Here is the matrix: 4 3 5 8 9 Now point to each number in the matrix in sequential order. 4 3 5 8 9 Please recall the numbers in the matrix: 4 3 5 8 9 Very good! You were able to recall the numbers because the visual-spatial sketchpad was used to memorize and rehearse the spatial locations while your finger did the pointing task.

1. Memory
Zeus and Mnemosyne (Memory) were the parents of the
Muses, the guiding spirits of the Nine Arts.

2. Memory
• Types of Memory
– Iconic
• Masking
– Short-Term
• Mnemonics &
Working Memory
– Long term
• Implicit
• Explicit
– Levels of processing
• Processes
– Encoding, storage,
retrieval
• Methods
– Recognition, recall
• Anatomy of
Memory
– Hippocampus and
Amygdala

3. Schacter’s “Seven Sins of
Memory”
• Memories are transient (fade with time)
• We do not remember what we do not pay attention to
• Our memories can be temporarily blocked
• We can misattribute the source of memory
• We are suggestible in our memories
• We can show memory distortion (bias)
• We often fail to forget the things we would like not
to recall (persistence of memory)

4. Memory
• Defines who we are
• Informs what we will do
• Famous cases:
– Clive Wearing
Part I (http://www.youtube.com/watch?v=OmkiMlvLKto)
Part II (http://www.youtube.com/watch?v=ymEn_YxZqZw&feature=related)
– Stephen Wiltshire
(http://www.youtube.com/watch?v=a8YXZTlwTAU)
– Use link below, there will be a series of topics, And
click on Remembering and Forgetting
http://www.learner.org/resources/series138.html?pop=yes&pid=1502#

5. Franco Magnani
Memory can be excellent!!

8. The Reconstructive Nature of Memory

9. Bartlett’s Ghost Story:
The Reconstructive Nature of Memory
• Changes occurred by
– Omission. Ghosts omitted early, wounds of the
spirit become wounds of the flesh
– Rationalization. Growing more coherent
– “Conventionalization”
– Temporal order. Change in order of events
“No trace of an odd or supernatural element is
left: we have a perfectly straightforward story
of a fight and a death”

10. The War of the Ghosts
One night two young men from Egulac went down to the river to hunt seals, and
while they were there it became foggy and calm. Then they heard war-cries,
and they thought: "Maybe this is a war-party". They escaped to the shore,
and hid behind a log. Now canoes came up, and they heard the noise of
paddles, and saw one canoe coming up to them. There were five men in the
canoe, and they said: "What do you think? We wish to take you along. We
are going up the river to make war on the people".
One of the young men said: "I have no arrows". "Arrows are in the canoe",
they said. "I will not go along. I might be killed. My relatives do not know
where I have gone. But you", he said, turning to the other, "may go with
them.”
So one of the young men went, but the other returned home. And the warriors
went on up the river to a town on the other side of Kalama. The people came
down to the water, and they began to fight, and many were killed. But
presently the young man heard one of the warriors say: "Quick, let us go
home: that Indian has been hit". Now he thought: "Oh, they are ghosts". He
did not feel sick, but they said he had been shot. So the canoes went back to
Egulac, and the young man went ashore to his house, and made a fire. And
he told everybody and said: " Behold I accompanied the ghosts, and we went
to
fight. Many of our fellows were killed, and many of those who attacked us were
killed. They said I was hit, and I did not feel sick". He told it all, and then he
became quiet. When the sun rose he fell down. Something black came out of
his mouth. His face became contorted. The people jumped up and cried.
He was dead.

11. • Bartlett
– Assigning a name influences the reproduction.
– The transformations are in the direction of conventional
representations (highest frequency of exposure)
– Features that are not at first recognized are elaborated until
recognition is produced
– Once a recognizable feature is produced, it is reduced to its
most conventional simplification
Bartlett’s Ghost Story:
The Reconstructive Nature of Memory

12. The Reconstruction: Not Just for Stories
Images, Too!

14. Memory Stages
• Encoding
– Processes used to store information in memory
• Storage
– Processes used to maintain information in memory
• Rehearsal and elaboration
• Retrieval
– Processes used to get information back out of
memory

