Memory

[Pages:28]. Memory

CHAPTER OVERVIEW

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The Phenomenon of Memory

03

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9 Mcirory

as nod 1 c I r iemory has been Atkinson n model. t t i s mo 1 4, we first record informa

Ii fro which it is processed

v hci t ic i formation is through rehearsal into memoS

I t r ctrt al

new )t shi it term memory has been

4 1 1 c a ncept ot

r I n f cuses more on the processing

r I n d iifnrm ition this form of memw

r th

and

y t in , s h ch are cooidinated by a proces

tI itf the help c f the fc I us s o process images and words

s

rnw that thc

are acm e during complex

ki i, whc cas aicas in the

are

i F n a iditors and s isual information is in

ii rr ri

Encoding' Getting Information In

c ) t know the meaning of any of the

r i is rd

asc s or expressions in the

t i v i I th appear in the text refer

) )i

nvplanation. bo'st, flflfl

t. 1 inichtd stugc rro

i t i until urn are blue

I t onlec whil 1 aining

c v 1 s b ic t cs of information we

c

I

i

t di s is rc quire conscious atten-

I rocessing rcquires

1

and

t c uses c ffortless

Give examples of material that is typically encodcd with little or no effort.

Objectir e 4: C ontrast effortfnl processing ii ith auto mahc processing, and discuss the next4n-line effect the spacing effect, md the seriat position effect.

2. l'ncoding that requires attention and effort is called

3. With nor el informahon, conscious repetition, or , boost' memory

4. A pioneering researcher in verbal memory was In one experiment, he

found that the longer he studied a list ol non sense syllables, the (fewer/greater) the number of repetitions he required to relearn it later.

5. Atter material has been learned, additional repe

tition, or

, usually

will increase retention.

6. When people go around a circle reading is ords, their poorest memories are for the (least/most) recent informa hon heard. This phenomenon is called the

-

elfect.

7. Memory studies also rereal that distributed rehearsal is more effecth e tor retention; this is called the

8. the tendency to reniember the first anu last nems in a list best is called the

follow mg a delar first items arc rc memberc d (better less is clii than ast

items.

Objective 5: Comparc the benefits of visual, acoustic

and semantic encoding in remembering verbal infor mation, and describe a memory-cnhancing strategy related to the self-reference effect

9. Fncoding the mcaning of words is re'crred t a

encoding cncoding by

ounu is aiied encoding the image ot wors is

encoding.

encoding;

tO Crat d FuR

-

t

net o

Is

asF

rccc'cti Ic.

g s study c )mparing snual, ut C c idi ig xl owcd dat

11, blur ewenunt retail nt infornration that relates to IU5el s is called the ettect

Oh' cli 6 F xplc ir w et cc din ima gc r aids

cf mini F rocessing, and desuibc ome mcn )rx enhneng wrategies that ue \ suaI eflcuung.

12. \iemors that con'ists of mental pictures based

th i e of

. Because thes

end t c r igh m mu abi thes aid

13. Concrete, high-inxagerx woOs tend to he rentem

here d

Wetter tt.ss xx eli) than

ansteect. lots -Imagery tS ords.

14 Mc n for e( re not' r achitatcd r hen

ise odcti ri

nd

15. Our tci.uencs to recall the high points of pleasur able cx cuts such as tamiix acariun ilustrates the phc romen in c t

16 her

ds, c ssn is

1w. C . One wiel1 dci ice ill on cx fortr. ng associ

31:00 hem ecu a tarnihar scow t locations and

bc-:' ;, --rnherc, wul Ow th; tecltnoue is ailed

0

I Fso

gb.

s thc

oat hcg'ns onc

Storape' Retaining Information 233

Objective 7: Piscuss the use of chunking and hierar chies in efturtful proce--sing.

18. \lemurv max he aided by groupmg information intc meat ingt d u called r c xamg Ic o this tech mclue ins oh Cs tornn ig ii ords from tile first letters of to-he-remembered words: tile resulting word is called an

19. tn addition material max he proccssed into shich are c mposed of a

fcw broad u cepts d x `ded t n Ic set Lou epts, categories, and tacts.

Storage: Retaining Information (pp. 361--370)

tf you do not know the meaning of anx of the foltow ing is ords, phr i es, or expressions in the context in is hich thm ippear in the text, refer to pages 257-258 Ic r an explanation: ltyhf;zing `las/irs: S/icr/ur/c f-dimes; :aoto'tco tucucru-r Wit!! tanyuc on/u part/ic Ic :/icr/r; /t rouse cu? scar errto/ti cecuts /ute I/zr [`nit: t;tirrav_i,tctgr ;t'riti'tp jigsaw pow Jr Luttdr't cab/'ic; Sa-'critiy.

Objective 8' Cc r trast tw o types of sensory memory.

