Memory Nature and process of memory Stages of memory ( sensory, short term , long term) Types of memory Improving memory

1. Memory

2. Contents:
• Memory
• Nature and process of memory
• Stages of memory ( sensory, short term , long term)
• Types of memory
• Improving memory

3. Memory:
• Memory is the ability to take in information, store it, and
recall it at a later time. In psychology, memory is broken
into three stages: encoding, storage, and retrieval.
• “Memory is the process of maintaining information over
time.” (Matlin, 2005)
• “Memory is the means by which we draw on our past
experiences in order to use this information in the present’
(Sternberg, 1999).

4. Nature and process of memory:
• Encoding (or registration)
• Storage
• Retrieval (or recall, or recognition)

6. Encoding:
• The process of receiving, processing,
and combining information. Encoding
allows information from the outside
world to reach our senses in the forms of
chemical and physical stimuli. In this
first stage we must change the
information so that we may put the
memory into the encoding process.

7. Conti….
• There are three main ways in which information can
be encoded (changed):
• 1. Visual (picture)
• 2. Acoustic (sound)
• 3. Semantic (meaning)

8. Storage:
• 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.

9. Retrieval (or recall,or recognition):
The calling back of stored information in response to
some cue for use in a process or activity. The third
process is the retrieval of information that we have
stored. We must locate it and return it to our
consciousness. Some retrieval attempts may be
effortless due to the type of information.

10. Stages of memory
• Sensory memory
• Short term memory
• Long term memory

11. Sensory Memory
• Sensory memory allows individuals to retain impressions of
sensory information after the original stimulus has ceased.
• examples of sensory memory is fast-moving lights in darkness:
if you’ve ever lit a sparkler on the Fourth of July or watched
traffic rush by at night, the light appears to leave a trail.
• iconic memory (the visual sensory store)
• echoic memory (the auditory sensory store) and
• haptic memory (the tactile sensory store).

12. • Sensory memory is not involved in higher cognitive
functions like short- and long-term memory; it is not
consciously controlled. The role of sensory memory
is to provide a detailed representation of our entire
sensory experience for which relevant pieces of
information are extracted by short-term memory and
processed by working memory

13. Short-Term Memory
• Short-term memory is also known as working memory. It
holds only a few time and only lasts for about 20 seconds.
However, items can be moved from short-term memory to
long-term memory via processes like rehearsal. An example of
rehearsal is when someone gives you a phone number
verbally and you say it to yourself repeatedly until you can
write it down. If someone interrupts your rehearsal by asking
a question, you can easily forget the number, since it is only
being held in your short-term memory.

14. Long-Term Memory
• Long-term memories are all the memories we hold for
periods of time longer than a few seconds; long-term
memory 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.

16. Types of long term memory:
• Procedural/implicit memory.
• Explicit or declarative memory
Explicit memory can be further subdivided into
• semantic memory
• episodic memory

17. Explicit or declarative memory
• It requires conscious recall; it consists of information
that is consciously stored or retrieved.
• It is sometimes called explicit memory, since it
consists of information that is explicitly stored
and retrieved, although it is more properly a
subset of explicit memory

18. • Declarative memory generally involves some effort and
intention, and we can employ memory strategies such as
mnemonics to recall information.
• 1. It is mediated by the hippocampus and frontal lobes, and,
thus, damage to these areas may compromise declarative
memory. For example, people with damage to the
hippocampus have difficulty forming new long-term
declarative memories, while those with frontal lobe damage
may experience deficits in working memory.

19. Conti…
• 2. Explicit memory is measured with explicit memory
tests, such as recall and recognition, in which an
individual is fully aware that he or she is being
tested.
• 3. It generally declines with age.

20. Semantic memory
• It is a part of the long-term memory responsible for storing
information about the world. This includes knowledge about
the meaning of words, as well as general knowledge.
• For example, London is the capital of England. It involves
conscious thought and is declarative.
• The knowledge that we hold in semantic memory focuses on
“knowing that” something is the case (i.e. declarative). For
example, we might have a semantic memory for knowing that
Paris is the capital of France.

21. Episodic Memory
• Episodic memory s a part of the long-term memory
responsible for storing information about events (i.e.
episodes) that we have experienced in our lives.
• It involves conscious thought and is declarative. An example
would be a memory of our 1st day at school.
• The knowledge that we hold in episodic memory focuses on
“knowing that” something is the case (i.e. declarative). For
example, we might have an episodic memory for knowing that
we caught the bus to college today

22. Implicit or procedural memory:
• These memories are not based on consciously
storing and retrieving information .Often this type of
memory is employed in learning new motor skills.
• An example of implicit learning is learning to ride a
bike: you do not need to consciously remember how
to ride a bike, you simply do. This is because of
implicit memory.

23. • It is composed of automatic sensory motor behaviors
that are so deeply embedded that we are no longer
aware of them, and, once learned, these "body
memories" allow us to carry out ordinary motor actions
automatically.
• Procedural memory is sometimes referred to as implicit
memory, because previous experiences aid in the
performance of a task without explicit and conscious
awareness of these previous experiences, although it is
more properly a subset of implicit memory

24. Conti..
• It is mediated by cortical areas, the cerebellum, and the
basal ganglia. Just as damage to the hippocampus and
frontal lobes can compromise performance on
declarative memory tasks, so, too, can damage to the
visual cortical area impair visual priming. Damage to the
cerebellum and basal ganglia can impair classical
conditioning and procedural memory.

25. Classical Conditioning Effects
• A type in which we learn, often without effort or
awareness, to associate neutral stimuli (such as a sound
or a light) with another stimulus (such as food), which
creates a naturally occurring response, such as
enjoyment or salivation. The memory for the association
is demonstrated when the conditioned stimulus (the
sound) begins to create the same response as the
unconditioned stimulus (the food) did before the
learning.

26. Priming:
• priming, or changes in behaviour as a result of
experiences that have happened frequently or recently.
Priming refers both to the activation of knowledge (e.g.,
we can prime the concept of kindness by presenting
people with words related to kindness) and to the
influence of that activation on behaviour (people who
are primed with the concept of kindness may act more
kindly).

27. Improving memory
• Eat Less Added Sugar
• Make Time for Meditation
• Maintain a Healthy Weight
• Get Enough Sleep
• Practice Mindfulness
• Train Your Brain
• Exercise More

28. Focus Your Attention
• Attention is one of these major components of memory.
In order for information to move from your short term
memory into your long-term memory, you need to
actively attend to this information. Try to study in a place
free of distractions such as television, music, and other
diversions.
• Getting rid of distractions might be a challenge,
especially if you are surrounded by boisterous
roommates or noisy children.

29. Structure and Organize
• Researchers have found that information is organized
in memory in related clusters.2 You can take
advantage of this by structuring and organizing the
materials you're studying. Try grouping similar
concepts and terms together, or make an outline of
your notes and textbook readings to help group
related concepts.

30. Utilize Mnemonic Devices
• Mnemonic devices are a technique often used by
students to aid in recall. A mnemonic is simply a way
to remember information. For example, you might
associate a term you need to remember with a
common item that you are very familiar with. The
best mnemonics are those that utilize positive
imagery, humor, or novelty.

31. Visualize Concepts
• Many people benefit greatly from visualizing the
information they study. Pay attention to the
photographs, charts, and other graphics in your
textbooks. If you don't have visual cues to help, try
creating your own. Draw charts or figures in the margins
of your notes or use highlighters or pens in different
colors to group related ideas in your written study
materials.