15. 15
5.1 Encoding
• Memory is not a
recording device
• Levels of processing
– semantic judgments
– rhyme judgments
– visual judgments
• Elaborative encoding

16. Levels of Processing
Craik & Lockhart
– Continuum of Processing
• Shallow: surface, perceptual features
• Deep: processed, meaningful interpretation
– Level or “depth” of processing affects its
memorability
– Deeper encoding produces more elaborate,
longer-lasting memory

17. Support for Levels of Processing
• Craik & Tulving (1975)
– Participants studied a list in 3 different ways
– Structural: Is the word in capital letters?
– Phonemic: Does the word rhyme with dog?
– Semantic: Does the word fit in this sentence? The ______
is delicious.
– A recognition test was given to see which type of
processing led to the best memory

18. Craik & Tulving (1975) Results
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Yes No
Sentence Type
Recognized
Case
Rhyme
Sentence

19. Forms of Deep Processing
• The importance of organization
– Taxonomic, hierarchical, thematic
• Self-relevant information
• Self-generation
• Elaboration
• Distinctiveness

20. 20
5.1 Encoding
• Where does this
elaborative encoding
take place?
– semantic (a)
– organizational—rhyme
(b)
– visual (c)

21. 21
5.1 Orgnizational Encoding
• Organizational
encoding
– noticing relationships
– creating categories
– conceptual groups

22. PSYCHOLOGY
Schacter
Gilbert
Wegner
5.2
Storage: Maintaining Memories
over Time

23. Ebbinghause and Nonsense
• Forgetting curve
• Nonsense
Syllables
wyx
ghe
jek
lsm

24. Distributed Studying: How to Pass

25. 25
5.2 Memories in the Brain
• NMDA receptor
– flow of info. from one neuron
to another
• NMDA receptors become
activated:
– “sending” neuron releases
glutamate
– “receiving” neuron excited
• Long-term potentiation
(LTP) results
– enhanced neural processing

26. NMDA Receptors and Memory Function:
Figure 8.2 The NMDA receptor and place learning (Part 1)

27. PSYCHOLOGY
Schacter
Gilbert
Wegner
5.3
Retrieval: Bringing Memories to
Mind

28. Memory: Tricks with Retrieval
How many animals of each kind did Moses take on the ark?
________
How confident are you? (1=not at all, 7= very confident) ____
In the biblical story, what was Joshua swallowed by?
________
How confident are you? (1=not at all, 7= very confident)
_____

29. Aspects of memory: Retrieval
• Moses didn’t have an ark—Noah did!
• Joshua wasn’t swallowed by a whale: Jonah
was!

30. Aspects of memory: Retrieval
• Retrieval Cues
– Help you remember items that feel ‘out of reach’
Winter
Green
Foot
Pencil
Sweater
Jupiter
Chicago
Bible
French
Violin

31. Aspects of memory: Retrieval
• Retrieval cues:
A season of the year:
A color:
A part of the body:
A writing instrument:
An article of clothing:
A planet:
A name of a city:
A type of book:
A language:
A musical instrument:

32. Implicit / Explicit Memory
Wo__ St___
W_rd Fra_gm___t
Per ceptual identification
Lexical Decision or
something else?
(Frame judgments) Are
we studying Memory or
Learning

33. Methods in Study of Memory
• Which type of memory test
would you rather have?
– An essay or a multiple choice
exam?
– The difference between these
two types of tests captures
the difference between a
recall task (essay) and a
recognition test (x-choice)

34. 34
5.3 Retrieval Cues
• Retrieval cues—
reinstating the past
• Encoding specificity
principle
• State-dependent learning

35. Retrieval Cues
• Context
– Trouble recognizing somebody at work when you
meet them on vacation
– Scuba divers learning a list of words under water
will recall it better underwater than on land
• State Dependent Recall
– Learning while happy or sad means better recall
while happy or sad (drunk too, but general
performance down)

36. Memory Processes
• One is Active: Rehearsal
• One is Passive: Decay
• Evidence:
– The serial position curve
– The task: I present you with a list and you recall it. You
can recall the words in any order and try to recall as many
as you can (called a free recall task).
– We graph the frequency of recall by serial position in the
list (first word, second word, etc.).
– Looking at that curve can tell us something about memory
stores.