1. Stimuli from the ens tronment arc first recorded

in

mernorr

2. George Sperling found that when people xx crc

briefly shcm n three ro s s of ic'ttcrs they eould

rccall

?sirtual v ill about

halt of thcr x Whcn S )eri ng s undcd to ie

immediatel titer a rc xx ot letters x a flashed to

indicate which letters were ti be' reea led, the

suhieets `new nttit'

imon less icc mate ms sitogr ts that pm He

mx abr F Ito) pu or

r o hrs ta

tcw tenths f i secord

3.

nie-rtorx h'r --i mud'- i5 railed

memurt. this rnemorx tades

inure,? les'- t rap i dh than

F t tgra F' 1cm

tine f s Icing is

236

Chapter 9 Memory

Objective 9: Describe the duration and working Lapacit\ ot short-term memory.

4 Peterson and Peterson found that hen was prevented by asking

sufjccts to Lount backward, memorr for letters ii as gone after 1 2 seconds. Without rrocessrn, short-term memories have a limited

ijtC.

3. Our short-term memory capacity is about chunks ot information, This

capacity ras discovered by

6 Short-term memorr for random (digits letters) is slightly better than for random (digits/letters), and memory br information we hear is somewhat (better/worse) than that for information we see.

7. Both children and adults have short-term recall for roughly as man' words as they can speak in (how many?) seconds,

Objective 10: Describe the capacity and duration of Iong-ternr memory.

8. In contrast to short-term memorv--and contrart to popular belief--the capacity of permanent nemorr is essentially

9, Penfield's electrically stimulated patients (do do not) pros ide reliable

to. idence that our stored memories are precise and durable,

10. P'vchoiogkt

attempted to

locate memory hr cutting out pieces of rats'

atter ther had learned a

maze. He tound that no matter u here he cut, the

tats

rememhered forgot)

11 It is 1 kcly that forgetting occurs because new experiences n ith our retrieval of old information, and the physical memorx trace ith the passapt' ot time.

Objective Ii: l)iscus the "r imptic chncs that accompany memory tormat ion au ci iera cc.

12. Researchers heh c t it men strengthening ft c t i r e irhich oc urs a hc hetrs een neuroin

13. Kandel and Shu art, hai e mum oYit lien

learning occurs ifl the sea naul in a-n. the neuro

transmitter

- u cleared

greater amounts naking n mug mom ethcic t

14. After learning has oem ted needs ing to fire, and the rumhcr of

stimulates mar inctease. iThis phenomenon.

called -

rum he the `c' mcI hmi' for

learning and menrc rs Blocking t s pirness is itf

a specific

enet

engineering that causc s thc `

Rats given a drug ft it enharnes will learn -i inc/c (tmter more s 1 ow it 1.

15. Drugs that boost production of t 5 e roten or the neu o r ins'n i tter

16. fter I IP has cccurr `d, n e

ntp d

through the bran

nih x I

not) disrupt old memories and

In ilL xviii not Wipe `Ut remot xoern,u

Objective 12: E)i-cus- onue at `-t o can attert meniors -

17. 1 fornrones rele s ci

stress often

c

i1 mpair learning n

18. Tn 0 emotion-proccssing m-tc 15, e 10 the bra us

system im reme m tis its `i' the bra n on erect -

forminp aea'

19. ) u s ti block the effcct, of stress hoimones

(Iacil'tate disrupti memo

s cir o ia cxc its ft css that is prolonged

CV S

can an aria ci hi biain(thc

rat is itat for lay ing

3r i

r 3 0

*

Objcct'xc 13 sting s m xi xi `i implicit and

ex I cci it c c i U Ut tur

i cdlii bidn strut

turc ass c ated is `th 3 ac i.

20. lb I ss f tier cr is callel

S di s rIp c ito hixc lost if c rn emory

ngg fin tie c

(is isnot)

s ge unifi ( s stcm of memory.

21 IItf igf a r n s i ctims (pically

iar h x not I r,t their capacity for learning,

whi is called

memory,

thc

irc are not) able to

dcc c thc r icmory suggtstn g a deficit in their

memory systc ms

22.

r s'a patier ts vpicallt i ive suffered damagc

oI

o their limbic system.

II a air t actore s impo tant in the process

gi dscray cf

H n i s Dar ra an tf e left side ot this struc

t re in ar s

memory,

a ra or tIe gltsideinpairsmemrl for

designs and locations, the

i

at t tructn pr c xiscs

itmi y

23 i

rp s ems o nctior isa acne S rp rr

c its f niro d

I eltnf

i

S

c

a iancs irt

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iccs iacs a sprtshtle

24

i

o

i

-In

`i

b

Retrieval: Getting Infor ration On 237

orators animals s ith a damaged e ebc llnm ar

incapable of simple

ccndit a Hr lfosc ruth

damage to the

at ab

of

c nit i

d tr

that this briir regic r `sin p tai

c c ni

tionof

ircro `s

25 lire d to] Xf kit n pnit lit t t vs e t

explain

anrei IV dorct

has c explicit memorics of ui first t r c c

bccausetie

creof ci st

brain stru tures tc maturc

Retrieval: Getting Information Out 3

If y on do not know the meanir g of a c f the

following xi ords, phrases, c r express ms in tf c context in xihich they appear n the text ole to page 258 for an explanation. `noc'ant nzcod * * rose colored 7 lnsses' in ml: cleft d oil in o angels.

