Ch07 Memory

Chapter 7 Memory -13906512890500 OUTLINE (Survey & Question) This outline is intended to help you survey the chapter. As you read through the various sections, write down any questions or comments that come to mind in the space provided. This is a valuable part of active learning and the SQ4R method. It not only makes your reading time more enjoyable and active, but it also increases retention and understanding of the material. TOPIC NOTES I. WHAT IS MEMORY? A. Traditional Three-Stage Memory Model B. Encoding, Storage, and Retrieval C. Integrating the Two Major Approaches D. Biological Perspective Research Highlight: Looking for Memory in All the Right Places II. WHY DO WE FORGET? Research Findings Gender and Cultural Diversity: Cultural Differences in Memory Theories of Forgetting III. PROBLEMS WITH MEMORY A. Organic Causes Constructive Processes C. Eyewitness Testimony and Repressed Memories Critical Thinking/Active Learning: Exploring Your Memories IV. IMPROVING MEMORY Specific Tips Seven Sins -1390652857500 895352857500 Core and Expanded LEARNING OBJECTIVES (Read, Recite & wRite) While reading the chapter, stop periodically and recite (or repeat in your own words) the answers to the following learning objectives. It will also help your retention if you write your answer in the space provided. (Page numbers refer to the text Psychology in Action, 6th Ed.) Core Learning Objectives These objectives are found at the beginning of each chapter of Psychology in Action (6th ed.). What are the three major approaches that help explain memory? What causes forgetting? How do we prevent forgetting of important information? What are the key memory problems? How can we improve our memory? Expanded Learning Objectives These objectives offer more detail and a more intensive way to study the chapter. Upon completion of CHAPTER 7, the student should be able to: List and describe the sequence of the three distinct storage systems in the traditional view of memory (pp. 236-238). Describe the purpose, duration, and capacity of sensory memory (p. 238). Describe the purpose, duration, and capacity of short-term memory; discuss the effects of chunking and maintenance rehearsal at this stage (pp. 238-239). Describe the three parts of working-memory (p. 240). Describe the purpose, duration, and capacity of long-term memory (pp. 240-241). Describe the memory processing approach to memory, from encoding to storage to retrieval, and compare this to the parallel distributed processing approach (pp. 241-243). Integrate the encoding process with short-term and long-term memory by describing the principles of organization and rehearsal as they apply to each of these stages of memory (pp. 244-246). Integrate the storage process with long-term memory by describing the hierarchical systems and subsystems of long-term memory storage (pp. 246-248). Integrate the retrieval process with long-term memory by describing retrieval cues, recognition, recall, and the encoding specificity principle (pp. 248-250). Explain memory in terms of neuronal and synaptic changes, hormonal influences, and specific brain areas (pp. 250-253). Discuss forgetting and describe how each of the following factors affects remembering: serial position, distributed versus massed practice, and cultural differences (pp. 254-257). Describe theories of forgetting: interference, decay, retrieval failure, and motivated forgetting. Differentiate between proactive and retroactive interference (pp. 258-260). Define amnesia, and differentiate between retrograde and anterograde amnesia; define Alzheimer’s disease (pp. 260-262). Describe how memory can be constructed and distorted (pp. 262-267). Describe specific methods of improving your memory and provide examples of the various mnemonic devices (pp. 267-272). -139065-3556000 KEY TERMS (Review) The review step in the SQ4R method is very important to your performance on quizzes and exams. Upon completion of this chapter, you should be able to define the following terms. Alzheimer's Disease (AD): ________________________________________________________ _______________________________________________________________________________ Anterograde Amnesia: ____________________________________________________________ _______________________________________________________________________________ Chunking: ______________________________________________________________________ _______________________________________________________________________________ Consolidation: ___________________________________________________________________ _______________________________________________________________________________ Constructive Processes: ___________________________________________________________ _______________________________________________________________________________ Distributed Practice: _____________________________________________________________ _______________________________________________________________________________ Elaborative Rehearsal: ____________________________________________________________ _______________________________________________________________________________ Encoding: ______________________________________________________________________ _______________________________________________________________________________ Encoding Specificity Principle: _____________________________________________________ _______________________________________________________________________________ Episodic Memory: _______________________________________________________________ _______________________________________________________________________________ Explicit/Declarative Memory: ______________________________________________________ _______________________________________________________________________________ Implicit/Nondeclarative/Procedural Memory: __________________________________________ _______________________________________________________________________________ Long-Term Memory (LTM): _______________________________________________________ _______________________________________________________________________________ Long-Term Potentiation (LTP): _____________________________________________________ _______________________________________________________________________________ Maintenance Rehearsal: ___________________________________________________________ _______________________________________________________________________________ Massed Practice: ________________________________________________________________ _______________________________________________________________________________ Memory: _______________________________________________________________________ _______________________________________________________________________________ Misinformation Effect: ____________________________________________________________ _______________________________________________________________________________ Mnemonic: _____________________________________________________________________ _______________________________________________________________________________ Parallel Distributed Processing Approach (PDP): _______________________________________ _______________________________________________________________________________ Priming: _______________________________________________________________________ _______________________________________________________________________________ Proactive Interference: ____________________________________________________________ _______________________________________________________________________________ Procedural Memory: _____________________________________________________________ _______________________________________________________________________________ Recall: ________________________________________________________________________ _______________________________________________________________________________ Recognition: ____________________________________________________________________ _______________________________________________________________________________ Relearning: _____________________________________________________________________ _______________________________________________________________________________ Retrieval: ______________________________________________________________________ _______________________________________________________________________________ Retrieval Cue: __________________________________________________________________ _______________________________________________________________________________ Retroactive Interference: __________________________________________________________ _______________________________________________________________________________ Retrograde Amnesia: _____________________________________________________________ _______________________________________________________________________________ Semantic Memory: _______________________________________________________________ _______________________________________________________________________________ Sensory Memory: ________________________________________________________________ _______________________________________________________________________________ Serial Position Effect: ____________________________________________________________ _______________________________________________________________________________ Short-Term Memory (STM): _______________________________________________________ _______________________________________________________________________________ Sleeper Effect: __________________________________________________________________ _______________________________________________________________________________ Source Amnesia: ________________________________________________________________ _______________________________________________________________________________ Storage: _______________________________________________________________________ _______________________________________________________________________________ Tip-of-the-Tongue Phenomenon (TOT): ______________________________________________ _______________________________________________________________________________ Zeigarnik Effect: ________________________________________________________________ _______________________________________________________________________________ -13906513843000 ACTIVE LEARNING EXERCISES (Recite) The recite step in the SQ4R method requires you to be an ACTIVE learner. By completing the following exercises, you will test and improve your mastery of the chapter material, which will also improve your performance on quizzes and exams. Answers to some exercises appear at the end of this study guide chapter. ACTIVE LEARNING EXERCISE I Using the Substitute Word System for Remembering Names Now that you have learned the substitute word system, it can help improve your memory for names. Try converting a person’s name into a visual image that will act as a memory retrieval cue. Some names, like Sandy Storm, are easily visualized. However, you can also use this system with more common names, like “Brewster.” Ask yourself, “Are there any words I can visualize that sound like the name?” If not, break the name into parts and imagine substitutes for them. For example, for the name “Brewster,” substitute the word “rooster” or divide it into “brew” and “stir.” With “rooster,” imagine a big rooster with the facial features of the person named “Brewster.” For “brew” and “stir,” you might visualize a large mug of beer being stirred by an oar. Each of the images you choose should be absurd, exaggerated, or as distinctive as possible. The idea is to form a lasting image. For practice, use the substitute word system and create corresponding vivid images for the following names: George Washington, Plato, Pearl Bailey, Heather Locklear, and Ricky Martin. