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Lecture

Module 23.docx

5 Pages
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Department
Psychology
Course Code
PSYC 1010
Professor
Rebecca Jubis

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Description
Module 23- Studying and building Memories Studying Memory  Memory- information that can be stored and retrieved  Recall- retrieving information that is not currently in your conscious awareness but that was learned at an earlier time. A fill in the blank question tests your recall.  Recognition-identifying items previously learned. A multiple choice question tests your recognition  Relearning- learning something more quickly when you learned it a second time. When you study for a final exam or engage a language used in early childhood you will relearn the material more easily than you did initially. Measures of Retention  Recall, recognition, and relearning speed are three ways  Recognition=fast and vast  Speed at relearning also reveals memory ***Test of recognition and of time spent relearning demonstrated that we remember more than we can recall Memory Models  Psychologists create memory models to help us think about how our brain forms and retrieves memories Information-processing models are analogies that compare human memory to a computers operation to remember an event WE MUST  get information in our brain, a process called encoding  retain that information, a process called storage  later get the information back out, a process call retrieval Parallel processing: processing many things simultaneously  Connectionism views memories as products of interconnected neural networks.  Every time you learn something new , your brains neural connections change, forming and strengthening pathways that allow you to interact with and learn from your constantly changing environment Memory-Forming Process- Three stages 1. We first record-to-be remembered information as a fleeting sensory memory 2. We process information into short-term memory, where we encode it through rehearsal 3. Finally, information moves into long-term memory for later retrieval Working Memory  Active desktop where your brain processes information making sense of a new input and linking it with long-term memories\  As you integrate these memory inputs with your existing long term memory your attention is focused  Means to focus on the active processing that takes place in the middle stage Baddeley suggested the central executive handles this focused processing Auditory Rehearsal  Central executive  Visual Spatial information (mentally (Mentally repeating a (Focuses attention)  rearranging furniture in password long  enough to enter it a room) online) LONG TERM MEMORY *** Without focused attention, Information often fades Dual –Track Memory: Effortful Versus Automatic Processing  How we process our explicit memories?  Mind operates on two tracks , it processes explicit memories through conscious, effortful processing,  Behind the scenes ,, outside the Atkinson Schifrin stages, other information skips our conscious encoding and barges directly into storage  Automatic processing which happens without our awareness produces implicit memories  We split information into different components for separate and simultaneous processin
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