Docstoc

CHAPTER OUTLINE C Unit amnesia

Document Sample
CHAPTER OUTLINE C Unit  amnesia Powered By Docstoc
					CHAPTER OUTLINE – Unit 12
I. THE NATURE OF MEMORY
     A. Basic Memory Processes
          1. The process of putting information into memory is called encoding. Sensory
                information is put into memory codes, which are mental representations.
                a) Acoustic encoding represents information as sequences of sounds.
                b) Visual encoding represents information in the form of images.
                c) Semantic encoding represents the meaning of information.
          2. Holding information in memory over time is called storage.
          3. Pulling information out of memory and into consciousness after it has been stored is
                called retrieval. Recall is the term for retrieving information without any cues to
                help. In recognition, cues aid retrieval.
     B. Types of Memory
          There are at least three basic types of memory, each of which is named for the type of
          information it handles.
          1. Any memory of a specific event that happened while you were present is an
                episodic memory.
          2. Semantic memory contains generalized knowledge of the world that does not
                involve memory of a specific event.
          3. Procedural memory (skill memory) represents knowledge of how to perform
                physical tasks.
     C. Explicit and Implicit Memory
          Explicit memory is used when you deliberately try to remember something; implicit
          memory is the unintentional influence of prior experiences. Explicit memory
          processes are much more negatively affected by the passing of time than are implicit
          memory processes.
     E. Models of Memory
         Currently, there are four models of memory that attempt to explain what and how well
         items such as processes, episodes, and general information are remembered.
           1. Levels of Processing. The levels-of-processing model suggests that what and how
                 well we remember are a function of how deeply information is processed, or
                 rehearsed and encoded, when first experienced. Maintenance rehearsal is
                 simply repeating an item over and over. Elaborative rehearsal is building
                 associations or linkages between new and old information. Elaborative rehearsal
                 requires a deeper level of processing; hence these memories are stronger than
                 those encoded with maintenance rehearsal
           2. Transfer-Appropriate Processing. The transfer-appropriate processing model
                 suggests that the most important memory determinant is how well the encoding
                 process matches what is retrieved.
           3. Parallel Distributed Processing (PDP). Parallel distributed processing models
                 suggest that new facts change our knowledge base by altering interconnected
                 networks, facts, and associations. These networks allow us to quickly and
                 efficiently draw inferences and generalizations about new and old information.
           4. Information Processing. The information processing model states that there are
                 three stages of mental processing required before information can be firmly
                 stored in memory: sensory, short-term, and long-term memory.
II. STORING NEW MEMORIES
      A. Sensory Memory
           Sensory memory holds information from all the senses in sensory registers for a
           fraction of a second. Selective attention focuses mental processing on only part of the
           stimulus field.
     B. Short-Term Memory and Working Memory
          Short-term memory (STM) receives the information that was perceived and
          selectively attended to in sensory memory or retrieved from long-term memory. If no
          further processing occurs, short-term memory disappears in twenty to thirty seconds.
          Working memory has two components: maintenance of information in STM and
          manipulation of that information.
          1. Encoding. Across cultures, people tend to use acoustic codes to encode information
                into short-term memory. Visual codes tend to decay faster than acoustic codes.
          2. Storage Capacity of STM. The immediate memory span is the number of items
                you can recall perfectly after one presentation of a stimulus. It is usually seven
                plus or minus two chunks of information.
          3. The Power of Chunking. Short-term memory can be noticeably improved by
                creating bigger and bigger chunks, or groups, of information. Efficient chunking
                requires the interaction of short- and long-term memory.
          4. Duration of STM. Brown-Peterson procedure research results indicate that, unless
                rehearsed, material stays in short-term memory for about eighteen seconds.
     C. Long-Term Memory
          1. Encoding. Encoding information into long-term memory (LTM) is the result of a
                deep level of conscious processing and usually involves some form of semantic
                encoding.
          Visual codes are also used to encode long-term memories. The dual coding theory
                states that information is remembered better if both semantic and visual codes
                are used.
          2. Storage Capacity of LTM. Most theorists believe that there is no limit to the amount
                of information that can be stored in long-term memory; however, they realize
                that our memories can be quite distorted.
     D. Distinguishing Between Short-Term and Long-Term Memory
          Psychologists disagree about the differences between short-term and long-term
          memory. Some believe that short-term and long-term memory are the same; what is
          referred to as short-term memory is the part of long-term memory that is being used at
          a particular moment in time. Others claim that short-term and long-term memory obey
          different laws.
           1. Experiments on Recall. Serial position curves show a tendency to recall both the
                first and last parts of a list (primacy and recency effects) when memory is
                immediately tested.
                NOTE: If participants are distracted just prior to being asked to recall a list, the
                primacy effect remains, but the recency effect disappears. This suggests that the
                last words were stored in short-term memory, which quickly decays.
III. RETRIEVING MEMORIES
Retrieval is the ability to bring a memory into consciousness.
     A. Retrieval Cues and Encoding Specificity
          Retrieval cues help retrieve information from long-term memory. According to the
          encoding specificity principle, these cues are more efficient when they reflect the
          meaning of the originally encoded information.
     B. Context and State Dependence
          When people remember more material while in a physical location that is similar to
          the one where the material was originally learned, the memories are called context
          dependent. Memories are state dependent when people remember better while in the