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ACTIVE LEARNING EXERCISE II Gathering Data (A Behavioral Skill) Collecting up-to-date, relevant information is an important component of critical thinking. To help build this skill, as well as to gain important insights into memory strategies, try the following: Interview three classmates who do well on exams and that you believe have good memories. Ask about their study techniques and test taking strategies. Using the examples found in Appendix B of this study guide, ask which technique they find most useful? Now interview three classmates or friends who complain about their college grades and poor memories. Compare their study techniques and test taking strategies to those who remember well. What are the differences? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Interview three people who have taken a reading improvement or speed-reading course. What methods were taught that increased reading speed and comprehension? What changes have they noticed in their college grades or exam performances after taking the course? Did they use any of the techniques or mnemonics discussed in the text? _______________________________________________________________________________ _______________________________________________________________________________ -12896854064000 CHAPTER OVERVIEW (Review) The following CHAPTER OVERVIEW provides a narrative overview of the main topics covered in the chapter. Like the Visual Summary found at the end of each chapter in the text, this narrative summary provides a final opportunity to review chapter material. I. Three-Stage Memory Model and Encoding, Storage, and Retrieval The traditional three-stage memory model proposes that information must pass through each of three stages before being stored: sensory memory, short-term memory, and long-term memory to be retained in our memory system. Sensory memory preserves a brief replica of sensory information. It has a large capacity and information lasts from 2-3 seconds up to four seconds. Selected information is sent to short-term memory. Short-term memory (STM), also called working memory, involves memory for current thoughts. Short-term memory can hold 5 to 9 items for about 30 seconds before it is forgotten. Information can be stored longer than 30 seconds through maintenance rehearsal and the capacity of STM can be increased with chunking. Long-term memory (LTM) is relatively permanent memory storage with an unlimited capacity. The encoding, storage, and retrieval approach sees memory as a process. It uses similarities between human memory and a computer’s information processing system. Like typing on a keyboard, encoding translates information into neural codes that match the brain’s language. Storage retains neural coded information over time, like saving material on the computer’s hard drive or a disk. Retrieval gets information out of long-term memory storage and sends it to short-term memory to be used, whereas the computer retrieves information and displays in on the monitor. The Parallel Distributed Processing (PDP), or connectionist, model explains that contents of our memory are represented as a vast number of interconnected units and modules distributed throughout a huge network, all operating in parallel—simultaneously. II. Integration Model and Biological Perspective Most psychologists currently emphasize an integration of the traditional three-stage memory model and the encoding, storage, and retrieval approach. We first encode information when we transfer it from sensory memory to short-term memory, and then again during the transfer from STM to LTM. Organization and rehearsal are important to successful encoding. To improve encoding during STM, we can use the organizational method of chunking or the rehearsal key of maintenance rehearsal. During LTM, we can use the organizational strategy of creating hierarchies and the rehearsal key of elaborative rehearsal. Storage in LTM is divided into two major systems—explicit/declarative and implicit/nondeclarative/procedural memory. Explit/declarative memory can be further subdivided into two parts—semantic and episodic memory. Retrieval from LTM relies on retrieval cues (recognition and recall) and the encoding specificity principle. The biological perspective of memory focuses on changes in neurons and hormones, as well as searching for the locations of memory in the brain. Hebb’s original idea that memory traces consist of specific neural circuits is supported by research on long-term potentiation (LTP). When we are stressed or excited, we naturally produce hormones that may enhance memory. Memory tends to be localized and distributed throughout the brain—not just the cortex. III. Why Do We Forget? Herman Ebbinghaus was one of the first researchers to extensively study forgetting. His famous “curve of forgetting” shows that it occurs most rapidly immediately after learning. However, Ebbinghaus also showed that relearning usually takes less time than original learning. Two important factors in forgetting are the