Psych Week 6-10

3 steps to memory

3 steps to memory

encoding

storage

retrieval

encoding

the process of transforming what we perceive think or feel into a memory

storage

the information is held in a way that allows it to be retrieved

retrieval

The process of accessing and recalling information from long-term memory.

Levels of processing: Craik & Tulving (1975)

• The idea that memory retention is influenced by the depth of processing information receives.

• Shallow processing involves superficial characteristics, like appearance or sound.

• Deep processing involves meaningful analysis, like understanding the concept or relating it to personal experiences.

• Deeper processing leads to better memory retention.

• This theory challenges the traditional view of memory as a fixed storage system and emphasizes the role of cognitive processing in memory formation.

mnemonics

strategies for remembering large amounts of info, usually involving imaging a journey

Atkinson-Shiffrin Model (1968)

sensory store

→ short term store

(rehearsal, transfer, retreival)

→ long term store

sensory memory

accurately hold perceptual info for a brief amount of time

sensory memory: iconic memory

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Sensory memory refers to the initial stage of memory where information from the senses is briefly stored. Iconic memory specifically refers to the visual sensory memory, lasting only a fraction of a second. It allows us to retain a visual image briefly before it fades away.

sensory memory: echoic memory

Briefly store auditory information for a short time, typically 3-4 seconds. Helps us retain and process what we hear.s

short term memory

the space used to hold information presently required

• 20 secs (15-30)

• 7 +- chunks of information

chunk

information grouped into a meaningful unit

working memory

manipulation of that information for whatever task you are doing

phonological loop

Flashcard: "Part of working memory responsible for storing and processing auditory information. It helps maintain and manipulate sounds and words in short-term memory. It plays a crucial role in language comprehension and learning new words."

ex) repeating phone number to memorize

visuospatial

Ability to perceive and understand visual information and spatial relationships. Involves mental manipulation of objects and visualizing their positions.

eg) doing math

episodic buffer

Component of working memory that integrates information from different sources and maintains a sense of time and continuity.

Long term memory

The type of memory that stores information for an extended period, potentially for a lifetime. It has a large capacity and is responsible for retaining knowledge, experiences, and skills acquired over time. It's essential for learning, problem-solving, rand recalling past events.

serial position effect

The tendency to remember the first and last items in a list more easily than the middle items.

primary effect

The tendency to remember the first few items in a list more easily than the middle or last items.

-long term memory

recency effect

tendency to remember information at the end of a list or sequence more easily than information resented earlier.

-short term memory

no recency effect

delay between study and test results in ___

mental arithmetic

Short Term Memory

• hold info abt particular problem

• applies rules and strategies retrived from long term to present info

• transiently store immediate outoome and final solution

Long Term Memory

• rules of arithmetic

• learned strategies for solving problems

Explicit Memory

knowing what

Implicit Memory

knowing “how”

Explicit : Episodic

• specific time, place, personally experinced, prospective memory: future events

Explicit : semantic

fact, general knowledge

Implicit : procedural

skills, know “how “ to do something

Implicit : priming

The activation of prior experiences unconsciously influences current thoughts or behaviors. It occurs when exposure to a stimulus influences the response to a related stimulus without conscious awareness. Example: Seeing the word "yellow" makes it easier to recognize the word "banana" later, even if you don't remember seeing "yellow" before.

Implicit: conditioning

Unconscious memory formed through repeated exposure to stimuli, resulting in automatic responses without conscious awareness.

Retrograde Amnesia

Cannot remember events prior to damage

Anterograde Amnesia

cannot later remember events that occur after brain damage

Patient HM

• Anterograde

• difficult transferring explicit memory from STM to LTM

Patien KC

• retrograde and antergrade

• semantic good, not episodic

encoding specificity principle

memory retrieval is better when the context at encoding matches the context at retrieval.