37. BED

38. CLOCK

39. DREAM

40. NIGHT

41. TURN

42. MATTRESS

43. SNOOZE

44. NOD

45. TIRED

46. NIGHT

47. ARTICHOKE

48. INSOMNIA

49. REST

50. TOSS

51. NIGHT

52. ALARM

53. NAP

54. SNORE

55. PILLOW

56. Write down the words you saw

57. Here are the words in the order viewed
BED
CLOCK
DREAM
NIGHT
TURN
MATTRESS
SNOOZE
NOD
TIRED
NIGHT
ARTICHOKE
INSOMNIA
REST
TOSS
NIGHT
ALARM
NAP
SNORE
PILLOW
Did you recall? Explanation
Bed? Clock? Primacy Effect
Snore? Pillow? Recency Effect
Spacing Effect
Night?
Artichoke? Distinctiveness
Toss? Toss &
Turn?
Clustering
Sleep? False Memory

58. Serial Position Curve

59. Serial Position Effect
Primacy effect – remembering stuff at
beginning of list better than middle because
of Rehearsal
Recency Effect – remembering stuff at the
end of list better than middle because of
lack of Interference

60. Serial Position Effect
Recall immediately
after learning
Recall several hours
after learning
Recall from Recall from
LTM STM
LTM
Primacy effect – remembering stuff at
beginning of list better than middle
Recency Effect – remembering stuff at
the end of list better than middle

61. Nickerson & Adams

62. Nickerson & Adams
1 c

63. Consolidation:
Getting Info From STM to LTM
• Mnemonic devices are strategies to improve memory
by organizing information
– Method of Loci: ideas are associated with a place or
part of a building
– Peg-Word system: peg words are associated with
ideas (e.g. “one is a bun”)
– Interactive Images : verbal associations are created
for items to be learned

64. Research on Short-Term Memory
& Consolidation
• Miller (1956)
– Examined memory capacity
– 7+/- 2 items or “chunks”
• Chunking -- organize the input into larger units
– 1 9 8 0 1 9 9 8 2 0 0 3 - Exceeds capacity
– 1980 1998 2003 - Reorganize by chunking.
Birth-
year
H.S
graduation
College
Graduation

65. 1 4 9 1 6 2 5 3 6 4 9 6 4 8 1
1 4 9 16 25 36 49 64 81
Short Term Memory Demo

66. Memory Strategies:
Organization is Key

68. Peg Word system Imagine the words interacting

69. 69
5.1 Visual Imagery Encoding
• Visual imagery
• Simonides
– Greek poet perfected
visual imagery encoding

70. PSYCHOLOGY
Schacter
Gilbert
Wegner
5.4
Multiple Forms of Memory: How
the Past Returns

71. A Tale of Three Memories

72. • Iconic memory
– large capacity
– Same modality as
experience
– Very fast decay
A Tale of Three Memories

73. Sperling Sensory Memory
Demonstration
• A matrix of 12 letters and numbers will be
briefly flashed on the next few slides
• As soon as you see the information, write
down everything you can remember in its
proper location

74. X X X X
X X X X
X X X X
Whole Report
Here’s where the letters and numbers will appear-- Keep your eyes on the
“X” on the next slide

75. X

76. B 5 Q T
2 H S 9
O 4 M Y

78. X X X X
X X X X
X X X X
Partial Report – No Delay
For the next demonstration, report only the top, middle, or bottom row.
The row to report will be identified by markers IMMEDIATELY after
you see the letters.

79. X

80. 2 V 9 R
Q M 7 L
K H 5 F

81. > <

83. The Effect of Delay on Sensory Memory

84. • Short Term Memory,
– Limited capacity
– Acoustic recoding
– Rehearsal maintains information
• Probabilistic transfer into LTM
– information from LTM retrieved and used
here
A Tale of Three Memories

85. Baddeleys’ Working Memory
Model
Central Executive
Visuo-spatial
Sketch Pad
Episodic Buffer
Phonological
Store
Articulatory Loop
Visual Scribe

86. Working Memory Model
• Central Executive
– Focuses attention on relevant items and inhibiting
irrelevant ones
– Plans sequence of tasks to accomplish goals, schedules
processes in complex tasks, often switches attention
between different parts
– Updates and checks content to determine next step in
sequence of parts