serial position effect (where material at the beginning and end of the list is remembered better than material in the middle) and spacing of practice (where distributed practice is found to be superior to massed practice). The decay theory of forgetting simply states that memory, like all biological processes, deteriorates as time passes. The interference theory of forgetting suggests memories are forgotten because of either proactive or retroactive interference. Proactive interference occurs when old information interferes with newly learned information. Retroactive interference occurs when new information interferes with previously learned information. The motivated forgetting theory states that people forget things that are painful, threatening, or embarrassing. Some material is forgotten because it was never encoded from STM to LTM. Other forgetting occurs because of retrieval failure, information stored in LTM is not forgotten but may at times be inaccessible. III. Problems with Memory Some memory problems are the result of injury and disease (organic pathology). Forgetting as a result of serious brain injuries or trauma is called amnesia. In retrograde amnesia, memory for events that occurred before the accident is lost. In anterograde amnesia memory for events that occur after an accident is lost. Alzheimer's disease is a progressive mental deterioration and severe memory loss occurring most commonly in old age. Memories are not exact duplicates. We actively shape and build on information as it is encoded, stored, and retrieved. There are three major errors that occur during the constructive processes of memory: source amnesia, the sleeper effect and the misinformation effect. Two areas of memory problems that have profound legal and social implications are eyewitness testimony and repressed memories. IV. Improving Memory The psychology of memory and key points from this chapter offer concrete strategies for improving memory. These include paying attention and reducing interference; using rehearsal techniques (both maintenance and elaborative rehearsal); improving your organization (by chunking and creating hierarchies); counteracting the serial position effect, managing your time; using the encoding specificity principle; employing self-monitoring and overlearning; and using mnemonic devices. According to Schachter, there are seven sins that affect memory and forgetting. The first three sins are types of forgetting, the second three involve memory distortions, and the last sin is persistence. -1390656223000 SELF-TESTS (Review & wRite) Completing the following SELF-TESTS will provide immediate feedback on how well you have mastered the material. In the crossword puzzle and fill-in exercises, write the appropriate word or words in the blank spaces. The matching exercise requires you to match the terms in one column to their correct definitions in the other. For the multiple-choice questions in Practice Tests I and II, circle or underline the correct answer. When you are unsure of any answer, be sure to highlight or specially mark the item and then go back to the text for further review. Correct answers are provided at the end of this study guide chapter. Crossword Puzzle for Chapter 7 ACROSS 1 The inability to form new memories. 3 The process of recovering information out of memory storage. 4 The process by which an earlier encounter with a stimulus (such as a word or picture) increases the likelihood of that stimulus or a related stimulus being remembered at a later time. 5 The subpart of explicit/declarative memory that stores general knowledge; a mental enclyclopedia or dictionary. 7 The process of grouping information into units in order to store more information in short-term memory. 8 A clue or prompt that helps stimulate recall and retrieval of a stored piece of information from long-term memory. 9 Attributing to a wrong source an event that we have experienced, heard about, read about, or imagined. (Also called source confusion or source misattribution.) 14 Learning material a second time, which usually takes less time than original learning; also called the savings method. 15 The process of retaining neural coded information over time. 16 Process of using a very general retreival cue to search the contents of LTM. 19 The process of translating information into neural codes (language) that will be retained in memory. 21 Forgetting in which new information interferes with remembering old information; backward-acting interference. 22 The third stage of memory that functions as storage of information for long periods of time; its capacity is limitless and its duration is relatively permanent. DOWN 2 An encoding technique of associating new information with already stored knowledge in long-term memory (LTM). Also known as deeper levels of processing. 4 Long-term memories for the performance of skills or actions. 6 The subpart of explicit/declarative memory that stores memories of personally experienced events; a mental diary of a person's life. 10 Difficulty in remembering previously learned material. 11 A learning technique in which time spent learning is massed into long, unbroken intervals; also known as cramming. 12 A memory improvement technique based on encoding items in a special way. 13 Process of matching a specific retrieval cue to an appropriate item in LTM. 15 The first stage of memory in which a relatively exact image of each sensory experience is held briefly until it can be further processed; its capacity is relatively large but its duration is restricted to a few seconds. 