Preview p.12What would life be like with no memory?

How would you answer the question: How are you today?

Who would you be? How would your identity be affected?

Preview Part 2snow

Memorypp.348 – 363

Notebook p. 13

Objective 1: What is memory? How does flashbulb memory differ from

other memories?

Memory: the persistence of learning over time through the storage and retrieval of information

Flashbulb Memory: a clear memory of an emotionally significant moment or event

Objective 2: What is the Atkinson-Shiffrin’s classic three-stage

processing model of memory?

Objective 2: How does the contemporary model of working memory differ from the classical

model?Working Memory

Some info goes straight to LTMActive role in processingVisual-spatial & auditory rehearsal

Objective 3: What kind of information do we automatically encode?

Automatic Processing: You encode space, time, frequency, and word

meaning without effort. Space: While reading a textbook, you automatically encode

the place of a picture on a page. Time: We unintentionally note the sequence of events that

take place in a day (First, I… then, I…). Frequency: You effortlessly keep track of how many times

things happen to you (this is the third time I’ve tripped over my own feet!).

Well-learned information: see words in native language, perhaps on the side of a delivery truck, you cannot help but register their meanings

Things can become automatic with practice. Helps keep us safe from threats in the environment

Read the following sentence:

Spring is the

The most beautiful

Time of the year.

Objective 4: How is effortful processing different from automatic

processing?

Requires attention and conscious effort

Produces durable and accessible memories

Rehearsal: conscious repetitionthe amount remembered depends on the time

spent learning

Objective 4: How is effortful processing different from automatic

processing?

Effortful processing in AP Psychology:

1. Read concepts in textbook.

2. Take notes on concepts while reading.

3. Lecture on concepts the next day in class.

4. Practice concepts during (and after) class.

5. Application of concepts with vocabulary cards.

6. Review of concepts when studying for the test.

7. Taking the test.

8. Check answers on test.

9. Periodic Vocabulary Drills.

10. Retrieve concepts from LTM when it’s time for the AP exam.

Objective 4: What are the next-in-line, spacing, and serial position effect?

Next-in-line: focus on own performance; fail to remember the comments made before our own

Spacing: retain information better when distributed over time.

Serial position: remember first and last better than the middleprimacy effect – first itemsRecency effect – last items

Class Activity

Objective 5: How do visual, acoustic, and semantic encoding compare in

terms of helping us remember verbal information?

Objective 5: What memory enhancing strategy is related to the self-

referencing effect?

Preview/Process!!!!

Giving examples of concepts in relation to YOUR life.

Objective 6: How does visual encoding aid effortful processing?

We remember concrete words that lend themselves to visual mental images better than abstract, low-imagery words.Double encoding! (semantic & visual)

Mnemonic = memory aidMethod of loci- spatial“peg-word”- visual

Objective 7: How do chunking and hierarchies aid effortful processing?

Chunking: organizing items into meaningful units (letters, words, phrases)AcronymsPhone numbers

Hierarchies: organizing items into logical levelsGeneral specific

Objective 8: How are echoic and iconic memory different?Iconic: photographic memory for a few tenths of

a second

Echoic: remember the last few seconds; echo

Objective 9: How does STM work?

Without rehearsal, info can be forgotten in a matter of seconds

Capacity 7 +/- 2 chunks of info

Chunking Experiment

149217761990200717

Objective 10: How does LTM work?

Limitless!

Process p.12Can you think of three ways to employ the

principles of encoding to improve your own learning and retention of important things?

FRQ PracticeRoger is at a wedding reception where he has been

introduced to over 50 guests whom he has never met. He can remember only a handful of names. Describe the role that sensory storage, short-term memory, and long-term memory play for Roger in this situation.

Analyze what is happening in terms of the three stages of the information processing model of memory: encoding, storage and retrieval.

Finally, identify strategies Roger might use to improve his ability to remember names.