87. Short-Term Memory: Working Memory Model
• Articulatory Loop
– Used to maintain information for a short time and for
acoustic rehearsal
• Visuo-spatial Sketch Pad
– Used for maintaining and processing visuo-spatial
information
• Episodic Buffer
– Used for storage of a multimodal code, holding an integrated
episode between systems using different codes

88. Demo of the Phonological Loop
• Please memorize the following numbers
0 20 89 13 5 78 4 12 43 37 64 29

89. • Please recall the list of numbers
• A follows B True/ False
• B is not preceded by A True/False
• Please answer the following questions
0 20 89 13 5 78 4 12 43 37 64 29

90. Demo Time
Now
a) Read each word in
the box in sequential
order.
b) Please recall number
sequence
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No

91. • Please recall the list of numbers
0 20 89 13 5 78 4 12 43 37 64 29
Difficult to consolidate due to
interference. The interference results
from using the phonological loop to do
two tasks at once: rehearsing numbers
and reading.

92. Demo of the Phonological Loop
• Please memorize the following non-sensical
words
sdc frw mdl qgk lxd wzk psg fkg zbv

93. Demo Time
Now
a) Point to each “Yes”
in the box in
sequential order.
b) Please recall
nonsensical word
sequence
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No

94. • Please recall the list of numbers
sdc frw mdl qgk lxd wzk psg fkg zbv
Easier to consolidate due to lack of interference,
since the phonological loop is rehearsing the
nonsensical words, and the visual-spatial sketch
pad is busy with the pointing task: each system has
only one job to do.

95. Evidence for Phonological Loop
• Phonological similarity effect:
– BBGTCD is harder to memorize than FKYWMR
• Wordlength effect:
– Pay,wit,bar,hop,sum vs. helicopter, university,
television, alligator,opportunity
• Subvocal articulation, auditory noise,
interferes with verbal memory

96. Demo Time: Visual Spatial Sketch Pad
• Please memorize
the following
matrix:
4
3
5
8
9
30
7
2
1
6
20
0

97. Visual and Spatial-Sequential
Distractors
• Dellasala 1999 – Visual and spatial components
Visual
Spatial- sequential

98. Results
Conclusion: Separable visual and spatial-temporal
components

99. Working Memory
• Context
– Trouble recognizing somebody at work when you
meet them on vacation
– Scuba divers learning a list of words under water
will recall it better underwater than on land
• State Dependent Recall
– Learning while happy or sad means better recall
while happy or sad (drunk too, but general
performance down)

100. State Dependent
• Goodwin et al (1969) asked
male volunteers to perform
memory tasks that involved
learning and remembering
words while either sober or
under the effects of alcohol
at three times the legal
drunk driving limit.

103. • Long term memory
– Unlimited capacity
– Semantic coding
– Little decay
A Tale of Three Memories

105. 105
5.4 Multiple Forms of Long-Term
Memory
• Implicit memory
• Explicit memory
• Procedural memory
• Semantic memory
• Episodic memory
• Priming

106. Implicit and Explicit Memory
• Explicit memory tasks
– Recall is Voluntary, Conscious, Verbal (or demonstrable)
– Also called Declarative memory
– Recall or recognition
• Implicit memory tasks
– Involuntary and Unconscious
– Require participants to complete a task (the completion of the task
indirectly indicates memory)
– Also Called Non-declarative memory
– Word stem, word fragment, perceptual degradation

108. Examples of Types of Memories
• Episodic: “I bumped into a friend today at the
diner whom I hadn’t seen since last year.”
• Semantic: “George Washington was the first
President of the U.S.”
• Procedural Memory: Riding a bike
• Classical conditioning: Reflexes
• Priming: Jingles

109. Priming Demo
• Hand out sheets to Group 1 and 2

110. Priming Demo
• Unscramble
L T E P A
Group 1 PLATE
Group 2 PETAL

111. Priming
• Why did half the class say plate and the other
half say petal?
• They were primed to do so
• There were two different sheets of
unscrambled words

112. Priming sheet 1
• Unscramble the
following word:
• F I N E K
• O P O N S
• K R O F
• P U C
• E C U S A R
• L T E P A
• Answer:
• K N I F E
• S P O O N
• F O R K
• C U P
• S A U C E R
• P L A T E

