11-12-13 state of consciousness: handout review quiz tomorrow 11-13-13 - study handout! nightmares -...
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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”)
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