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Objectives
Discuss myths about memory
Understand basics of memory
Discuss ways in which to improve memory
Discuss how we often forget things; how we often alter and construct memory
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Myths About Memory
From “Your Memory: How it Works and How to Improve It” by Kenneth Higbee
Memory is a Thing
There is a Secret to a Good Memory
There is an Easy Way to Memorize
Some People are Stuck with Bad Memories
Some People are Blessed with Photographic Memories
Some People are Too Old/Young to Improve Their Memories
Memory, Like a Muscle, Benefits from Exercise
A Trained Memory Never Forgets
Remembering Too Much Can Clutter Your Mind
People Only Use 10% of Their Mental Potential
What is Memory?
def – the persistence of learning over time through the storage and retrieval of information
Remember: learning – the process of acquiring new and relatively enduring information or behaviors
3 forms/measures of memory
Recall – measure of memory in which the person must retrieve info learned earlier
Recognition – measure of memory in which the person need only identify items previously learned
Relearning – measure of memory that assesses the amount of time saved when learning material again
How does memory form?The basics of Memory
Information-processing models
Modal Model of Memory /Atkinson-Shiffrin Model
Encoding – the processing of information into the memory system; getting info into the brain
Storage – the retention of encoded info over time; retain that info
Retrieval – the process of getting info out of memory storage
Sensory memory – immediate, very brief recording of sensory info
Iconic – a few tenths of a sec; echoic – 3-4 secs
Short-term memory – activated memory that holds a few items briefly before the info is stored or forgotten
Long-term memory – the relatively permanent and limitless storehouse of the memory system (knowledge, skills, experiences)
Working memory – a newer understanding of STM that focuses on conscious, active processing of incoming auditory and visual-spatial info, and of info retrieved from long-term memory
6
STM activity
7 ± 2
Dual-track memory
Explicit/declarative memories – memory of facts and experiences that one can consciously know and “declare”
Requires effortful processing and attention
Hippocampus and frontal lobes help process these memories for storage
Implicit memory – retention independent of conscious recollection
Automatic (unconscious) processing
Includes procedural memories (how to do something) and classically conditioned associations
You process space, time, and frequency, as well as well-learned information (word meanings) unconsciously
Poor Study Methods
Illusions of Learning
Ex: flashcards
Rehearse repeatedly
Highlighting
Rereading
Cramming
These methods often involve shallow processing
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Strategies to improve memory (encoding strategies)
Rehearsal
Deep processing – making things meaningful
Self-referencing
Elaboration
Maintenance rehearsal – Repetition of stimuli that maintains information but does not transfer it to LTM
Elaborative rehearsal – Using meanings and connections to help transfers information to LTM
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Strategies to improve memory (encoding strategies)
Mnemonics – memory aids
Chunking
Peg-word method
Method of loci
Keyword method
Acronyms
Face, feature, name technique
Strategies to improve memory (encoding strategies)
Organization
*Spacing effect/distributed practice
Strategies to improve memory (encoding strategies)
Organization
*Spacing effect/distributed practice
Generation effect
*Testing effect
Visualization
Retrieval cues
Context-dependent memory
State-dependent memory
Strategies to improve memory (encoding strategies)
Serial position effect
Minimize interference
Sleep!
Minimize worrying
How we often lack/lose memory(forgetting)
Encoding failure
How we often lack/lose memory(forgetting)
Storage Decay
How we often lack/lose memory(forgetting)
Retrieval failure
How we often alter and construct memory(Memory Construction errors)
ACTIVITY
“Information acquired after an event alters memory of the event.”
Misinformation effect – incorporating misleading info into one’s memory of an event
“A memory recalled is a memory modified.”
Critically Thinking about Memory
Research on memory construction reveals that memories reflect a person’s biases and assumptions.
We tend to remember things the way we want
“Children are especially accurate when they have not talked with involved adults prior to the interview and when their disclosure is made in a first interview with a neutral person who asks nonleading questions”
Therefore, what?
How can you improve your study techniques based on what you learned?
What will you do differently?
What do you need to change?
“What we process, we learn. If we are not processing life. We’re not living it. Live life.” – Peter Doolittle
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