17 The initial tendency to discount information from an unreliable source, but later consider it trustworthier because the source is forgotten. 18 A hypothetical process explaining the gradual conversion of information into long-term memories. 20 An internal record or representation of some prior event or experience; also a set of mental processes that receives, encodes, stores, organizes, alters, and retrieves information over time. FILL-IN EXERCISES The traditional view of memory contains three distinct memory storage systems: the ________, _________, and __________ (p. 238). Keeping information in STM by repeating or reviewing it is known as ________ (p. 239). The capacity of STM can be improved by _________ (p. 239). The third stage of memory that functions as storage of information for long periods of time is known as __________ (p. 240). The second major model of memory, the _________, focuses on memory as a process (p. 241). Factual information is stored in ________ memory; whereas memories for events are stored in ________ memory (p. 247). Taking a multiple-choice test requires use of the ________ retrieval strategy; whereas an essay test requires use of the ________ strategy (p. 249). ________ explains why we remember things at the end of a list but forget things in the middle (p. 255). The decay theory suggests that forgetting is largely due to ________ (p. 258). 10. Memory strategies that help organize or “tag” information are called __________ (p. 269). MATCHING EXERCISES Column A Column B Distributed Practice 1.____ New information interferes with the old. Motivated Forgetting 2.____ Gradual conversion of information into LTM. Retrieval 3.____ Progressive mental deterioration with severe memory loss. Zeigarnik Effect 4.____ Stores general knowledge and facts. Mnemonic device 5.____ Short study sessions mixed with rest periods. Alzheimer’s Disease 6.____ Recall is better for unfinished tasks. Semantic Memory 7.____ Can result in errors and distortions of memory. Constructive Processes 8.____ Method of loci. Consolidation 9.____ Forgetting painful or embarrassing information. Retroactive Interference 10.____ Process of getting information out of LTM. PRACTICE TEST I A visual image in sensory memory _____. lasts about l/2 second lasts longer than sounds remain in this stage contains only the image that has been selected for our attention is always processed into STM Short-term memory is sometimes called _____. mental imaging present memory brief memory working memory Maintenance rehearsal _____. causes consolidation prevents chunking reenters information in sensory memory reenters information in STM Chunking enables a person to _____. select contents from sensory memory organize contents of STM organize contents of LTM use dual coding in sensory memory An encoding technique of associating new information with already stored knowledge in LTM is known as _____. sensory consolidation mnemonic techniques semantic memory elaborative rehearsal Memory for events are stored in _____. sensory memory STM semantic memory episodic memory Which of the following is a recognition test of memory? remembering a name that goes with a face a multiple choice test an essay test reciting the names of the state capitals A relatively permanent change in the strength of synaptic responsiveness believed to be a biological mechanism for learning and memory is called _____. long-term potentiation (LTP) an excitatory post-synaptic potential reverberating circuits the process of neuron transformation Research on flashbulb memories has found that _____. once a memory is stored in LTM, it is not changed stored memories are subject to alteration inferences or assumptions are not added to information with a strong emotional impact if a memory is vivid, it is an accurate account of the original experience According to the decay theory of forgetting, we are unable to remember information when it _____. has been replaced with newer information has deteriorated with the passage of time has a negative emotional impact was learned in an emotional state different from the state we are in when trying to remember it If during a French test in college, you remember some Spanish words you learned in high school, these previously learned words would be causing _____ interference. retroactive proactive chunking semantic You probably don’t remember whose head in on a U.S. penny because of problems with _____. sensory memory STM LTM encoding failure Alfredo was unable to remember the events occurring just before his automobile accident. This memory loss from brain trauma is known as _____ amnesia. anterograde retrograde proactive retroactive The patient H. M. was unable to remember information from the last few years before his operation and has difficulty forming new memories. This is because of _____. anterograde amnesia removal of portions of his temporal lobes retrograde amnesia all of these options _____ processes explain how we actively shape and build on information as it is encoded and retrieved. Flashbulb Constructive Mnemonic Consolidative Thinking that you heard some bit of information from a friend when you actually heard on TV is known as _____. retroactive interference Alzheimer’s disease (AD) source amnesia senile dementia Remembering your sister’s 16th birthday party as your own is an example of _____. sibling rivalry reconstructive consolidation the misinformation effect decay of flashbulb memory The famous cognitive and developmental psychologist, Jean Piaget, misremembered a childhood story of almost being kidnapped. This is an example of _____. source amnesia misinformation effect constructive processes all of these options A memory