memory
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The standard memory model describes the process of forming a memory through three stages: 1. Sensory memory encodes events through the senses for 1-2 seconds before the information either fades or moves to short-term memory through paying attention. 2. Short-term memory holds 5-9 items for about 30 seconds before they either fade or move to long-term memory. The total time hypothesis suggests that thinking about an item over multiple sessions increases the chances it will move to long-term memory. 3. Long-term memory seemingly has unlimited capacity and can store memories forever once encoded, though retrieval is needed to determine if information was successfully consolidated into long-term memory.
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Introduction to human memory
This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten's "Psychology: Themes and Variations" 8th ed. Published by Cengage. Images from the text are copyrighted by Cengage.
Human memory
The journey through the three stages of the brain’s memory storage system and effective strategies for retention and recall.
Don't stuff the goose teaching how the brain learns lisa anderson de umana
Don't stuff the goose teaching how the brain learns lisa anderson de umanaChristian Camping International
This presentation provides the educator with a basic understanding about how the brain processes information and therefore how an educator can teach accordingly. One of the major problems is over-saturation of information without helping the student make sense and meaning of it. The presentation provides some practical advice about how not to "stuff the geese."Memory 2
1. A retrieval cue is a stimulus that allows us to more easily recall long-term memories. Recognition involves identifying a stimulus from a list of alternatives, while recall requires retrieving specific information with few context clues.
2. The level of processing theory states that memories are better retained when information is more deeply processed by analyzing its meaning and forming connections, rather than through simple memorization.
3. Autobiographical memories of our own experiences are always distorted based on our limited perception and interpretation of events, tendency to distort unpleasant memories over time, and clearer recollection of significant life periods and transitions.
Memory 1
Memory involves encoding, storing, and retrieving information over time. There are different types of memory including sensory memory (lasting 1 second), short-term memory (lasting 15-25 seconds), and long-term memory (permanent storage). Information is transferred from short-term to long-term memory through rehearsal, including repetition and elaborative techniques like connecting information to existing knowledge or organizing it logically. The brain forms networks of interconnecting memories over time through processes like memory consolidation and reconsolidation.
Forgetting and Remembering
1) The document outlines various theories and factors related to remembering and forgetting, including organization of memories in networks, forgetting curves, reasons for forgetting like interference and amnesia, and strategies for improving memory like mnemonics.
2) It discusses a study comparing decay theory and displacement theory as explanations for forgetting from short-term memory. The study used a probe-digit procedure with lists presented at slow and fast rates to separate the effects of time from additional digits.
3) The results supported the displacement theory, showing equivalent recall for slow and fast presentation rates, suggesting additional digits rather than time caused forgetting from short-term memory.
Psychology Memory.docx
1) The document discusses the key processes of memory: encoding, storage, and retrieval. It describes how information moves from sensory memory to short-term memory and then (through elaborative rehearsal) into long-term memory.
2) It then discusses several theories of forgetting, including decay, interference, retrieval-based forgetting, and storage-based forgetting. It also mentions motivated or purposeful forgetting, such as Freud's concept of repression.
3) The document questions how much we can truly intentionally forget or trust recovered memories of things like childhood trauma that were supposedly repressed.
Embedding memories for brands
The document discusses memory structures and processes. It describes the three main types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory stores impressions briefly, while short-term memory can hold information for seconds unless rehearsed. Long-term memory has unlimited capacity and stores information indefinitely. For content to be memorable, it must effectively move from sensory memory to short-term memory through gaining attention, then be encoded and stored in long-term memory by relating to existing knowledge structures. Brands aim to stand out from clutter and be introduced to consumers' sensory memory, then impact short-term memory through novelty or emotion to ultimately integrate into long-term memory schemas.
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Introduction to human memory
This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten's "Psychology: Themes and Variations" 8th ed. Published by Cengage. Images from the text are copyrighted by Cengage.
Human memory
The journey through the three stages of the brain’s memory storage system and effective strategies for retention and recall.
Don't stuff the goose teaching how the brain learns lisa anderson de umana
Don't stuff the goose teaching how the brain learns lisa anderson de umanaChristian Camping International
This presentation provides the educator with a basic understanding about how the brain processes information and therefore how an educator can teach accordingly. One of the major problems is over-saturation of information without helping the student make sense and meaning of it. The presentation provides some practical advice about how not to "stuff the geese."Memory 2
1. A retrieval cue is a stimulus that allows us to more easily recall long-term memories. Recognition involves identifying a stimulus from a list of alternatives, while recall requires retrieving specific information with few context clues.
