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Learning Targets

LT 2.3-1

LT 2.3-2

LT 2.3-3

Define memory, and explain how memory is measured.

Explain how memory models help us study memory, and explain how later research updated the three-stage multi-store model.

Explain how changes at the synapse level affect our memory processing.

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What is Memory?

Holding on to what you’ve learned over time through acquiring/encoding, storage & retrieval

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MEASURING RENTENTION

3 Ways we know that something has been learned…

Recall – Retrieving info that is not in your conscious awareness but was learned at an earlier time.
Recognition – Identifying previously learned info
Relearning – Learning something more quickly when you learn it a 2^nd time.

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Name the Seven Dwarves

Take out a piece of paper

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Recall

A measure of memory in which the person must retrieve information learned earlier
Example: Essay, fill-in-the-blank, and short answer test questions test recall

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Recognition

A measure of memory in which a person must identify items learned earlier
Example: Multiple choice and matching test questions test recognition

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Now pick out the seven dwarves.

Turn your paper over.

Grouchy Gabby Fearful Sleepy Smiley Jumpy Hopeful Shy Droopy Dopey Sniffy Wishful Puffy Dumpy Sneezy Pop Grumpy Bashful Cheerful Teach Snorty Nifty Happy Doc Wheezy Stubby Poopy

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Seven Dwarves

Sleepy, Dopey, Grumpy, Sneezy, Happy, Doc and Bashful

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Recall vs. Recognition tests

Importance of retrieval cues evident in recall vs. recognition tests
Recall tests - must retrieve info learned earlier.

Two step process: 1) generate a mental list, 2) recognize the answer from the list.

Examples: Fill-in-the-blank test; essay exams

Recognition tests - only need to identify the correct answer.

1 step process: 1) recognize answer from the list. List was already generated for you.

Example: Multiple choice tests

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The Information-Processing Model�(comparing our memory to a computer)

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How is Our Memory Like a Computer?

Both encode, store, and retrieve data
We can activate information from our long term memory (hard drives)
Information on the screen disappears if not used right away – short term memory
You use certain pathways to find info in folders just like we use neural pathways to find info in the brain (Connectivism)

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Parallel Processing

Computers process information sequentially.
Our brain has the ability to process different pieces of information simultaneously.
Example: How many different things must you do/process to drive a car?

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Information Processing Model�The actions of Memory

Encoding - getting information into the memory system
Storage - the retaining of encoded information over time
Retrieval - getting encoded information out of memory storage

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Encoding

The processing of information into the memory system.

Typing info into a computer

Getting a girl’s name at a party

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Storage

The retention of encoded material over time.

Typing the info in and hitting save to put in on the HD.

Trying to remember her name when you leave the party.

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Retrieval

The process of getting the information out of memory storage.

Finding your document in its folder and opening it up.

Seeing her the next day and calling her the wrong name (retrieval failure).

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Atkinson & Shiffrin �3-Stage Multi-Store Model of Memory

3 Places that Memory goes to
Three memory stages that differ in…

Capacity – How much info can be stored
Duration – How long the info can be stored
Function – what is done with the stored info capacity and duration.

Information is transferred from one stage to another

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Atkinson & Shiffrin �3-Stage Multi-Store Model of Memory

First – Information comes in from our senses to form an extremely brief Sensory Memory

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Atkinson & Shiffrin �3-Stage Multi-Store Model of Memory

First – Information comes in from our senses to form an extremely brief Sensory Memory
Next – What we pay attention to makes it to our Working/Short-Term Memory. If we want to remember it, we encode it through rehearsal.

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Baddeley’s Working Memory Model�How Short-Term Memory Works

Visuospatial sketch pad - holds visual and spatial info
Phonological loop - holds verbal information
Central executive - coordinates all activities of working memory;

Focuses attention on incoming info you want to get to your LTM
Grabs info from LTM needed to make sense of incoming info.

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Atkinson & Shiffrin �3-Stage Multi-Store Model of Memory

First – Information comes in from our senses to form an extremely brief Sensory Memory
Next – What we pay attention to makes it to our Working/Short-Term Memory. If we want to remember it, we encode it through rehearsal.
Finally, encoded info moves to Long-Term Memory Storage where it waits…

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Atkinson & Shiffrin �3-Stage Multi-Store Model of Memory

First – Information comes in from our senses to form an extremely brief Sensory Memory
Next – What we pay attention to makes it to our Working/Short-Term Memory. If we want to remember it, we Encode it through rehearsal.
Finally, encoded info moves to Long-Term Memory Storage where it waits till we need it later and then is Retrieved back to STM.

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New Memories in a Snail

Aplysia—a sea snail was used to study how memories can change neurons

Eric Kandel

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Kandel’s Sea Snail Experiment

Eric Kandel – studied neural changes that took place in Aplysia, a sea snail. Click HERE to view it (4 min)
Squirted it with water followed by an electric shock that classically conditioned it to withdrawal its gills next time it was squirted.
This changed the three neuron circuit in the snail.

Long-Term Potentiation – Neural change that occurs when you learn!

Function of the neuron changed:

increase in the amount of the neurotransmitter produced by the neuron.

Structure of the neuron changed:

number of interconnecting dendrites and axon terminals increased
receptor sites for neurotransmitters increasing allowing for more communication points (synapses).

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Long-Term Potentiation

Can we stop the memory process? Scientists may have found a way. Watch 44:54-48:35.

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Figure 32.5 Our two memory systems

Memory Processing Review