previous knowledge.
 The greater the processing of information
during learning, the more it will be retained
and remembered.

12. Case studies
 Hyde & Jenkins (1973): Deeper processing led to
better recall of info
 Glenberg et. al. (1977): Found that maintenance
is actually beneficial but doesn’t improve LTM as
much as elaboration
 Nyberg (2002): Brain Imaging studies that support
the notion that in memory testing the brain areas
used to perceive are reactivated
 Craik and Tulving (1975): People recall words
memorized semantically better than phonemically
or structurally.

13. Modifiers:
 Familiarity,
 Specificity of processing,
 Self-reference effect,
 Context dependence,
 State dependence,
 Practice effect.

14. Neural pathway
 Cells of the hippocampus that were activated
during initial learning.
 The hippocampus acts as a rapid learning
system. It temporarily maintains new
experiences until they can be appropriately
assimilated into the more gradual neocortical
representation system of the brain.

15. Mnemonics
 Mnemonics are memory tools that serve as
bridges to help you recall information and
concepts from long-term memory,
 They involve creating some form of an
association,
 Best if used only for information that is difficult
to recall.

16. Researcher says;
 We remember 20% of what we hear.
 We remember 50% of what we read .
 We remember 75-80% of what we see & do .

17. Be Careful
Your Brain Can Read This:
fi yuo cna raed tihs, yuo hvae a sgtrane mnid too
i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd
waht I was rdanieg. The phaonmneal pweor of
the hmuan mnid, aoccdrnig to a rscheearch at
Cmabrigde Uinervtisy, it dseno't mtaetr in waht
oerdr the ltteres in a wrod are, the olny
iproamtnt tihng is taht the frsit and lsat ltteer be
in the rghit pclae. The rset can be a taotl mses
and you can sitll raed it whotuit a pboerlm. Tihs
is bcuseae the huamn mnid deos not raed ervey lteter by istlef,
but the wrod as a wlohe.

18. Kinds of mnemonics
LINK METHOD:
 This method is also called the chain method.
 It works on the concept of creating a vivid image
linking the different elements of the list that has to
be memorized.
 My list of Apples, Wash cloth, noodles, bread and
butter can be remembered this way…
 I visualize a fat me ( like an apple) with a wash
cloth on my head, holding a pack of noodles in
one hand and bread in the other, with the butter
balanced on it!

19. STORIES METHOD
 The story method is similar to the link method.
 Here we create a story with the elements of the
list that needs to be memorized.
 It helps us to remember events in a logical order.
 The story I have created with my shopping list is
as follows: Gita was standing in front of her house
eating an apple, Arrived a beggar girl with hair like
noodles, and a dirty wash cloth in her hand. She
said she was hungry. Gita gave her some bread
and butter to eat.

20. Acronyms:
 An acronym is a word made by using the first
letter of key words in a list of items to
remember.
 Example: ○ HOMES = Huron, Ontario,
Michigan, Erie, and Superior (the five Great
Lakes)

21. Acrostics:
 An acrostic is a sentence made by using the
first letter of key words in a list of items to
remember.
 An example: ○ Please excuse my dear Aunt
Sally = parentheses, exponents, multiplication,
division, addition, and subtraction (represents
the order of operations in math problems)

22. Picture Associations:
 Picture associations are visual suggestions to
help you to easily remember and recall
information.

23. Recall VS Recognition
Recall:
 Recall in memory refers to the mental process
of retrieval of information from the past.
 Recall is the retrieval of information from
memory without a cue.
 coming up with the information from memory
yourself.
 E.g; coming up with the name for person you
recognized, fill-in-the-blank on exams

24. Types of recall
 It has three types:
1. Free recall,
2. Cued recall,
3. Serial recall.

25. Free recall:
 Free recall describes the process in which a
person is given a list of items to remember and
then is tested by being asked to recall them in
any order.
 Free recall has two effects
of primacy and recency effects.
 Primacy effects are displayed when the person
recalls items of the list earlier and more often.
The recency effect is when the person recalls
items at the end of the list earlier and more
often.

26. Cued recall:
 Cued recall is when a person is given a list of
items to remember and is then tested with cues to
remember material.
 Researchers have used this procedure to test
memory. Participants are given pairs, usually of
words, A1-B1, A2-B2...An-Bn (n is the number of
pairs in a list) to study.
 Then cue word presented either be visual or
auditory, to recall word which it was originally
paired.

27. Serial recall:
 Serial recall is the ability to recall items or
events in the order in which they occurred.
 Serial-order also helps us remember the order
of events in our lives, our autobiographical
memories.

28. Seven different effects are
generally seen in serial recall:
 1. List length effect
 2. Primacy and recency effects
 3. Transposition effect
 4. Item confusion errors
 5. Repetition errors
 6. word-length effect
 7. Protrusion effects

29. Recognition
Recognition:
 Recognition is a response, When you see
something, you compare it to information
stored in your memory, and if you find a match,
you "recognize" it.
 E.g: A police line up is a classic exercise in
recognition. You look at several people, and
compare each to the person you saw commit
the crime.

30. Includes:
 Feeling of familiarity,
 Matching, multiple Choice,
 True/False on exams,
 Recognizing someone you know…

31. COMPARISON:
 Because it is cued, recognition is easier than
recall.
 Answering a question such as Did Herman
Melville write book? involves recognition: you
simply have to recognize whether the
information provided is correct. If instead I
asked you Who wrote book? you would use a
process of recall to retrieve the right answer
from your memory.

32. Conti..
 The first process is recognition (you
recognize the person as familiar); the second
involves recall.
 Recognition is easier than recall.
 Multiple-choice tests are generally easier than
fill-in-the-blanks tests or essays because it is
easier to recognize the correct answer out of a
group of possibilities than it is to have to
dredge up the answer out of one’s own head.