improvement technique based on encoding items in a special way is known as _____. encoding elaboration the encoding specificity principle a mnemonic device none of these options The method of loci mnemonic system uses _____ to organize information to be learned. images of physical locations substitute words images of objects to represent numbers numbers PRACTICE TEST II This type of memory has a large capacity and short duration. semantic sensory short-term working Short-term memory receives information from sensory memory and from _____. long-term memory working memory the perceptual processing network maintenance rehearsal The process that allows us to store more information in short-term memory by grouping information into units is called _____. maintenance rehearsal collective organization chunking proximal closure Researchers believe there are three parts to working memory: visuospatial sketchpad, phonological rehearsal loop, and _____. Reverberating circuits brief sensory storage a central executive short-term perceptual storage According to the encoding, storage, and retrieval approach, memory is a process that can be compared to the workings of _____. a board of executives a flashbulb memory redintegration a computer The process of translating information into neural codes (language) that will be retained in memory is known as _____. the Zeigarnik effect neural transformation encoding consolidation Actively reviewing and relating new information to material previously stored in LTM is called ____. studying elaborative rehearsal deep processing all of these options A subsystem within LTM that stores facts, information, and personal life experiences is called _____. procedural memory explicit/declarative memory implicit/episodic memory none of these options A clue or prompt that helps stimulate recall and retrieval of a stored piece of information from LTM is called _____. redintegration an encoding specificity prompt priming a retrieval cue Recalling interrupted tasks better than completed tasks is known as _____. the Zeigarnik effect an insight redintegration the Eureka experience Drinking coffee while studying or before an exam may improve your performance because of ______. the drug elaboration effect caffeine priming consolidation state-dependent retrieval A vivid image of circumstances associated with surprising or emotional events, like the Challenger explosion, is known as _____. long-term potentiation (LTP) a flashbulb memory redintegration all of these options Relearning occurs when it takes _____ to regain lost information. longer less time more trials the same number of trials or amount of time The _____ effect suggests that people will recall information presented at the beginning and end of a list better than information from the middle of a list. recency serial position latency primacy Memory research suggests that, in comparison to literate cultures, preliterate cultures _____. have better short-term, but worse long-term memory abilities are better at face-recognition memory tasks demonstrate better recall for orally presented stories are not affected by the recency effect Forgetting that you fell off the stage during your high school graduation is an example of _____. epinephrine overexcitation adrenaline synthesis interference theory motivated forgetting theory Alzheimer’s disease (AD) is characterized by ____. sudden memory loss progressive mental deterioration with severe memory loss gradual memory loss without deterioration in other mental functioning gradual and severe memory loss accompanied by physical deterioration Hearing a politician discuss problems with global warming and later thinking you read it in your college biology text is an example of the ______. Zeigarnik effect Newsweek effect misinformation effect sleeper effect The method of loci, peg-word system, and substitute word system are all _____ devices. visually organized verbally organized mnemonic moderately effective When you want to remember a series of words or facts in their appropriate sequence, it would be best to use the mnemonic device called the _____. peg-word system method of loci method of word association substitute word system -1390654064000 ANSWERS The following answers to active learning exercises, fill-ins, matching exercises, and practice tests 1 and 2 provide immediate feedback on your mastery of the material. Try not to simply memorize the answers. When you are unsure of your “guess” or make an error, be sure to go back to the textbook and carefully review. This will greatly improve your scores on classroom exams and quizzes. FILL-IN EXERCISES 1. sensory memory, short-term memory (STM), long-term memory (LTM); 2. maintenance rehearsal; 3. chunking; 4. long-term memory (LTM); 5. encoding, storage, retrieval approach; 6. semantic, episodic; 7. recognition, recall; 8. serial position effect; 9. biological decay over time; 10. mnemonics. Crossword Puzzle for Chapter 7 MATCHING EXERCISES a. 5, b. 9, c. 10, d. 6, e. 8, f. 3, g. 4, h. 7, i. 2, j. 1. PRACTICE TEST I 1. a (p. 238) 11. b (p. 258) 2. d (p. 240) 12. d (p. 259) 3. c (p. 239) 13. b (p. 261) 4. b (p. 239) 14. d (p. 261,235) 5. d (p. 245) 15. b (p. 263) 6. d (p. 247) 16. c (p. 263) 7. b (p. 249) 17. c (p. 263) 8. a (p. 250) 18. d (p. 264) 9. b (p. 253) 19. c (p. 269) 10.b (p. 258) 20. a (p.267) PRACTICE TEST II 1. b (p. 238) 11. d (p. 250) 2. a (p. 240) 12. b (p. 251) 3. c (p. 239) 13. b (p. 255) 4. c (p. 240) 14. b (p. 255) 5. d (p. 241) 15. c (p. 257) 6. c (p. 242) 16. d (p. 2599) 7. d (p. 245) 17. b (p. 261) 8. b (p. 247) 18. d (p. 263) 9. d (p. 248) 19. c (p. 269) 10.a (p. 250) 20. b (p. 269)