Class Notes (808,829)
Canada (493,409)
York University (33,539)
Psychology (4,070)
PSYC 1010 (1,329)

PSYC 1010 (JUBIS)- MEMORY.docx

5 Pages
Unlock Document

York University
PSYC 1010
Rebecca Jubis

PSYC 1010 REBECCA JUBIS MEMORY COGNITIVE PERSPECTIVE - S-0 (cognitive)-R  Evaluate situation you are in, predict behavior, establish different expectations  Internal (cognitive) and external (cause) factors are equally important in this perspective - Kohler  Organisms have insight (don’t learn strictly through trial and error) o The sudden understanding of how to solve a problem o A change in organization of a problem S - Memory - R BEHAVIORAL PERSPECTIVE - Overt behavior - Stress the S-R (stimulus response) relationship and say that it is ‘stamped in’ the brain INFORMATION- PROCESSING MODEL - Input --> processing --> output - Encode --> storage --> retrieval THREE- STAGE MODEL (1968) Sensory attention S - Store STM LTM Decays SENSORY STORE - it preserves information in original sensory form in a short time. The sensation of the stimulus lingers briefly after the stimulus has ended  more likely to pay attention to something that you are interested in  Iconic Store; visual information (lasts a fraction of a second)  Echoic Store; auditory information (lasts 3-4 seconds) SHORT-TERM MEMORY (STM) - Contains information that you are consciously thinking of ( currently alive in memory) - Can hold information for about 15-20 seconds - Limited capacity; it can hold 7+/- 2 items of information at one time - Works on a ‘buffer system’ th th  What happens when an 8 word comes in? The 8 word kicks out 1 item of information in the system= displacement - Auditory Rehearsal Central executive (focus attention) Visual- spatial information =< -->Long- term memory (information goes from long-term memory to short-term memory to simplify information) - Is there something we can do to increase the capacity of short-term memory?  By remembering blocks of letters = chunking (meaningful unit of information)  Categorizing, repetition, initial imagery, acronym= maintenance/ elaborative rehearsal o Maintenance rehearsal- allowing information to keep going in short-term memory o Elaborative Rehearsal- needed to effectively transfer information from short-term to long-term memory; forming associations ‘WORKING-MEMORY’ MODEL (1986) HIGH VS. LOW IMAGERY WORDS - High imagery words are best remembered  visual imagery facilitates recall because it has a ‘dual code’ 1) Visual picture 2) Meaning of the word - Low imagery words resemble meanings of words but cannot recall a code for visual pictures ELABORATIVE REHEARSAL TECHNIQUES - Mnemonics imagery aids a) Acronyms b) Peg word system  Associating different words to remember what you need e.g. one is a bun, so you remembered that bun is associated with needing butter LONG-TERM MEMORY (LTM) - Has an unlimited capacity - Information is stored indefinitely; some think permanently - ? EVIDENCE? 1) Flashbulb Memory  very vivid details about events 2) Age Regression through hypnosis o use distributed (spacing effect) practice rather than massed practice Study a little bit of a time over a long period of time Or mass; study everything at once o Repeatedly testing yourself; testing effect o Make information personally meaningful; self
More Less

Related notes for PSYC 1010

Log In


Don't have an account?

Join OneClass

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

Sign up

Join to view


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.