2. The level of processing theory states that memories are better retained when information is more deeply processed by analyzing its meaning and forming connections, rather than through simple memorization.
3. Autobiographical memories of our own experiences are always distorted based on our limited perception and interpretation of events, tendency to distort unpleasant memories over time, and clearer recollection of significant life periods and transitions.
Memory 1
Memory involves encoding, storing, and retrieving information over time. There are different types of memory including sensory memory (lasting 1 second), short-term memory (lasting 15-25 seconds), and long-term memory (permanent storage). Information is transferred from short-term to long-term memory through rehearsal, including repetition and elaborative techniques like connecting information to existing knowledge or organizing it logically. The brain forms networks of interconnecting memories over time through processes like memory consolidation and reconsolidation.
Forgetting and Remembering
1) The document outlines various theories and factors related to remembering and forgetting, including organization of memories in networks, forgetting curves, reasons for forgetting like interference and amnesia, and strategies for improving memory like mnemonics.
2) It discusses a study comparing decay theory and displacement theory as explanations for forgetting from short-term memory. The study used a probe-digit procedure with lists presented at slow and fast rates to separate the effects of time from additional digits.
3) The results supported the displacement theory, showing equivalent recall for slow and fast presentation rates, suggesting additional digits rather than time caused forgetting from short-term memory.
Psychology Memory.docx
1) The document discusses the key processes of memory: encoding, storage, and retrieval. It describes how information moves from sensory memory to short-term memory and then (through elaborative rehearsal) into long-term memory.
2) It then discusses several theories of forgetting, including decay, interference, retrieval-based forgetting, and storage-based forgetting. It also mentions motivated or purposeful forgetting, such as Freud's concept of repression.
3) The document questions how much we can truly intentionally forget or trust recovered memories of things like childhood trauma that were supposedly repressed.
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The document discusses memory structures and processes. It describes the three main types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory stores impressions briefly, while short-term memory can hold information for seconds unless rehearsed. Long-term memory has unlimited capacity and stores information indefinitely. For content to be memorable, it must effectively move from sensory memory to short-term memory through gaining attention, then be encoded and stored in long-term memory by relating to existing knowledge structures. Brands aim to stand out from clutter and be introduced to consumers' sensory memory, then impact short-term memory through novelty or emotion to ultimately integrate into long-term memory schemas.
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This document discusses different types of memory including sensory memory, short-term memory, and long-term memory. It explains that sensory memory only lasts 1 second, short-term memory lasts 10-20 seconds, and long-term memory has a very large capacity for more permanent storage. The document also discusses different learning techniques like serial learning, paired associate learning, and free recall. It provides examples of each and discusses factors that influence memory like spacing of study sessions, meaningfulness of material, and mnemonic devices.
Final memory
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Memory is the process of maintaining information over time through three main processes: encoding, storage, and retrieval. Encoding involves processing sensory information and transforming it into a form the brain can understand. Information is then stored, either in sensory memory, short-term memory, or long-term memory depending on importance and duration. Retrieval involves accessing stored information as needed using cues. The ability to remember is essential for learning and survival.
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Memory plays an important role in learning and development. There are three main types of memory: sensory memory, short-term memory, and long-term memory. Sensory memory only lasts 1 second, short-term memory lasts 20-30 seconds through chunking information, and long-term memory can store information indefinitely. Memory involves encoding, storing, and retrieving information. It is influenced by both intrinsic factors like age and extrinsic factors like environment. There are several theories that attempt to explain memory and forgetting, including memory trace theory, levels of processing theory, and interference theory.
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The document discusses the three main stages of memory: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information, short-term memory can hold information for 10-20 seconds if actively thought about, and long-term memory can store virtually unlimited amounts of information indefinitely. The stages describe how information is encoded, stored, and retrieved from memory over different time periods.
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Memory is the process of storing and recalling information and experiences. There are different types of memory including sensory memory, short-term memory, and long-term memory. Memory is essential for learning, survival, and identity. Without memory we would not be able to function or know who we are. While memory allows us to recall past experiences, it is not perfect and can be influenced by factors like interference and forgetting over time. Effective memorization techniques include spacing out study sessions, finding meaning in materials, using imagery and mnemonic devices, and exercising the mind and body regularly.
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This document provides an overview of memory, including:
- Memory refers to the process of storing information that can later be retrieved. It has three main stages - sensory memory, short-term memory, and long-term memory.
- Short-term memory can only hold a small amount of information for a brief period of time (around 30 seconds), while long-term memory can store much larger amounts of information for the long run.
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The document outlines the information processing model of memory, including sensory memory which acts as the first "level" of memory by taking a temporary snapshot of incoming sensory information through the senses. Only the information that receives attention is transferred to working memory, while unimportant information is blocked and lost within a few seconds. Strategies are presented for capturing students' attention and utilizing sensory-based activities to take advantage of how the brain processes and stores sensory memories.
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presentation.pptx
This document provides an overview of memory from a psychological perspective. It defines memory as the mental capacity to store, recall, or recognize past experiences. It describes the three main types of memory according to cognitive psychologists: sensory memory, short-term memory, and long-term memory. Long-term memory is further divided into explicit and implicit memory. The key stages of memory are encoding, storage, and retrieval. Sensory memory involves initial registration of information and lasts up to a second. Short-term memory holds small amounts of information briefly, while long-term memory stores large amounts of information potentially indefinitely.
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This document discusses human-computer interaction and human cognition. It covers the topics of human memory including sensory memory, short-term memory, and long-term memory. It also discusses human thinking processes like reasoning, problem solving, and the different models of memory and thought such as semantic networks, frames, and production rules.
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Memory involves encoding, storing, and retrieving information. It has three main stages - encoding where information enters the brain, storage where it is held, and retrieval where it is recalled. There are three types of memory - sensory which holds information briefly, short-term which lasts around 30 seconds, and long-term which can hold memories indefinitely. Factors like attention, motivation, methods of learning, and testing influence how well information is remembered.
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Memory involves three stages of storage: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information, like sights and sounds. Short-term memory can hold around 7 items of information for a short period of time. Long-term memory has a nearly limitless storage capacity and retains memories on a more permanent basis. The hippocampus region of the brain plays a key role in storing and organizing memories across these different storage systems.
PEShare.co.uk Shared Resource
- Short-term sensory stores hold stimuli for 0.25-1 second before irrelevant information is lost through selective attention. Short-term memory (working memory) holds around 5-9 pieces of information for 30 seconds through rehearsal before being encoded into long-term memory.
- Long-term memory has limitless capacity to store information through practice and making it meaningful or relevant through chunking. Retrieval of stored information can be improved through techniques like mental rehearsal, imagery, chunking, and positive reinforcement.
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Developmental psychology studies changes across the lifespan. Prenatal development involves three stages: germinal, embryonic, and fetal. During the embryonic stage, major physical structures and organs form. The fetal stage lasts until birth, when growth and brain development occur. Babies are born with the capacity for all senses and reflex behaviors controlled by the spinal cord. Attachment theory holds that infants need contact comfort from caregivers for healthy social-emotional development. Piaget's theory of cognitive development describes four stages from infancy to adulthood involving changes in cognitive abilities and limitations.
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This document discusses cognitive psychology and information processing in learning and memory. It begins by defining learning and memory, explaining the different types of memory including sensory memory, short-term memory, and long-term memory. It then discusses cognitive information processing models and how information is encoded, stored, and retrieved from memory. Lastly, it explains theories of information processing and how memory and information processing develop.
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This document provides an overview of memory, including:
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This document provides an overview of memory from a psychological perspective. It defines memory as the mental capacity to store, recall, or recognize past experiences. It describes the three main types of memory according to cognitive psychologists: sensory memory, short-term memory, and long-term memory. Long-term memory is further divided into explicit and implicit memory. The key stages of memory are encoding, storage, and retrieval. Sensory memory involves initial registration of information and lasts up to a second. Short-term memory holds small amounts of information briefly, while long-term memory stores large amounts of information potentially indefinitely.
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Hyperconnectivity from constant smartphone use can negatively impact brain function and behavior in several ways. Checking phones an average of 88 times per day activates the brain's reward system through dopamine releases from random notifications and updates. This conditions users to continue checking compulsively. Additionally, frequent task-switching required by multitasking hinders deep thinking and has costs to attention, focus, memory, and error rates compared to single-task focus. Making conscious changes like taking regular breaks, batching similar tasks, and creating offline periods can help overcome these impacts.
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This document discusses human-computer interaction and human cognition. It covers the topics of human memory including sensory memory, short-term memory, and long-term memory. It also discusses human thinking processes like reasoning, problem solving, and the different models of memory and thought such as semantic networks, frames, and production rules.
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Memory involves encoding, storing, and retrieving information. It has three main stages - encoding where information enters the brain, storage where it is held, and retrieval where it is recalled. There are three types of memory - sensory which holds information briefly, short-term which lasts around 30 seconds, and long-term which can hold memories indefinitely. Factors like attention, motivation, methods of learning, and testing influence how well information is remembered.
