2.3: Intro to memory

Memory: the persistence of learning over time through the encoding, storing, and retrieving of information.

Research on memory extremes helps us understand how memory works by showing how 1 person can remember lots of information but another person may hardly remember anything

• The type of research method used was a case study

3 measures of retention: recall, recognition, relearning

• Recall: retrieving information that is not currently in your conscious awareness but that was learned at an earlier time. A fill-in-the-blank question tests your recall.

• Recognition: identifying items previously learned. A multiple-choice question tests your recognition.

• Relearning: learning something more quickly when you learn it a second or later. Reviewing the first weeks of coursework to prepare for your final exam or speaking a language used in early childhood will make it easier to relearn the material than it was to learn it initially.

Ebbinghaus’ retention curve tells us that additional rehearsal (overlearning) of verbal information increases retention, especially when practice is distributed over time.

• The dependent variable was the time in minutes taken to relearn the list on Day 2

3 components of the information processing model

• Encode: get information into our brain. 

• Store: retain the information. 

• Retrieve: later get the information back out of our brain.

The information processing model argues that our memories function like a computer but two ways that contradict that argument are that:

Atkinson and Shiffrin's three-stage multi-store model

3 processing stages: sensory, short-term, and long-term memory

• Working memory: a newer understanding of short-term memory; conscious, active processing of both (1) incoming sensory information, and (2) information retrieved from long-term memory.

  • Expands the concept of short-term memory by helping us prolong memory storage through rehearsal over time (maintenance rehearsal) and through rehearsing information in ways that promote meaning (elaborative rehearsal).

• Automatic processing: occurs behind the scenes to allow information to slip into long-term memory without the need to consciously attend to it

Baddley’s 2002 model

• Phonological loop: a memory component that briefly holds auditory information (short-term memory) 

• Visuospatial sketchpad: a memory component that briefly holds information about objects’ appearance and location in space (long-term)

• Central executive: a memory component that coordinates the activities of the phonological loop and visuospatial sketchpad by directing attention to relevant information from each system, allowing for the simultaneous processing and manipulation of both verbal and visual-spatial information

  

Neurogenesis is involved in memory processing 

• Because as you think and learn about memory processes, your flexible brain changes. Given increased activity in particular pathways, neural interconnections are forming and strengthening, meaning neurogenesis is happening

The work of Kandel and Schwartz with the CA sea slug relates to memory processing 

• It learns to reflexively withdraw its gills when squirted with water like how a soldier traumatized by combat might jump at the sound of a firecracker. When learning occurs, the researchers discovered, the slug releases more serotonin into certain neurons. These cells’ synapses then become more efficient at transmitting signals. Experience and learning can increase, even double the number of synapses

Long-term potentiation: an increase in a nerve cell’s firing potential after a brief, rapid stimulation; a neural basis for learning and memory; a long-lasting increase in a nerve cell’s firing power

• There is evidence that supports LTP being a biological process important for memory such as drugs that block LTP interfere with learning, and drugs that mimic what happens during learning increase LTP

• Can be disrupted by blockages of receptors

Two drugs are being developed to enhance memory functioning 

It isn’t possible to block the formation of an intrusive memory because your brain wants to remember things so that they don’t happen again but drugs can decrease the stress

Forgetting may be beneficial in preventing anxiety