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Psychology Chapter 8.docx

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Steve Joordens

Psychology Chapter 8 (Lecture 30-34) Slide 2: Memory we think of is more episodic memory (ex. What did you have for breakfast?), in which you consciously recreate an image what happened at that time. This is only one of many memory systems, and should therefore be seen as a multiple instead of singular. The past experience can be an influence, and memory is reinforcing that influence. Slide 3: If you start with A+B=3, you decide if its true or false and see if that rule you think is followed throughout. Eventually you get faster and figure out an algorithmic problem solving. A little while later, you see examples that reappear, and you will then solely rely on memory on the repeating questions. Slide 4: Memory can be broken down into several systems. Sensory memory- a stimulus from the environment first comes into contact with this memory. Slide 5: When a light enters your eyes, you can still see it a little after its gone- its a trace. Ex: sparkler- you move a sparkler, you can see the line, the trail, in which the sparkler was moved. Sensory memory is important when were not attending what we are sensing (ex. We listening to music, we can still see a trace when we return to vision). Move fast from Slide 6-8, and write what you saw, and pay attention to what happens to your mind. You generally see around 4-5 letters, even though they saw about all of them before they fade away from a mind. Full report condition: you report all 9 that you see in a box, and its typically 4-5. Partial report condition: Slide 9-11: You report the letters stated on the row indicated. In most cases, you got 2-3 of them (an average of 2.5). The logic is that people report an average of 2.5 in any of the rows, so 7.5 had been available in store, which is more than in the full report. Why is there such difference? The claim is that its about the time and the place. By the time you report on that row, the rest is fading away. This technique helps record with reporting conditions, but also the time it takes. Vision seems to last about a second, which helps us notice something even when we switched attention. Slide 12: Ex: annoying brother rants beside you, and when you interrupt him, you replay it in your mind and realize what he was saying. Another example is when you talk with someone, you say what?, they say it again, but by then you caught up on what was said before. Thats because your mind still hangs onto what was said. When someone reads a set of numbers, see how many you can recall after they say stop. Youd generally recall the last four numbers from your echoic memory. Your echoic memory lasts about 4 seconds- longer than the visual one, meaning that the sounds, especially speech are seen as more important. You need more information to process what was said, so you replay the last few things that were said. Sight and sound memory is the most studied. Taste and smell are more chemical based, and so the aftertaste last a while before it dissipates. Touch, though, you can still feel a trace, meaning it must have a memory of it. Slide 13: Working memory- consciousness thoughts. Ex: See what you think of first at this question- How high can reach from a camel? You are retrieving memories in order to see how this can be answered. For a camel youd maybe recall the zoo where you saw a camel. You then see the distance from the back of a camel, using measurements of your own height and the camels. Its therefore called working memory, since you are applying a variety of resources- memory, and calculations and such. This is the system that allows for hard algorithmic problem solving. This one is done for problems you havent encountered before in order to figure out a solution. Slide 14: Digit span test- how many numbers can you remember without taking notes? Listen, and once you say go, write down as many as you can. However, the professor left a gap after saying the numbers and saying go, and how did that affect your memory? Generally, youd quickly rerun the numbers that are said so far, but by then you mix up the sequence. This is the articulated work, where you talk to yourself in the working memory. This is where the short-term memory is also involved. You are repeating the numbers to yourself to keep it as a short term memory before you can write it down. fragile and capacity limited- A few words will be read , and you are instructed to sing a song while still maintaining the words in mind. Then write down the words you remember, but this is more difficult because you had to use your voice for singing instead of repeating the words to yourself. Your working memory is prone to interference (ex. Youre counting, someone says a different number, you will mix up where you were counting). Momentum is a movie about a guy who has ONLY short term memory, so he has to always focus on his memory, or else hell forget everything when distracted. The more we mentally devote to something, you will be able to transfer it to long-term memory. Slide 15: Remember the true and false test earlier, the long-term memory is involved when you pick up on equations that you met before. Slide 16: Imagine you are given 15 items, and you are supposed to recall the words. The data is collected and provides the graph here. The worst recall will be the middle items, but highest on the end. Working and long-term are closely associated, as you can see in this graph. The recency effect uses the working memory. The primary effect, which are the first few, are also remembered, because they had a lot of rehearsal when you were repeating them in your mind- they had a privileged status. This will be led to a long-term memory. All of our sensory system has a buffer that holds information a little longer to allow us to switch between the systems and overlap sensory experiences.Working memory is the beginning of real memory system, but is not the real system. The more you can hold in your working memory the more successful you are (they are also seen as more intelligent). For mute people, they use their finger (which they use for signal) to repeat the information, like we do in our heads. Slide 17: Working memory is fragile, but how long can information stay and how much of the rehearsal is needed? Its basically about how much distraction you can handle when rehearsing? The experiment was to give you string of information that do not make sense to you (as in, you cant make relations to the items to make it easier to remember), and also add distractions when you are remembering them. Ex: words and numbers in a row. If you let the person retell immediately, they can get about 90% right, but after some time gap the percentage drops. Why does it go out of working memory? Slide 18: One possibility- decay: where the information just dissipates. However, this one was debated, because nothing decays. Conveyor/bouncer notion- when something new comes into the mind, the other one get pushed out. Thats because theres a limited space in which the information is held. There will be a list of items, and there will be many that start with B. Each time a B-word
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