PSY 1101 Lecture 14: Chapter 8 Notes Lecture i

• School: University of Ottawa
• Department: Psychology
• Course: PSY 1101
• Professor: Mark Dallas

Document Summary

Use distributed (spaced) practice: cramming works short-term, but long-te(cid:396)(cid:373) (cid:396)e(cid:272)all/(cid:396)e(cid:272)og(cid:374)itio(cid:374) is (cid:449)eak a(cid:374)d (cid:272)(cid:396)a(cid:373)(cid:373)i(cid:374)g (cid:272)a(cid:374) give interference to earlier learning. Use active retrieval cues: unrelated lists are harder to remember: (cid:862)atta(cid:272)h(cid:863) a (cid:272)o(cid:374)(cid:272)ept to a (cid:448)isual i(cid:373)age, e. g. , recall where on page a specific concept is located. Use mnemonic devices: grouping, chunking, hierarchies. Minimize interference: e. g. , do(cid:374)"t stud(cid:455) p y(cid:1005)(cid:1005)(cid:1004)(cid:1005) a(cid:374)d p y(cid:1005)(cid:1005)(cid:1004)(cid:1006) i(cid:374) se(cid:395)ue(cid:374)(cid:272)e. Sleep more: lots of sleep helps memories consolidate overnight. Test yourself: use (cid:862)test (cid:395)uestio(cid:374)s(cid:863) i(cid:374) te(cid:454)t(cid:271)ook. How much information comes in to our senses. Memory processes: memory is a process, not a storage device. Retrieval: recalling or using previously encoded and stored information. Sensory input from the environment is recorded as fleeting sensory memory. Information is encoded into long-term memory for later retrieval. Automatic processing is the unconscious encoding of information about space, time, frequency, and well-learned information. Effortful processing is encoding that requires attention and conscious effort (i. e. , rehearsal)