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Memory

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7 views

Memory

Uploaded by

Shini VS
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MEMORY

WRITE DOWN EVERYTHING YOU DID


YESTERDAY THAT DID NOT INVOLVE
MEMORY?

TIME TO THINK!
Memory is the mental system for receiving, encoding, storing,
organizing, altering, and retrieving information
 How does information get into memory?Encoding
 How is information maintained in memory?
Storage
Retrieval
 How is information pulled back out of memory?
ENCODING
Forming a memory code; converting the information into a form
which will be retained in memory.
SHORT TERM MEMORY AS ‘WORKING
MEMORY’

 The picture of STM provided by the Multistore model- very simple


 Research- STM not limited to phonemic encoding
 Working memory as a ‘mental scratchpad’
WORKING MEMORY

(Baddeley & Hitch,


1974)
MEMORY ORGANIZATION

 How is information organised in memory?


 Different forms- depending on the nature of material
 RESEARCH FOCUS- how semantic/factual information is organized
Horse Rajan Teacher
Arun Zebra Rhinoceros
Doctor Sarun Deer
Manohar Mechanic Dietician

Elephant Gopal Accountant

CLUSTERING & CONCEPTUAL HIERARCHY


SCHEMAS
SEMANTIC NETWORKS
RETRIEVAL
 Retrieval refers to recovering information from memory stores
 Understanding retrieval is the key to understand memory
 Influence of cues in retrieving information and retrieval failures
 Tip of the tongue phenomenon?
Memories are exact replica of past experiences. Do you agree?
False long-term memories
Eye-witness testimony
Misinformation effect
To enhance eye witness’s accuracy, improved interview techniques are
used.
Geiselman and Fisher developed a technique called cognitive interview
which aims to enhance the accuracy of eye witness’s testimony.
The key to this approach is recreating the crime scene.
Witnesses revisit the scene in their imagination or in person.
The aspects of the crime scenes such as the sounds, smells and
objects provide helpful retrieval cues. The witness is encouraged to
recall events in different orders and in different viewpoints.
FORGETTING
 Inability to recall or retrieve information is forgetting.
 Caused by ineffective encoding or failure in encoding, storage, retrieval or
some combination of these processes
 Herman Ebbinghaus- Research on forgetting of nonsense syllabus
 Later research- different for meaningful information
MEASURES OF FORGETTING
 Measures of forgetting measure retention as well
 Retention refers to the proportion of material retained (remembered).
 In studies of forgetting, the results may be reported in terms of the
amount forgotten or the amount retained.
 In these studies, the ‘retention interval’ is the length of time between the
presentation of materials to be remembered and the measurement of
forgetting.
 A recall measure of retention requires subjects to reproduce information
on their own without any cues.
If you were to take a recall test on a list of 25 words you had memorized,
you would simply be told to write down as many of the words as you could
remember.
 A recognition measure of retention requires subjects to select previously
learned information from an array of options.
In educational testing, multiple choice, true-false, and matching questions
are recognition measures.
 A relearning measure of retention requires a subject to memorize
information a second time to determine how much time or how many
practice trials are saved by having learned it before.
Relearning is measured by a ‘savings score’ (the amount of time saved when
relearning information).
For instance, it takes 60 minutes to memorize all the names in a phonebook.
Two years later, you relearn them in 45 minutes. Because you saved 15
minutes, your savings score would be 25 percent. {(15/60) x 100}.
Savings of this type are a good reason for studying a wide range of subjects.
CAUSES OF FORGETTING
 Encoding failure or ineffective encoding
 Memory decay
 Interference
CRIME
 Cue dependent forgetting
 Repression/ Motivated forgetting
STRATEGIES TO IMPROVE
MEMORY
 Knowledge of results
 Recitation
 Rehearsal
 Selection
 Organization
 Whole vs. part learning
 Serial position
 Overlearning
 Spaced practice
MNEMONICS
 Acrostics
 Acronyms
 Keyword method
 Pegword method
 The method of loci
 Narrative methods
Don’t Eat Peanut Cookies, Boys!

 Describe
 Explain
 Predict
 Control Goals of
Psychology
Behaviour
F-POT
 Frontal
 Parietal
 Occipital
 Temporal

Lobes of the brain

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