Memory
"The past is never dead. It's not even past."
-William Faulkner
Embedded Files
Do Now
Do Now
Objectives
Objectives
Hypothesize about the purpose and function of memory.
Hypothesize about the purpose and function of memory.
Use self-reference as a way of understanding and encoding concepts.
Use self-reference as a way of understanding and encoding concepts.
Class/Homework (Exit Ticket): Integrate new concepts into your revised schemata regarding the relationship between memory and learning.
Class/Homework (Exit Ticket): Integrate new concepts into your revised schemata regarding the relationship between memory and learning.
Information Processing
Information Processing
Encoding
Encoding
Acoustic/Auditory
Acoustic/Auditory
Visual
Visual
Semantic
Semantic
What is missing from this list?
What is missing from this list?
Storage
Storage
Short-Term and Working
Short-Term and Working
lasts between 15 and 30 seconds
lasts between 15 and 30 seconds
limited capacity
limited capacity
Long-Term
Long-Term
unlimited in both duration and storage capacity
unlimited in both duration and storage capacity
Affected by...
Affected by...
sleep
sleep
context
context
(emotional, location, and state of consciousness)
(emotional, location, and state of consciousness)
Recall/Retrevial (AKA Remebering)
Recall/Retrevial (AKA Remebering)
re-accessing of events or information from the past, which has been previously encoded and stored in the brain
re-accessing of events or information from the past, which has been previously encoded and stored in the brain
the brain “replays” a pattern of neural activity that was originally generated in response to a particular event
the brain “replays” a pattern of neural activity that was originally generated in response to a particular event
kind of collage or a jigsaw puzzle, involving different elements stored in disparate parts of the brain linked together by associations and neural networks
kind of collage or a jigsaw puzzle, involving different elements stored in disparate parts of the brain linked together by associations and neural networks
Encoding as Processing
Encoding as Processing
Serial Processing
Serial Processing
sequentially processing each word, sentence, paragraph, chapter...
Parallel Processing
Parallel Processing
taking multiple stimuli at once
Storage Duration: Sensory, Short-Term & Long-Term
Storage Duration: Sensory, Short-Term & Long-Term
Decay
Decay
What Can't be Stored: Encoding Failure
What Can't be Stored: Encoding Failure
(AKA - "You can't lose what you never had.")
(AKA - "You can't lose what you never had.")
Retrieval: Recall and Recognition
Retrieval: Recall and Recognition
When Memory Fails or Distorts
When Memory Fails or Distorts
Selective and Divided Attention
Selective and Divided Attention
Multi-tasking
Multi-tasking
Serial Position Effect: Primacy and Recency
Serial Position Effect: Primacy and Recency
Schemas Distortion
Schemas Distortion
In a 1932 study, Frederic Bartlett demonstrated how telling and retelling a story distorted information recall. He told participants a complicated Native American story and had them repeat it over a series of intervals. With each repetition, the stories were altered. Even when participants recalled accurate information, they filled in gaps with false information. Bartlett attributed this tendency to the use of schemas. A schema is a generalization formed in the mind based on experience. People tend to place past events into existing representations of the world to make memories more coherent. Instead of remembering precise details about commonplace occurrences, people use schemas to create frameworks for typical experiences, which shape their expectations and memories. The common use of schemas suggests that memories are not identical reproductions of experience, but a combination of actual events and already-existing schemas. Likewise, the brain has the tendency to fill in blanks and inconsistencies in a memory by making use of the imagination and similarities with other memories.
In a 1932 study, Frederic Bartlett demonstrated how telling and retelling a story distorted information recall. He told participants a complicated Native American story and had them repeat it over a series of intervals. With each repetition, the stories were altered. Even when participants recalled accurate information, they filled in gaps with false information. Bartlett attributed this tendency to the use of schemas. A schema is a generalization formed in the mind based on experience. People tend to place past events into existing representations of the world to make memories more coherent. Instead of remembering precise details about commonplace occurrences, people use schemas to create frameworks for typical experiences, which shape their expectations and memories. The common use of schemas suggests that memories are not identical reproductions of experience, but a combination of actual events and already-existing schemas. Likewise, the brain has the tendency to fill in blanks and inconsistencies in a memory by making use of the imagination and similarities with other memories.
Priming
Priming
the activation, often unconsciously, of particular associations in memory.
the activation, often unconsciously, of particular associations in memory.
What episodic memory did you recall?
What episodic memory did you recall?
Neurotransmission and Memory
Neurotransmission and Memory
Long-Term Memory and Long-Term Potentiation
Long-Term Memory and Long-Term Potentiation
Neuroanatomy of Memory
Neuroanatomy of Memory
Olfaction and Memory
Olfaction and Memory
Smell is the most memorable sensation...why?
Smell is the most memorable sensation...why?
The olfactory bulb's proximity to the limbic system
The olfactory bulb's proximity to the limbic system
- hippocampus
- amygdala
- hypothalamus (influences the amygdala, hippocampus, and the endocrine system)
Types of Memory and Neuroanatomy
Types of Memory and Neuroanatomy
Procedural Memory
Procedural Memory
Cerebellum
Cerebellum
Motor Cortex
Motor Cortex
Episodic Memory
Episodic Memory
Temporal Lobe
Temporal Lobe
Hippocampus
Hippocampus
Memory and Emotion
Memory and Emotion
New Memories
New Memories
The MEDIAL TEMPORAL LOBES include the HIPPOCAMPUS, which are essential for memory storage, therefore damage to this area can result in impairment in new memory formation leading to permanent or temporary ANTEROGRADE AMNESIA (a loss of the ability to create new memories after the event).
The MEDIAL TEMPORAL LOBES include the HIPPOCAMPUS, which are essential for memory storage, therefore damage to this area can result in impairment in new memory formation leading to permanent or temporary ANTEROGRADE AMNESIA (a loss of the ability to create new memories after the event).
More Implications of Learning:
More Implications of Learning:
Levels of Processing
Levels of Processing
Craik and Tulving
Craik and Tulving
The deeper information is processed, the longer a memory trace will last.
Craik defined depth as:
"the meaningfulness extracted from the stimulus rather than in terms of the number of analyses performed upon it.” (1973, p. 48)
In 1975, the researchers conducted an experiment in which participants were shown a list of 60 words.
They were then asked to recall certain words by being shown one of three questions, each testing a different level of processing, similar to:
Was the word in capital letters or lower case? (Tests structural processing SHALLOW PROCESSING)
Does the word rhyme with (another word)? (Tests phonemic/auditory processing, as the participant has to listen to the word judge whether it rhymes with another word)
Does the word fit in the following sentence...? (Tests semantic processing; understanding the meaning of the word DEEP PROCESSING/ ELABORATE REHEARSAL)
Out of another larger list, the participants were asked to pick out the appropriate word, as the original words had been mixed into this list.
Findings
Craik & Tulving found that participants were better able to recall words which had been processed more deeply - that is, processed semantically, supporting level of processing theory.
Example of Deep Processing
Example of Deep Processing
Semantic encoding
Semantic encoding
Homework Ticket
Homework Ticket
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