AP Psychology
AP Psychology
Unit 7A: Memory
Part 2
Key Topics and Terms:
Storage: Retaining Information
Short-term memory
Iconic memory
Echoic memory
Long-term memory
LTP Implicit memory
Explicit memory
Declarative memory
Semantic and Episodic memories
Procedural memory
Hippocampus
Retrieval
Recall, recognition, and relearning
Cues
Priming
Context effects
Forgetting and Memory Construction
Proactive interference
Retroactive interference
Repression
Misinformation effects
Source amnesia
Storage:
Retaining Information
Iconic Memory
a momentary sensory memory of visual stimuli
Echoic Memory
momentary sensory memory of auditory stimuli
Storage:
Short-Term Memory
Short-Term Memory
limited in duration and capacity
“magical” number 7+/-2
Storage:
Long-Term Memory
How does storage work?
Karl Lashley (1950)
rats learn maze
lesion cortex
test memory
Synaptic changes
Long-term Potentiation
Strong emotions make for stronger memories
Storage:
Long-Term Memory
Amnesia--the loss of memory
Explicit Memory
memory of facts and experiences that one can consciously know and declare
also called declarative memory
Implicit Memory
retention independent of conscious recollection
also called procedural memory
Types of Information in Memory
Tulving’s View of Memory
Explicit- conscious recall of facts and events
Semantic- memory of general knowledge
Episodic- memory of personal experiences
Implicit- memory of event without awareness of learning taking place
Procedural- memory for performing tasks
Brain and Memory
• Brain Structures Involved in Memory
• cortex – stores short-term & long-term memories
• parietal lobe and left prefrontal cortex – phonological (audiological or articulatory) loop, a slave subsystem of working memory
• Damage to parietal lobe – patient KF had no problems remembering daily experience from LT memory but couldn’t repeat a single digit (opposite of HM)
• hippocampus (temporal lobe)- explicit memory, consolidation from short-term to long-term (necessary for transferring declarative but not procedural memories)
• Damage to L hippocampus – problems recalling verbal information
• Damage to R hippocampus – problems recalling visual designs and locations
• HM (damage temporal lobes and hippocampus) anterograde amnesia - cannot create new long-term memories (who is this like?)
• occipital lobes- implicit memory
• cerebellum – implicit memory (classical conditioning)
• amygdala – emotional associations
• thalamus- retrograde amnesia (Korsakoff’s)
• acetylcholine-based systems- Alzheimer’s disease
[pic]
Retrieval: Getting Information Out
Recall
measure of memory in which the person must retrieve information learned earlier
Recognition
Measure of memory in which the person has only to identify items previously learned
Relearning
memory measure that assesses the amount of time saved when learning material a second time
Priming
activation, often unconsciously, of particular associations in memory
Retrieval Cues
Deja Vu (French)--already seen
cues from the current situation may subconsciously trigger retrieval of an earlier similar experience
"I've experienced this before."
Mood-congruent Memory
tendency to recall experiences that are consistent with one’s current mood
memory, emotions, or moods serve as retrieval cues
Mood-dependent Memory
Context-dependent Memory
State-dependent Memory
State-dependent Memory
what is learned in one state (while one is high, drunk, or depressed) can more easily be remembered when in same state
Retrieval Cues
After learning to move a mobile by kicking, infants had their learning reactivated most strongly when retested in the same rather than a different context (Butler & Rovee-Collier, 1989).
Forgetting
Forgetting as encoding failure
Information never enters the long-term memory
Forgetting can result from failure to retrieve information from long-term memory
Forgetting as Interference
Learning some items may disrupt retrieval of other information
Proactive (forward acting) Interference
disruptive effect of prior learning on recall of new information
Retroactive (backwards acting) Interference
disruptive effect of new learning on recall of old information
Forgetting
Forgetting can occur at any memory stage
As we process information, we filter, alter, or lose much of it
Forgetting- Interference
Motivated Forgetting
Repression
Memory Construction
We filter information and fill in missing pieces
Misinformation Effect
Source Amnesia
Memory Construction
Eyewitnesses reconstruct memories when questioned
Memory Construction
Memories of Abuse
Repressed or Constructed?
False Memory Syndrome
Improve Your Memory
Study repeatedly to boost recall
Spend more time rehearsing or actively thinking about the material
Make material personally meaningful
Use mnemonic devices
associate with peg words--something already stored
make up story
chunk--acronyms
Activate retrieval cues--mentally recreate situation and mood
Recall events while they are fresh-- before you encounter misinformation
Minimize interference
Test your own knowledge
rehearse
determine what you do not yet know
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