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| depends on how "deeply" processed, how organized, how manipulated, and how meaningful the information is |
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| use it or loose it; natural loss of knowledge |
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| knowledge interfering with other knowledge (proactive/retroactive) |
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| new information getting in the way of old information |
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| old information getting in the way of new information |
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| the more pieces of information you put on the same retrieval cue, the more difficult it is to retrieve any of them |
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| is more likely than people ACTUALLY forgetting information |
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| may occur, but is more rare than retrieval problems |
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| an experiment in which people were asked to memorize something then forget that information; later when asked to recall the information they "forgot" they could not however they could remember it and pick it out from a group of information |
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| once you've learned something, even if you've forgotten it, relearning it a second time will be faster and easier |
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| levels of processing theory |
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| the more in depth we learn something the better we remember it; those that aren't are susceptible to rapid decay |
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| retrieval is effected by the bodies state (i.e. drugs, sickness, etc.) |
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| retrieval is effected by our moods |
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| more effective to learn something over a long period of time for short intervals than to learn something over a short period of time for longer intervals |
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| more effective to remember something in context (i.e. taking a test in the classroom you have lecture) |
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| encoding specificity principle |
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| things will be better memorized if they are learned with a specific other thing |
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| was able to remember so many digits of pi because he heard digits like music which helped him remember |
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| was able to remember so many digits of pi because he said it was relaxing and was like a story to him |
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| Craik & Tulving's recall study |
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| meaning > lowercase vs. UPPERCASE when remembering |
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| specific memories from a specific time; they are easily biased or stereotyped responses and often misplaced in time |
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| confidence does not equal |
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| accuracy (.7 correlation) |
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The -> TRANSIENCE (time)
Baby -> BLOCKING (brigade)
Alien -> ABSENT-MINDEDNESS (aloof)
Made -> MISATTRIBUTION (mistake)
Saturn -> SUGGESTIBILITY (sexual)
Be a -> BIAS (black bias)
Planet -> PERSISTENCE (pest) |
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| things will be better memorized if they are learned with multiple other loosely related items; more cues, faster retrieval |
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| not allow eye-witnesses at all |
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| Buckhout's purse experiment |
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| people identify innocent bystanders as thief |
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| Brigham's store clerk studies |
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| took enough time for people to forget who the thief was |
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| identification worsens with (4): |
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| shorter study time, more faces to study, longer delay before making ID, face in lineup are all similar |
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| Loftu's memory-altering experiment |
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| using different words (i.e. bumped, smashed, brushed etc.) changed people's perceptions of the crash |
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| misleading information can work its way into the encoding of an events and its recall |
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| Bartlett's "War of the Ghosts" study |
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| game of telephone: details are lost, story becomes more concise, and is affected by cultural experience |
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| as time goes by without rehearsal, your memories are harder to retrieve |
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| anything you're not paying attention to is unlikely to be stored in your LTM |
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| our source memory is really bad...can't remember where we've learned things from; attribute ideas to ourselves as our own |
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| leading questions and verbal/visual suggestions can lead people to develop false memories |
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| hard to retrieve information from LTM due to interference |
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| our own expectations and desires shape our memories |
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| we forget things we want to forget |
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| how to do things (apply a rule) |
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| can be verbalized/described (describe a rule); includes semantic and episodic memories |
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| memory for specific events, not always accurate |
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| ABSTRACT, organized by meaning, allows inferences |
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| once you activate one word, words that are close by are activated and remain activity for later tasks |
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| something recently retrieved stays in the mind for future tasks |
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| words close by are activated via meaning |
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| semantic associative network |
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| activate one concept and nearby concepts are also activated |
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| loss of memories before brain damage; almost all amnesiacs show some retrograde |
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| inability to form new memories after brain damage |
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| lack of vitamin B1, often associated with heavy drinkers because of their poor diet, damage to the hippocampus, often suffer from retrograde amnesia |
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| bilateral temporal lobectomy |
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| removal of both sides of the temporal lobe, epileptic patients used to undergo this surgery...now they only do one side |
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| non-conscious, indirect, implicit learning, & memory tasks |
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| process dissociation framework |
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| controlled vs. automatic rather than explicit vs. implicit |
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| dissociative identity disorder |
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| episodic memories become illicit and repressed; Freud; painful memories pushed into the unconscious |
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| when a specific experience in incorrectly determined to be the source of a memory |
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How do we know what knowledge is relevant?
(1) Procedural and (2) declarative memory are organized in networks, and activated information is (3) working memory |
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| Procedural on its own and episodic and semantic interrelated |
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Procedural memory: INTACT
Episodic memory: IMPAIRED
Semantic memory: SOMEWHAT IMPAIRED
*was able to learn, though slowly
EVIDENCE OF A DOUBLE DISSOCIATION |
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| visual imagery is rich with information and people are better at recalling images than information |
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| relational-organizational hypothesis |
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| visual imagery creates more associations: picturing the penguin eating the doughnut will be a better mnemonic then just a penguin with a doughnut |
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| perceptual experience in the absents of stimuli |
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| relationship between perception and encoding/storage and later retrieval |
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| (local grocery store): story of grocery store items in specific places in house |
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| (peggy and marissa like apples): visualizing objects as memory cues instead of locations |
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| (two friends named carol doing something together): visualizing them doing something together will strengthen the association and help you remember their names |
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| dual-coding or relational-organizational |
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| Sherpard & Metzler 3-D studies |
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| people are just as fast to rotate 2-D objects as they are with 3-D objects; the farther the objects are away from one another the more difficult it is to decide if they are the same |
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| Carmichael's glasses-dumbbell study |
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| suggestion led people to believe that a simple drawing was either a pair of glasses or a dumbbell |
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| Chamber's & Reisberg's study about reinterpreting ambiguous figures |
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| were able to see a duck or rabbit but not both in five seconds; could not image another image but if they redrew the image in their minds they could then see both on the paper |
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