Class Notes (837,448)
Canada (510,273)
York University (35,409)
Psychology (4,109)
PSYC 1010 (1,346)
Lecture

Chapter 7MemoryLecture part TWO.pdf

4 Pages
79 Views
Unlock Document

Department
Psychology
Course
PSYC 1010
Professor
Jill Bee Rich
Semester
Fall

Description
Chapter 7, Second lecture November-22-12 11:43 AM Forgetting • More commonthan complete failure, is partial flavour and a cue is needed to access the information • Tip of the tongue • Hermann Ebbinghaus(1885) -Grandfather of forgetting • He studied recall of nonsense syllables (e.g. lah, rup, nol) • He found that there was a 'Curve of Forgetting" • Recalled Autobiographical more than Nonsense syllables • Most recalled to least: Autobiographical, prose/poetry/nonsensesyllables • When material is not meaningful, we will not rememberit very well, if related to own life and made personal-will remember • (Insert Graph of Forgetting Curve) • If he tested himself by a measure of recognition (two different nonsense syllables), he was able to recall more of them because of cues Retrieval Measures, continued • Retention-theproportion of material retained • Savings during relearning • There's a lot of material that seemslost, and unrecalled-yet if you sit down to learn the material again, you'll learn it faster (e.g. I quit piano 7 months ago, but was able to recall pieces faster after practising) Why do we Forget? • Inefficient encoding-if you don't pay attention, you might not have learned it • Decay-evaporatesand fades...more of a factor for forgetting short-termmemoryinformation than long-term memory • Once you have material in your longterm memory,but a year later you forgot it- it didn't decay but is inaccessible • Interference ○ Proactiveinterference: old learning interferes with new learning (e.g. Study psych first, and then psychologyand then took econ test, but could only rememberpsych and confused it with econ terms) ○ Retroactiveinterference: new learning interferes with old learning (e.g. Studying Spanish and French, French first and then Spanish, and you have a French test and you rememberonly the Spanish you studied) Peterson & Peterson (1959) Task • DEMONSTRATION: ○ BHL, and then 3 seconds of consecutivenumbers, and then another 3 letters(SQD) ranging for more than 10 seconds ○ More errors in a longer period of interference ○ For each word, write the related word  Exhibition-fair  Animal-seal  Part of body-feet  Transportation- plane  Football-pass  Crime-racket  Former U.S. President-bush  Music-rock  Personality-charm  Write-spell  Bird-cardinal  Sports- ball Why was it difficult? ○ Why was it difficult?  New words that weren't there the first time  Were thinking of first column words in correlation to second column  Seconds words are what have multiple meanings ○ Problem with encoding specificity  If you're tested in a different way, it makes it hard to rememberthe material  A mismatchbetween initial encoding and retrieval cue ○ Repression  Psychologicalreason for forgetting  If somebodyexperiencesa psychological trauma (e.g. raped or experienced crime scene) in some cases, it might be psychologicallydifficult to deal with so in that case MEMORY SYSTEMS ○ Episodic/Semantic  Outlined in 1972  Episodic: Memoryof personal experiences (autographical)  You can 'date' your memories  Semantic: system for handling information in terms of meanings and concepts- general knowledge ○ Procedural/Declarative  Procedural: memoryof cogn
More Less

Related notes for PSYC 1010

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit