11-12-13

• State of Consciousness: Handout Review

• Quiz Tomorrow 11-13-13

- Study Handout!

• Nightmares

- Reading/Video

• Sleep

- Why do infants sleep all the time?

- How much? What happens if we don’t sleep?

11-12-13

• Hypnosis and Meditation

- Attention? Focus? Power? Suggestion

- Video

• Drug States

- Do these things really alter our mood, perception, and behavior?

- Video

Memory & Information ProcessingIn order to remember something, we must:• EncodeEncode (get info into our brain)• StoreStore (keep the info somewhere safe)• RetrieveRetrieve (get the info back out later)

How Do We Encode Info?Selective Attention

Where Do We Store Info?Long Term MemoryShort Term Memory

Sensory Memory

ExternalEvents

SensoryMemory

Short-TermMemory

Long-TermMemory

SensoryInput

Attention &Attention &EncodingEncoding

EncodingEncodingRetrievalRetrieval

#21 Encoding Imagery

Earliest memoriesEarliest memories involve mental imagery

Easier to recall concrete wordsconcrete words than abstract wordsBalloon vs Process

Flashbulb MemoriesFlashbulb Memories“Where were you when…?

Organizing Info & Encoding

Meaningful Info is Easier to Encode

ChunkingMagical Number 7±2“ciacnnabccbsnbc”

ROYGBIV

HierarchiesBroad Concepts First

Details NextClass Notes

#1Forgetting - Encoding Failure?

ExternalEvents (Stimuli)

SensoryMemory

Short-TermMemory

Long-TermMemory

Attention &Encoding

EncodingRetrieval

A Simplified Memory Model

Externalevents

Sensorymemory

Short-termmemory

Long-termmemory

Sensory inputAttention to importantor novel information

Encoding

Encoding

Retrieving

Storage: Sensory Memory Experiment

How do we know it exists? Sperling (1960)

Immediate Recall of All 9 LettersOnly about 50% recall

Cued Recall of Specific Row (tone)Almost 100% recall

K Z R

Q B T

S G F50 msec display

Iconic Memory~ 250 msecs

Echoic Memory~ 3-4 seconds

#23Storage: Short Term MemoryTask

Remember CHJ(no rehearsal)

100806040200

3 6 9 12 15 18Time (sec) between presentation

and recall

Per

cen

t of

Ss

wh

ore

call

ed c

onso

nan

ts

Limited Time (rehearsal)Limited Capacity (7 ± 2)

STM

Storage: Long Term MemoryAve adult brain has ~ 1 billion bits of info stored

Capacity may be 1000 - 100,000,000 times greater

How precise and durableare our memories?

Forgetting Curve

(Ebbinghaus)Much of what

we learnwe quickly

forget

605040302010

1 2 3 4 5 10 15 20 25Time (days) since learning

Per

cent

of

list

reta

ined

#24 Where/How are Memories Stored?

Lashley’s Rats - Train rats & remove specific portions of their brains

Gerard’s Hamsters - train hamsters & temporarily “turn off” brain’s electrical activity

ConclusionMemories do not reside in a single,

specific location.

Q: Do they still “remember”?A: Yes

Storage:Long-Term Memory

MRI scan of hippocampus (in red)

Hippocampus

Storage:Long-Term Memory

Amnesia--the loss of memory Explicit Memory

memory of facts and experiences that one can consciously know and declare

also called declarative memory hippocampus--neural center in limbic system that helps

process explicit memories for storage

Implicit Memory retention independent of conscious recollection also called procedural memory

#25 So...How are Memories Stored?

Aplysia - during conditioning:1. More serotonin released at certain synapses2. These synapses became more efficient

Long Term Potentiation - prolongedstrengthening of potential neural firing…

Looks Like Learning!

SerotoninBlockers

AlcoholBoxing

Shock Therapy

SerotoninStimulators

StressEmotions

#26 Encoding

Automatic Processing unconscious encoding of incidental information

space time frequency

well-learned information word meanings

we can learn automatic processing reading backwards

Implicit & Explicit MemoriesThe Case of the Lost Mariner

Amnesiacs, incapable of learning new facts,can be conditioned to do new tasks

They know things but don’t remember learning!