113. Priming sheet 2
• Unscramble the
following word:
• N Y P A S
• F E L A
• K T A L S
• D U B
• L O B S O M S
• L T E P A
• Answer:
• P A N S Y
• L E A F
• S T A L K
• B U D
• B L O S S O M
• P E T A L

114. Memory for general knowledge
•Connectionist models
•Parallel processing
•Learning (unobserved)
•Layers (Input, Processing,
Output)
•Nodes and Links
•Weights
•Increasingly popular, powerful
•Hard do damage, robust 
plausible
James McClelland

115. H.M.
Or
Got Memory?
-Prior to 1953, the role of the MTL in memory was
relatively unknown
-H.M. changed all that: bilateral temporal lobectomy =
complete anterograde amnesia
-Brenda Milner’s neuropsychological testing

118. H.M.’s retrograde amnesia
-H.M.s RA extends
back ~11 years pre-
surgery
-Famous Faces
performance is normal
for 40s, then below
normal for 50s, then
severely impaired in the
60s & 70s
0
10
20
30
40
50
60
70
1940s 1950s 1960s 1970s
%
Correct
Famous Faces Recognition by Decade
H.M.
Comparison

119. Intact domains of memory in amnesia
-Working memory:
HM’s digit span is
normal
-Skill and Perceptual
learning

120. Perceptual Learning
Gollins partial pictures
test

121. Common Inaccuracies in
Long-term Memory
• Reasons for inaccuracy of memory:
– Source amnesia: attribution of a memory to the wrong
source (e.g. a dream is recalled as an actual event; age
correlates with a decrease in source memory; infantile
memories are from a third person perspective)
– Sleeper effect: a piece of information from an unreliable
source is initially discounted, but is recalled after the source
has been forgotten
– Misinformation effect: we incorporate outside
information into our own memories

122. The Reconstructive Nature of Memory

123. Write down what you saw

124. The Reconstructive Nature of Memory

125. The Reconstructive Nature of Memory

126. • Loftus
The Reconstructive Nature of Memory

127. • Replicated on a group of people
– What memories did people remember?
• 7 out of 24 remembered the false event
– How are the events remembered?
• True memories described more
• True memories rated more clear
• False memories’ clarity increased over time
– Can they choose the false memory?
• 19 out of 24 figured out which was false
• Process of elimination?

128. One Person’s False Memory...
• “I vaguely, vague, I mean this is very vague, remember the lady
helping me and Tim and my mom doing something else, but I don't
remember crying. I mean I can remember a hundred times crying..... I
just remember bits and pieces of it. I remember being with the lady. I
remember going shopping. I don't think I, I don't remember the
sunglasses part.“
• "Well, it can't be Slasher, 'cause I know that he ran up in the...the
chimney and I know that that cat got smashed and I know that we got
robbed so it had to be that mall one.”
• "..I totally remember walking around in those dressing rooms and my
mom not being in the section she said she'd be in. You know what I
mean?"

129. Individual Differences
• Some people are more susceptible to
misinformation than others
– 7 out of 24 participants
• People high at risk for misinformation
acceptance have
– Poor general memory
– High scores on imagery vividness
– High empathy scores

130. Memory for general knowledge
• Scripts
– For routine events
– Restaurant example
– Allows inferences, problem of intrusions

131. Script Demo: Remember This
The procedure is actually quite simple. First, you arrange the items
into different groups. Of course one pile may be sufficient
depending on how much there is to do. If you have to go somewhere
else due to lack of facilities that is the next step; otherwise you are
pretty well set. It is important not to overdo things. That is, it is
better to do too few things at once than too many. In the short run
this may not seem important but complications can easily arise. A
mistake can be expensive as well. At first, the whole procedure will
seem complicated. Soon, however, it will become just another facet
of life. It is difficult to foresee any end to the necessity for this task
in the immediate future, but then, one can never tell. After the
procedure is completed one arranges the materials into different
groups again. Then they can be put into their appropriate places.
Eventually they will be used once more and the whole cycle will
then have to be repeated. However, that is part of life.