• retrieval cues

proactive

old learning gets in the of new

retroactive

new learning gets in the way of old

blocking

failing to recall soemthing, even when you know it

Loftus & Palmer, 1974

speed that the eyewitnesses reported was affected by the particular verb that was used, since the verb implied information about the speed.

decision making

involves evaluating alternatives and making choice among them

availability bias

items that are more readily available in memory are judges as having occurred more frequently

framing effect

change how an issue is presented can change people’s decision

loss aversion

people tend to want to avoid losses more than they want to achieve gains

sunk-cost fallacy

you already put so much money into it, so you should spend more money or still do it

anchoring effect

Cognitive bias where individuals rely heavily on the first piece of information encountered when making decisions or judgments, even if it is irrelevant or arbitrary. It influences subsequent thoughts and can lead to inaccurate conclusions or estimations.

language

system that relates sound or gesutres to a meaning

Phonemes

smallets unit of sounds (letters)

Morphemes

smallest units of meaning (prefixes and suffixes)

syntax

rules for word combination

nurturist

• learn lang from enviro

• behaviorists

nativists

• children born with innate mental structures for language

• noam chomsky

• critical periods to learn language

Noah Chomsky

Early Speech production

• Birth: crying

• 1 month: cooing

• middle year: babbling

• end of year: patterned speech

• 18 m: naming explosion

• 24 m: combining words

categorical speech production

perceive speech sounds categorically

perceptual narrowing

the process where infants' perception becomes specialized over time, focusing on familiar stimuli while becoming less responsive to unfamiliar stimuli.

head turn

babies look at things theyre more interested in

sapir-whorf hypothesis

Language shapes the way we think and determine what we can think about

developmental psychology

scientific study of changes or continuities in an organism between intial conception and death

perceptual development

vision, hearing, taste

cognitive development

development of thinkin across the lifespan

perception in womb

• remember mom’s voice, stories, song, etc

experience in womb

• fluids flavors by what mom eats, preference to those food

familiarization

infants prefer to see/hear stimuli that they have heard/seen before

habituation

if they have been repeatedly exposed to a stimulus they they should prefer novel/new stimuli

Preferential Looking Paradigm, Fants 1961

infants show a preference for the stripped stimuli over sold color color stimuli then they can see the difference

Piaget’s Theory of Cognitive Development

Sensorimotor

Preoperational

concrete operational

formal operational

schema

organized unit of knowledge that the child uses to try to understand a situatoin

assimaltion

new experiences are readily incorporate into child’s exisiting theories

accommodation

theories are modified based on experience

sensorimotor stage

infants progress from simple reflex actions to symbolic processing

object permanence

object permanence

understanding that objects continue to exist when they are no longer visible (9MOnths)

violation of expectations

infants look longer at surprising events

preoperational

• mentally represent objects and think symbolically

• conservation

limit

• diff with logic

• diff representing psychological experiences to others

conservation

understanding that altering an object’s physical appearance does not change its quantitive properties

concrete operational

pass conservation tasks and can think logically abt concreate situations

limited to real, present objects

• struggled with mental manipulation and hypotheticals

formal operational

capable of flexible and abstract thought

social psychology

concerned with the way individuals thoughts, feelings, and behaviors are influenced by others

social cognition

how we undestand and evaluated others

group behavior

how do we behave around others

evaluating professors

participants were accurate in guessing student evals based on small video clips

stereotype threat

fear of confirming a negative stereotype about their social group

illusory correlation

when ppl estimate that they have encountered more confirmation of association between social traits then they have actually seen

• minority group attention grabbing

• negative events attention grabbing

Implicit Association Test IAT

measure strength of association between 2 concepts or categories → reveals bias

reduce bias

contact, friendship

obedience

tendency to do what an authority figure tells you to do

conformity

the tendency to do what others do simply bc others are doing it

Asch experiment

• 75% participants went along with norm once

• 1/3 conformed of 12 trials

normative influence

conformity results from a concern for what others think of us

informational influence

conformity results from feeling the group is giving them useful info

bystander effect

failure to offer help by those who see someone in need when other ppl are present

Darley and Latane study

The study explored the bystander effect, where individuals are less likely to help in a group setting. Participants were less likely to intervene when they believed others were present. Conclusion: The presence of others can inhibit helping behavior due to diffusion of responsibility. Significance: This study highlights the importance of social influence and diffusion of responsibility in understanding human behavior in emergency situations.