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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