Encoding
Aquiring information and transforming it into memory
Retrieval
transferring information from LTM to short term/ working memory
Control processes
act on/afftect information in STM/WM
Maintenance Rehersal
repetition of stimuli that maintains information but does not transfer it to LTM. (saying something over and over but not very effective)
Elaborative rehearsal
Using meaning and connections to help transfer information to LTM. More successful
Levels of Processing Theory
Distinguishes between
1. Shallow Processing
2. Deep processing
Shallow processing
-Little attention to meaning
-Focus on physical (superficial) features
- Results in poor memory
- ex. Reading and rereading
Deep processing
- Close attention to meaning
- Results in better memory
Circular reasoning
Assuming a method produces better memory performance because it involved a deeper level of processing
Factors that can benefit encoding
- linking words to yourself (NHl)
- Visual imagery (boat in a tree)
- Generating information (filling in the blank with previous stimulus words)
- Organizing information (Using a picture to help organize info)
- Relating words to survival (water keeps you alive, stranded on an island)
- Retrieval practice (Test yourself)
Testing effects
Participants read a passage for 7 minutes, took a 2-minute break and either reread the passage or tested themselves to recall as much info as possible. Then groups did a final recall test
- The testing group performed better
Cued-recall
like multiple choice, how you can see the answer (most effective for recall
free-recall
Like a fill-in-the-blank question
- You arent cued
-Not as effective for recall
Encoding specificity
Recall was best when encoding/retrieval occured in the same location
-An example of this would be the “dividing experiment.”
- Learning underwater and testing underwater does better than testing on land.
- Learning in the classroom and taking a test in the classroom and not the butter dome
State Dependent learning
- learning is associated with the state you were in (mood)
Therefore memory is better if state during encoding matches the state during retrieval
Transfer- Appropriate Processing
Results of a memory task will be better if the type of processing used during encoding is the same as the type during retrieval
-Ryhming test: people did better if they learned words on how they sounded rather than what they mean
Distributed practice
Taking breaks during studying (spacing effect) allows you to better commit what you learned to LTM and not just what is fresh in your mind
Consolidation
tranforms new memories from fragile state to more permanent
-Better sleep helps this
Synaptic consolidation
occurs at the synapse, happens rapidly
- Idea of neural record of experience
Systems consolidation
The gradual reorganization of circuits in the brain happens slowly
- The hippocampus is eventually no longer needed to retrieve crystalized memories because it is distributed throughtout the brain
Long-term Potential
Enhanced firing of neurons after repeated stimulation
Standard model of consolidation
- Retrieval initally depends on hippocampus
- The hippocampus is eventually no longer needed to retrieve crystalized memories because it is distributed throughtout the brain
Retrograde amnesia
loss of memory for events prior to trauma
Anterograde amnesia
loss of memory for events after trauma