132. Recall The Last Slide
I have one word for you:
LAUNDRY
Try recalling the list again

133. Schemas
• We reconstruct memories according to a
“map” of behaviors that are highly related to
one another, and form a set.
– Prior knowledge influences memory
– Interpretation of details
– Reductions in ambiguity
– Makes unusual things stand out

134. • Schemas in action

135. (There is no meaningful difference
between chunks and schemas)

136. Connectionist Perspective
• Parallel distributed processing model
– Memory uses a network
– Meaning comes from patterns of activation
across the entire network
– Spreading Activation Network Model
– Supported by priming effects

137. Memory for general knowledge
•Connectionist models
•Parallel processing
•Learning (unobserved)
•Layers (Input, Processing, Output)
•Nodes and Links
•Weights
•Increasingly popular, powerful
•Hard do damage, robust  plausible
James McClelland

139. If You Do Not Retrieve from
LTM…
• Has the memory disappeared?
or
• Is the memory still there but cannot retrieve it
(available, but not accessible)?

140. Evidence Supporting “Still There” Theory
Nelson (1971)
Paired associate List
43-house
67-dog
38-dress
77-scissors
Cued recall test
43- ________
67- ________
Two week delay
Subjects recalled 75% of items
on list
But focus was on 25% they
forgot.

141. Nelson (1971) Critical Manipulation
If participants forgot “38-dress” and “77-scissors” then participants
relearned either same pairs or changed pairs
25% “forgot” Relearned Results
Same
38-dress
77-scissors
38-dress
77-scissors
78%
Changed
38-dress
77-scissors
38-apple
77-kettle
43%
The better performance of participants in the same
condition indicate that there was some memory left for
“forgotten” items. Otherwise both groups would remember
the same amount.

142. The Neuro-anatomy of Memory
• Hippocampus
• Amygdala

143. Hippocampus
Anatomy of
Memory
Amygdala: emotional memory and memory consolidation
Basal ganglia & cerebellum: memory for skills, habits and
CC responses
Hippocampus: memory recognition, spatial, episodic
memory, laying down new declarative long-term memories
Thalamus, formation of new memories and working
memories
Cortical Areas: encoding of factual memories, storage of
episodic and semantic memories, skill learning, priming.

144. What does the Hippocampus Do?
• Place cells neurons that respond when you are in a
specific place, in the place field of the neuron. So a
place cell would fire when you are in your bedroom
or house, etc. Each hippocampal neuron has a place
field in many different environments. At first when
you put the rat in the new environment, no neurons
fire. Then as the rat becomes familiar with the room,
neurons fire for particular parts of the room.

145. What does the Hippocampus Do?
• Configural Association Theory The theory
that the hippocampus retains the interrelation
among cues, spatially and temporally. So it
remembers the relationship between a visual
cue and a location as signaling food.
• Path Integration Theory the hippocampus
calculates current location, past location, and
future location from one’s own movement.

146. The Amygdal: Fear
and Memory

147. Amygdala
• • The amygdala modulates the formation of memories
in other brain structures, such as the hippocampus.
Information or events of particular emotional /
motivational significance are better remembered than
those of little importance (c.f. flashbulb memory).
• Lesions in humans and primates reveal a role for the
amygdala in the perception of emotional cues and the
generation of emotional responses, particularly those
associated with negative emotions such as fear.

148. Amygdala
• • Amygdala lesions before retention testing
disrupt conditioned fear. Hence, the amygdala
may be the site of storage of fear memories.
• Temporary inactivation by drugs during
acquisition has the same effect, suggesting a
genuine role in memory encoding.

149. The Chowchilla Kidnapping
Officials unearth the underground
Livermore dungeon in which 26
schoolchildren and their bus driver were
held captive in 1976.
Credit: James Palmer / Associated Press 1976
•

150. Flashbulb Memory
• The number of details remembered about September 11 and the everyday
event were statistically indistinguishable. Most memories were consistent,
and over time, the number of consistent details participants were able to
recall did decline, but there was no difference in the decline for ordinary
memories and for memories of September 11. The number of inconsistent
details (e.g. "I was with Fred" changing to "I was with Mary") increased
similarly for both ordinary events and September 11.

