Memory + This the ability to take in information, store it, and recall it at a later time. In psychology, memory is broken into three stages: encoding, storage, and retrieval. + The tem “memory” comes from the Latin term “mnemorie which means historical account or remembrance + Memogy is essentially the capacity fr storing and retrieving information. Three processes ae involved in memory encoding, storage, and retrieval, + Allthree of these processes determine whether something is remembered or forgotten, Stages of Memory l Enec gu U 1) Encoding + Processing information into memory is called Encoding. + People automatically encode some types of information without being aware of it + For example, most people probably can recall where they ate lunch yesterday, even though they didn’t try to remember this information. + However, other types of information become encoded only if people pay attention to it ‘There are 3 different ways of encoding verbal information: + Visual Encoding focuses on holding images Encoding focuses on how words sound. + Semantic Encoding focuses on the meaning of words! Semantic encoding requires a deeper level of processing than structural or phonemic encoding and usually results in better memory. ncoding is the way information is changed so that it can be steved in the memory. concerns how much information can be stored. ion refers to the period of time information can last in the memory stores.2. Storage + This concemns the nature of memory stores, + voere the information is stored, ~ bow long the memory ass for (duration) ~ how much can be stored at any time (capacity) what kindof information is held + The way we store information affects the way we retrieve it + Most adults caa store between Sand 9 items in their short-term memory + Mille (1956) put this idea forward and he called tthe magic amber 7, * He huh hat sor-em memory ipa wa 7 (ps or mins 2) items because it only Ba a cein umber of "Sloe whic temas could be sore + However, Miller didn't specify the amount of information that canbe eld in each slot + Indeed, ifwe can “chunk information togetber we can store alot more information in our short-fenn memory. + Information can only be stored fora brief duration in STM (0-30 second), + LIM can last lifetime 3. Memory Retrieval + This refers to getting information out storage + If we can’t remember something, it may be because we are unable fo retieve it + SWen we ae asked to reteve something from memory the differences benveen STM and ETM become very + STMis stored and retrieved sequentially. + For exanple if group of participants ar given. ist of words o remember, and hen asked 9 recall the Joh wold on thelist partepas o aru the st inthe order they head iti oder wo resieve he formation + LIMis stored and setteved by associatios + For eg :This is why you can remember What you went upstaits fo if you go back to the room where you first {thought about i” poise ns " + Organizing information can help aid retrieval + You can organize information in sequences (such as alphabetically, by size or by time), + For eg: Imaging a patent being discharged fom hospital whose treatment involved taking various pills at ‘vaiots ues, changing their dressing and doing exercises, * He doctor gives these nsritions jn the onder which they must be carried ou throughoot the day (in the Sequence'o! time), this Will help the patient remember thet,Atkinson and Shifirin model /Information processing model/Multi-Store Model/modal model + Proposed by Richatd Atkinson and Richard Shifirn (1968) and is a structural model ‘+ The mmiti-store model is an explanation of memory proposed by Atkinson and Shifiin which assumes there are three unitary (separate) memory stores, and that information is transferted between these stores in a linear sequence. + The three main stores ate the sensory memory, short-term memory (STM) and long-term memory (LIM), + Each of the memory stores differs in the way information is processed (encoding), how muuch information can be stored (capacity), and for how leng (duration) + Information passes from store to store ina linear way, and has been described as an information ocessing model (ike a computer) with an input, process and output + Information is detected by the sense organs and enters the sensory memory, which stores a fleeting impression ‘of sensory stimuli, + Tattended to this inform itis passed on to the LIM jon enters the STM aud ifthe information is given meaning (elaborative ehearsal) Duration and capacity ~ Learn from textbook 1) Sensory Memory + Duration: 4 to % second *+ Capacity: all sensory experience (v. larger capacity) + Encoding: sense specific (e.g. different stores for each sense) + The sensory stores ate constantly receiving information but most of this receives no attention and remains in the sensory register for a very biiet period + ‘The sensory register is another name for sensory memory, What Are 5 Types of Sensory Memory? 1) Teonic memory stores interpretations of visual experiences 2) Echoic memory stores the interpretations of sounds 3) Haptic memory stores the interpretations related to tactile experiences 4) Olfactory memory stores information related to the sense of smell 5) Gustatory memory stores information related to the sense of taste, + The sensory memory’ store has aarge capacity but a wery brief duration it can encode information from an ofthe sense and met ofthe ifoatation lost long deca ¥ + Attention is the first step in remembering something, ifa person's attention is focused on one ofthe sensory Soest he etn asia o SEAL ane #8 Pe .2) Short Term Memory + Duration: 0-18 seconds + Capacity: 7 +-2 items + Encoding: mainly auditory + The STM store has a duration of up to 30 seconds, basa capacity of 7~/-2 chunks and mainly encodes information acoustically + Information is lost through displacement or decay. + Maintenance rehearsal isthe process of verbally or mentally repeating information, which allows the dusation of short-term memory to be extended beyond 30 seconds. + Am example of maintenance rehearsal would be remembering a phone number only long eaoug to make the phone call. + This type of eeatsal ually involves repeating infomation without tiaking about its meaning o connecting i 1 cake mano + Continwal rehearsal “regenerates” or “renews” the information in the memory trace, thus making i stronger memory when transfered to the Loag Teen store + Tfmaintenance etiarsal (repetition) does not occur then information is forgotten, and lost rom short term memory through the processes of displacement or decay. + Capacity is the Magical Number Seven, Plus or Mins Two as George miller said + A method called chunking can help o increase the capacity of short-term memory.3) Long Term Memory + Duration: Unlimited + Capacity: Unlimited + Encoding: Mainly Semantic (but can be visual and auditory) + The LTM has unlimited capacity and duation and encodes information semantically + Information canbe ecalled fom TM back into the STM when itis needed. + Ifthe information is given meaning (labortive reieasal) its passed on tothe LTM, + Elaboraive rehearsal iavolves the process of inking new information ina meaningful way with information Already stored in fog ten meio * “ee + For example, you could am the lies ina play by relating the dialogue and bevior of your character to Similar personal expenences ou remember: + Elaborative rehearsal is moe effective than maintenance rehearsal for remembering new information asi lel to enstre tat information is encoded well. Tris deeper level of information-procesing Input Sensory ee ‘Attention Short-term (stimuli) memory memory Long-term memory Forgetting How can | guarantee that the items in my short-term memory make it to my long-term memory?The answer is simple: repetition. At least, that’s what Atkinson and Shiffrin believed. Repeat the items you need to remember over and over again. If you are trying to remember a list of things in no particular order, switch up the order and repeat them to yourself again and again. Say things out loud as you write them down if you have to. Atkinson and Shiffrin called this a “rehearsal loop”. Studying is a great form of this and allows students to move short-term memory into long-term memory. CAPACITY: amount that can be held in STM (Jacobs, 1890; Miller, 1956) eee cee) a] memorable format = sound (Conrad, 1964). ise DURATION: how long it can be held in STM (Peterson & Peterson, 1959).