          same psychological state as when the information was encoded. In the mood
          congruency effect, recall is facilitated if a person’s emotional state is similar in tone to
          the information being recalled.
     C. Retrieval from Semantic Memory
          1. Semantic Networks. One theory states that semantic memories are represented in a
                dense network of hierarchical associations. Strong associations and/or those at
                the top of the hierarchy are quickly retrieved. Network theory suggests that
                information is retrieved through a spreading activation process; for example,
                thinking about concept X spreads neural activity to all other features, attributes,
                and concepts associated with concept X.
          2. Retrieving Incomplete Knowledge. In a phenomenon called incomplete knowledge
                (such as the tip-of-the-tongue phenomenon or the feeling-of-knowing
                experience), we often retrieve features and attributes of a concept but can’t
                access the entire concept. For example, we may not remember the name of a
                place, but we can remember its physical features.
     D. Constructing Memories
          People construct memories from their existing knowledge to fill in gaps in new
          information that is being encoded.
          1. Relating Semantic and Episodic Memory: PDP Models. PDP models allow us to
                increase our general knowledge of the world by accessing a network of facts and
                associations. A note of caution: PDP models can facilitate spontaneous
                generalizations of networks that are based on limited or biased information.
          2. Schemas. According to PDP models, the generalized knowledge contained in
                schemas provides the basis for making inferences about incoming information
                during the encoding stage.
     E. Linkages: Memory, Perception and Eyewitness Testimony
          Witnesses can accurately report what they have seen or heard, but can be biased by the
          manner in which questions are asked and relevant occurrences are discussed. Jurors
          may rely too heavily on how witnesses present evidence, such as reporting a great deal
          of detail or appearing very confident of what they are reporting (i.e., see the
          misinformation effect). The Department of Justice released a guide for how police and
          prosecutors should obtain eyewitness evidence.
IV. FORGETTING
     A. How Do We Forget?
          Ebbinghaus’s contributions to psychology included demonstration of the method of
          savings and the shape of the forgetting curve. The forgetting curve, which depicts how
          much and when people forget, stays relatively constant regardless of the type of
          information learned.
     B. Why Do We Forget? The Roles of Decay and Interference
         1. Decay, the gradual erosion of a memory, is the most common culprit for short-term
               memory loss.
         2. Interference causes forgetting by interrupting the encoding or retrieval process
               through the presence of other information. In short-term memory, new
               information displaces old information because of the limited space available.
               However, in long-term memory, space is not the issue; rather, as the number of
               stored memories increases, it becomes more and more difficult to “find” one
                 particular memory among the huge number of memories. Interference is the
                 main cause of forgetting in long-term memory.
                 a) Retroactive interference is when learning new information interferes with
                       recall of older information
                 b) Proactive interference is when older information interferes with learning or
                       recall of new information.
V. BIOLOGICAL BASES OF MEMORY
     Brain cells change as memories are formed and stored. An early theory suggested that
     memories are represented by a set of interconnected neurons called a cell assembly.
     A. The Biochemistry of Memory
          Two types of synaptic changes occur during memory formation: New synapses are
          formed, and communication at existing synapses is improved (long-term potentiation).
          Neurotransmitters, such as glutamate and acetylcholine, are involved in memory
          processes.
     B. Brain Structures and Memory
          The hippocampus and the thalamus are important in the formation of new memories.
          Memories are stored in many different areas of the cortex. However, no single brain
          structure or neurotransmitter is exclusively involved in memory formation or storage.
         1. The Impact of Brain Damage. Damage to the hippocampus often results in
              anterograde amnesia, a loss of memory of events occurring after the injury.
              Patients cannot transfer new experiences from short-term memory to long-term
              memory. Retrograde amnesia is the loss of memory of events prior to an injury.
              Although many injury patients regain most of their memories, few can recall the
              events just prior to the injury. As a result of the injury, the short-term memories
              of what happened were never transferred to long-term memory. Memory deficits
              in several medical conditions support the theory that short-term memory and
              long-term memory are distinct storage systems.
         2. Multiple Storage Areas. Memories are probably stored in and around the cortex,
              with certain brain areas storing specific aspects of each event. For example, the
              cerebellum is involved in the storage of procedural memories.
VI. APPLICATIONS OF MEMORY RESEARCH
     A. Improving Your Memory
          1. Mnemonics. Mnemonics are strategies for remembering information. The method of
                loci associates well-known locations with information to be remembered.
          2. Guidelines for More Effective Studying. Create a context, such as an outline, for
                organizing information. Elaborate the new information and associate it with
                related knowledge you already possess. Remember that distributed practice is
                more effective than massed practice.
          3. Reading a Textbook. Make sure you understand what you are reading before you go
                on. Use the PQ4R method of preview, question, read, reflect, recite, and review.
          4. Lecture Notes. Focus on creating a framework for facts (outline) and expressing
                major ideas in relatively few words. Finally, work to see and understand the
                relationship between facts and concepts. Review your notes as soon as possible
                after a lecture and fill in the gaps.
     B. Design for Memory
          The scientific study of memory has influenced the design of electronic and mechanical
          devices that play important roles in our lives. Two examples are placing only the least-
          likely-to-be-remembered instructions on a device and using words for toll-free
          numbers to help people chunk information.

				
DOCUMENT INFO