151. Flashbulb Memory
• What was different was the confidence and vividness of the memories:
Participants were more likely to believe their memories of September 11
were accurate than their ordinary memories, and they reported those
memories as being equally vivid, even months after the event. Meanwhile,
they reported the ordinary memories becoming less and less vivid and
reliable, even though objectively they could remember no more details
about September 11.

153. Recall for Details During
Hurricanes

154. Terms
• Encoding
• Storage
• Retrieval
• Organizationa
l encoding /
chunking
• Sensory
memory
• Iconic mem.
• Echoic
memory
• Short-term
memory
• Long-term
memory
• Prospective
memory
• Tip-of-the-
tongue
• Memory
misattribution
• Source
memory
• False
recognition
• Bias
• Suggestibility
• Flashbulb
mem.
• Transfer-
appropriate
• Explicit
memory
• Procedural
mem.
• Implcit mem.
• Semantic
mem.
• Priming
• Episodic
• Transience
• Retroactive
interference
• Proactive
interference
• Rehearsal
• Working
memory
• Long-term
memory
• Anterograde
amnesia
• Retrograde
amnesia
• NMDA
receptor
• Retrieval cue
• State-
depenedent
mem.

155. The End of Memory

156. Back-Up Slides

157. Forensics and Memory: False Confessions

158. Forensics and Memory: False Confessions

159. Forensics and Memory: Brief Overview of
Criminal Justice System
• 74% of crimes do not result in arrest
• 76% of charges are dropped or juvenile
• 22% of charges go to trial
• Only about 14 of 1000 crimes committed will
actually go to trial – criminal or civil

161. Concepts to know
•Interference:
Proactive vs. Retroactive
1 2 1 2
•Explicitness:
Explicit vs. Implicit
Bla

162. Concepts to know
•Encoding specificity
•Modal model of memory:
Sensory memory  Short term memory Long term memory
Information Response
Storage
Retrieval
-Context effect
-State dependent
learning

163. Concepts to know
•Working memory = structured STM
Phonological
loop
Visuospatial
sketchpad
Central
executive
LTM
Declarative Procedural
Episodic Semantic
•Memory structure
Implicit
Explicit
Knowing
Vivid Recall
Knowing that... Knowing how to...

164. Varieties of Memory: Declarative
• “What” memory
– What happened, when it happened, that it
happened.
• Episodic: events, “when and where”
– Re-experiencing, autobiographical
– Easier to acquire, may suffer from “multiple exposures”
• Semantic: knowledge, facts
– Not autobiographical
– Multiple exposures needed to acquire and strengthen
knowledge
– May misattribute knowledge!

165. Varieties of memory: Procedural
– Consist of procedural and motor memory
– “How” memory
• How to do things, procedures used
• Examples: how to ride a bike, how to tie your shoes,
how to drive to school/work
– Motor memory
• Consists of actions/muscle use
• Riding a bike!, a dance performance,

166. Caption: Results of Talarico and Rubin’s (2003) flashbulb memory experiment.
(a) The decrease in the number of details remembered was similar for memories
of 9/11 and for memories of an everyday event. (b) Participants’ belief that their
memory was accurate remained high for 9/11, but decreased for memories of the
everyday event. (Extracted from “Consistency and Key properties of Flashbulb
and Everyday Memories,” by J. M. Talarico & D. C. Rubin, Psychological
Science, 14, 5, Fig. 1. Copyright © 2003 with permission from the American

167. Caption: What happens at a synapse as (a) a stimulus is first
presented. The record next to the electrode indicates the rate of
firing in the axon of neuron B. (b) As the stimulus is repeated
structural changes are beginning to occur. (c) After many
repetitions, more complex connections have developed between
the two neurons, which causes an increase in the firing rate, even

168. Caption: Results of Warrington and
Weiskrantz’s (1968) experiment.

169. Caption: Results of Stanny and Johnson’s (2000) weapons-focus
experiment. Presence of a weapon that was fired is associated with a
decrease in memory about the perpetrator, the victim, and the weapon.

170. Forgetting Is a Process, Too!
Proactive interference:
old information interferes with recall of new information
Retroactive interference:
new information interferes with recall of old information
Decay theory:
memory trace fades with time
Motivated forgetting:
involves the loss of painful memories (protective memory loss)
Retrieval failure:
the information is still within LTM, but cannot be recalled
because the retrieval cue is absent