Implicit MemoryKnowing how to

do somethingCerebellum

Explicit MemoryKnowing that youknow somethingHippocampus

PrimingActivation of aconnected node

(Implicit)

PrimingActivation of aconnected node

(Implicit)

#29 Remembering: Retrieval CuesRecognition (multiple choice)

Identification of itemspreviously learned

Recall (Fill in Blank)Retrieval of information

previously learned

Retrieval Cues - help us to remember

Web of Associations “hare”

Encoding

Imagery mental pictures a powerful aid to effortful processing, especially

when combined with semantic encoding

Mnemonics memory aids especially those techniques that use vivid

imagery and organizational devices

#27 Encoding

Chunking organizing items into familiar, manageable units

like horizontal organization--1776149218121941

often occurs automatically use of acronyms

HOMES--Huron, Ontario, Michigan, Erie, Superior ARITHMETIC--A Rat In Tom’s House Might Eat

Tom’s Ice Cream

Encoding: Chunking

Organized information is more easily recalled

Storage:Retaining Information

Iconic Memory a momentary sensory memory of visual

stimuli a photographic or picture image memory

lasting no more that a few tenths of a second

Echoic Memory momentary sensory memory of auditory

stimuli

#28 Storage:Short-Term Memory

Short-Term Memory

limited in duration and capacity

“magical” number 7+/-2

0102030405060708090

3 6 9 12 15 18

Time in seconds between presentationof contestants and recall request

(no rehearsal allowed)

Percentagewho recalledconsonants

Remembering: Context & Mood

Context EffectMemory increases if

recall occurs in the same context as encoding.

#31Storage:Long-Term Memory

How does storage work? Karl Lashley (1950)

rats learn maze lesion cortex test memory

Synaptic changes= Long-term Potentiation

increase in synapse’s firing potential after brief, rapid stimulation

Strong emotions make for stronger memories some stress hormones boost learning and retention

Remembering: Context & Mood

Context EffectMemory increases if

recall occurs in the same context as encoding.

State-Dependent

Memory increases if mood at recall is the

same as retrieval

Forgetting As Retrieval Failure

Some info may nevermake it to LTM

Encoding Failure

Some info may nevermake it to LTM

Encoding Failure

Some info may notmake it out of LTMInterference

Some info may notmake it out of LTMInterference

Proactive vs RetroactiveInterference

InterferenceInterference - learning some items may interferewith learning other items

#30 Retrieval Cues

Deja Vu (French)--already seen cues from the current situation may subconsciously trigger

retrieval of an earlier similar experience "I've experienced this before."

Mood-congruent Memory tendency to recall experiences that are consistent with one’s

current mood memory, emotions, or moods serve as retrieval cues State-dependent Memory

what is learned in one state (while one is high, drunk, or depressed) can more easily be remembered when in same state

Forgetting

Retroactive Interference

Without interferingevents, recall isbetter

After sleep

After remaining awake

1 2 3 4 5 6 7 8Hours elapsed after learning syllables

90%

80

70

60

50

40

30

20

10

0

Percentageof syllables

recalled

#32 Forgetting

Forgetting as encoding failure

Which penny is the real thing?

Forgetting

The forgetting curve for Spanish learned in school

Retentiondrops,

then levels off

1 3 5 9½ 14½ 25 35½ 49½Time in years after completion of Spanish course

100%

90

80

70

60

50

40

30

20

10

0

Percentage oforiginal

vocabularyretained

Forgetting

Forgetting as encoding failure Information never enters the long-term

memory

Externalevents

Sensorymemory

Short-term

memory

Long-term

memory

Attention

Encoding

Encoding

Encodingfailure leadsto forgetting

InterferenceProactive InterferenceSomething learned earlier disrupts something learned later.

Retroactive InterferenceSomething learned later disrupts something learned earlier.

PastPast PresentPresent

PastPast PresentPresent

#32Forgetting- Interference

Motivated Forgetting people unknowingly revise memories

Repression defense mechanism that banishes from

consciousness anxiety-arousing thoughts, feelings, and memories

#33 Memory Construction

Most people can agree on the following: Injustice happens Forgetting happens Recovered memories are commonplace Memories recovered under hypnosis or drugs are

especially unreliable Memories of things happening before age 3 are

unreliable Memories, whether false or real, are upsetting

Memory

• Research indicates that we remember 10 percent of what we read

• 50 percent of what we see and hear

• and 90 percent of what we say and experience.

Memory

• we remember 10% of what we hear, 20% of what we read, 50% of what we do, 75% of what we discuss and 90% of what we teach.

Memory

There are FOUR Types of Memory Devices we will examine

• Mnemonic Device (Michael Scott)

• Acronyms (HOMES)

• Chunking (See Below)

• Symantics (A “Punny Story”)

• CHOOSE TWO OF THE FOLLOWING: Create or Recall a Learning Device

• Using one of these strategies from school or a personal hobby. (Anything Appropriate)

• Mnemonic Device (Michael Scott)

• Acronyms (HOMES)

• Chunking (See Below)

• Symantics (A “Punny Story”)