Objective 14: Contrast the ccal , rcc gniti i nd

relearning measures of men o

1, Ihe ability to retries c niform 1ti an not i i con scions an areness is called

2. Bahrick tound that 25 ycars af or gro (rat on or pie nere not able tc (recall recognize) the names of II eir ss r ites but were able to (recall recognize 90 ptrcent f ti xi LiVO i

thcir earbook pr turos

3. 1 xci 1 i e run c i t n d itrcuvi 0 labI c a c

it

i 0 Ii ) gra r

c

k

Objective 15: 1 xplai ii i t C

access stored r emc ries and des e

55

priming.

4. lhc prccess by i ich a s (a i s retre 1 s Icd

238

Chapter 9 Memory

5. 1 he best retrieval cues come from the associations

formed at the time we

a

memor

Objectixe 16: Cite sonic u avs that context can affect retrje\ at.

6. Studie have shown that retention is best when learning and testing are done in (the same; different) contexts.

summarize the text explanation of the deja x ii experi ence.

People who hax e recox ered from depression tvpi

callv recall their parents about the same as do

people who

\ loods

also influence hox we

other

people's hehax ior.

Forgetting (pp. 375--381)

If you do not know the meaning of any of the following words, phrases. or expressions in the context in xx hich they appear in the text, refer to pages 258 25 tor an explanation: appliiisc tar Inemoril: maif lie pahed on the tiv at I/ic toilylIc' mental attic: heepisizi:i: TJie z'ord edit a bioa'n out candle in the mind.

Objective 17: Describe the effects of internal states on retrieval,

7, I he type of memory in xx hich emotions erx e as retriex al cues is referred to as

memory. 8. Our tendency to recall experiences that are con

`-istent with our current emotional state is called

fl'wiriorv I )e'cribe the efleLb of mood on memorx.

Objective 18: Fxplain xxhy we should value our abili tv to forget, and distinguish three general ways our memory fails us,

1. Without the ability to

? we

xx ould constantly be overwhelmed bx informa

tion,

2. Memory researcher Daniel Schaefer has identified

the sex en sins of memory, dix ided into three cate

gories that identify the ways in which our memo

rv can fail: the three sins of

the three sins of

, and the

one sin of

Objective 19: Discuss the role of encoding failure in forgetting.

3. The first t\pe of forgetting is caused hx failure.

4. This type of forgetting occurs because some of the information that xe sense never actualli

5. One reason for age-related rnemorx dedine xx that the brain area'- responsible fur new information are (more less) responsix e in older adults,

9, Pt y Ic xx ho are urrently depressed may recall t xx pirents as

)ryos do 2

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F `5.

Memory Construction

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Objective2:1'co F miti)lcaldstc tw

si r c

r c. xx nt

1 Re?i c ha stow tta .aic i ete I

oftcs `nfiue cdbi, ,tc w ic. esi d i's

a umptio' I' Cr

hcs it a

ui. tntctFe ce'c cson,

2. i%hc wHile se oat a c.i cive li dii iuoimauot oout t tic a ax a

1 (fl itt C sUit

c )t'xrC

wctshs deroltrateitLi d'Ci 1

S

tat t o xc at

islic pe tilt arch uc

anC

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t? lite

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)` r he' ur e amnesia" contribution

,which an event to

t 2 1 st scmc diffirenes and similarities r false n er ines. r r re m ioncs to rotmg that people's initial of er enb influence their

rsi t r c r a memory es c e) ix cal whether or not it dens es r r ctr al e per encc, I/v hereas real memo

gist memo

ix i r c se' confidei cc in their memories (is is not) related to the

r )r )n truction explains nhy memories are often

11, Memories of e ents that happened before age are unreliable, This phenom

enon is called

12. Memory construction makes it clear that memory is best understood not only as a and biological event, but also as a

phenomenon.

improving Memory (pp 391 392)

If you do not know the meaning of the tollon ing word in the context in n hich it appears in the text, refer to page 29 for an explanation' Spi inkled,

,

Objective 28: Explain hon an understanding of mem or can contribute to etfective study techniques.

1. The SQ3R study technique identifies fis e strate gies for boosting memor:

,and

,

,

Discuss ses eral specific strategies for impros rug

memory.

s 2(' (1 x ar imcnts supporting and reject n ha s ry y ung children's reports

`c

s di of children s eenithess recall

t r sag cstibie than older chil

r

n hether a child

e C. r itn ss memory

s

t rrhen it is a first inter

person n ho asks

e 27 1) s us lix C intros ersy over reports of

rc c cc memories of childhood sex

I C mfluc r cc of h3 pnosis or (are are not) reliable,

PROGRESS TEST i

Multiple-Choice Questions

Circle our answers to the follon ing questions an d check them with the answers beginning on page 2 ) If your ansu er is incorrect, read the explanation for why it is incorrect and then consult the appropri te pages of the text (in parentheses follon ing the correct

answer).

1, the three steps in memory information pr xcss ing ar: a input, processing output b input, storage output. c. input storage, retnie al ci, encoding, storage, retries al,

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