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Memory involves three stages of storage: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information, like sights and sounds. Short-term memory can hold around 7 items of information for a short period of time. Long-term memory has a nearly limitless storage capacity and retains memories on a more permanent basis. The hippocampus region of the brain plays a key role in storing and organizing memories across these different storage systems.
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This document provides an overview of key concepts in social psychology, including compliance and conformity (examined in Solomon Asch's line judgment experiments), obedience (examined in Stanley Milgram's shock experiments), attitudes and persuasion, attribution theory, aggression, prejudice and discrimination, interpersonal attraction, types of love, and prosocial behavior. Social psychology seeks to understand how people think about and relate to one another and how social influences can affect behaviors, feelings, and thoughts.
ch 5
This document discusses several concepts related to learning in psychology, including:
1. Classical conditioning, where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. This is demonstrated through Pavlov's experiment with salivating dogs.
2. Operant conditioning, where behavior is reinforced or punished to increase or decrease the likelihood of that behavior occurring again. Reinforcers can be positive or negative.
3. Cognitive theories of learning emphasize thought processes between stimuli and responses. Tolman's experiments on latent learning in rats demonstrated learning that was not evident until later.
4. Insight learning involves sudden understanding of relationships that allow for rapid problem solving, as Kohler showed with tool-using
King2e ppt ch06
This document provides an overview of memory, including the processes of encoding, storage, and retrieval. It discusses different types of memory like sensory memory, short-term memory, working memory, and long-term memory. Topics covered include memory organization, location in the brain, forgetting, interference, and factors that affect retrieval like context. Memory encoding techniques like levels of processing, elaboration, and mental imagery are also examined.
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This document provides an overview of chapter 7 from a psychology textbook on thinking, intelligence, and language. The chapter discusses the cognitive revolution in psychology, defines cognition, examines thinking processes like concept formation and problem solving, explores intelligence and language, and defines key terms related to these topics.
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memory
- 2. The 'Standard Memory Model' Process for forming a memory
- 3. Step 1 • An Event is "ENCODED" via the senses. • Vision is the most relied on for the average person.
- 4. Holds: about 1 item / sense Duration: an average of 1-2 seconds before information goes 1 of 2 places:
- 5. Option 1: Drops Out /gone (not a memory) Option 2: Moves on (gets encoded into next stage on way to becoming a memory
- 6. IF, option 2: Moves on (gets encoded into next stage on way to becoming a memory) You get a bit of control here. You can "Choose" option 2 (moving on) by Paying attention to the item. Yes, it is that simple, you "think" about it and it moves the info into Short- Term Memory.
- 7. Holds: 5-9 items at one time Duration: an average of about 30 seconds before it goes 1 of 2 places....
- 8. Option 1: drops out/gone (not a memory) Option 2: Moves on – gets "encoded" into next stage on way to becoming a memory
- 9. IF, option 2: Moves on – gets "encoded" into next stage on way to becoming a memory You get little "say" here on what gets moved on. The best we know to do is to tap into TOTAL TIME HYPOTHESIS!
- 10. TOTALTIME HYPOTHESIS (TTH) The longer something is thought about in STM, the greater the chance it will move to long-term. In other words, STUDY EARLY so you can STUDY OFTEN. If you think about the item a little today, a little tomorrow, a little the day after, and so on, you are tapping intoTTH. The INCREASES the chances it will make it to Long-term.
- 11. Tap intoTOTALTIME HYPOTHESIS (TTH) Put some Effort into it! Write out answers to the Learning Objectives, Make Flashcards, have someone Quiz you, complete homework, Explain the concepts to other people, write/type out notes. Do actions as much/often as possible to be sure what you are studying makes it into LTM!
- 12. IF, encoding works, the info will make it into LTM (long term memory) Holds: seemingly as much information as we can get in (no known capacity) Duration: with a few exceptions, there is no "average" time that things say in LTM. They can stay in there 'forever'
- 13. NOTYET A MEMORY! We can never really be sure that something made it to LTM without checking to see if it is in there..... by quizzing ourselves. Clear your STM from the item (distracting task for about 2 minutes) then check to see if you can still access the information. This is called, RETRIEVAL
- 14. RETRIEVAL Go get something you are not currently thinking about from Long-term storage and bring back to Short –term memory (also known as conscious thoughts). Benefits of retrieval: 1) we know if it is in LTM or not 2) the more we retrieve the easier the info is to find in LTM 3)You do great on Psychology 101 exams! (and any other course)
- 15. The 'Standard Memory Model' Process for forming a memory