8. memory

How Does Memory Work?
An Information-Processing Model
Here is a simplified description of how memory works:
 Encoding: the information gets
into our brains in a way that
allows it to be stored
 Storage: the information is held in
a way that allows it to later be
retrieved
 Retrieval: reactivating and
recalling the information,
producing it in a form similar to
what was encoded
Encoding
Storage
Retrieval

Models of Memory Formation
The Atkinson-Shiffrin Model (1968)
1. Stimuli are recorded by our
senses and held briefly in
sensory memory.
2. Some of this information is
processed into short-term
memory and encoded through
rehearsal .
3. Information then moves into
long-term memory where it can
be retrieved later.
Modifying the Model:
More goes on in short-
term memory besides
rehearsal; this is now
called working memory.
Some information
seems to go straight
from sensory experience
into long-term memory;
this is automatic
processing.

Working Memory: Functions
Short-term memory integrates information from long-term memory
with new information coming in from sensory memory.
The short-term memory is “working” in many ways.
 It holds information not just to rehearse it , but to process it (such
as hearing a word problem in math and doing it in your head).

Dual-Track Processing:
Explicit and Implicit Memories
Some memories are formed
without going through all the
Atkinson-Shiffrin stages. These
are implicit memories, the
ones we are not fully aware of
and thus don’t “declare”/talk
about.
Our minds acquire this
information through effortful
processing. Explicit memories
are formed through studying,
rehearsing, thinking,
processing, and then storing
information in long-term
memory.
These memories are typically
formed through automatic
processing. Implicit memories
are formed without our
awareness that we are building a
memory, and without rehearsal
or other processing in working
memory.
So far, we have been
talking about explicit/
“declarative” memories.
These are facts and
experiences that we can
consciously know and
recall.

Automatic Processing
Some experiences go directly to long-term implicit
memory
 procedural memory, such as knowing how to ride a bike, and
well-practiced knowledge such as word meanings
 conditioned associations, such as a smell that triggers
thoughts of a favorite place
 information about space, such as being able to picture where
things are after walking through a room
 information about time, such as retracing a sequence of
events if you lost something
 information about frequency, such as thinking, “I just noticed
that this is the third texting driver I’ve passed today.”
Some experiences are processed automatically into implicit
memory, without any effortful/working memory processing:

The Encoding and
Processing of Memory:
Sensory Memory
 We very briefly capture a sensory memory, analogous
to an echo or an image, of all the sensations we take in.
 How brief? Sensory memory consists of about a 3 to 4
second echo, or a 1/20th of a second image.
 Evidence of auditory sensory memory, called “echoic”
memory, can occur after someone says, “what did I just
say?” Even if you weren’t paying attention, you can
retrieve about the last eight words from echoic memory.
Sensory memory refers to
the immediate, very brief
recording of sensory
information before it is
processed into short-term,
working, or long-term
memory.

Evidence of Visual Sensory (Iconic) Memory:
George Sperling’s Experiments
 George Sperling (b. 1934)
exposed people to a 1/20th
of-a-second view of a grid
of letters, followed by a
tone which told them
which row of letters to pull
from iconic memory and
recall.
 Without the tone, people
recalled about 50 percent
of the letters; with the
tone, recall for any of the
rows was typically 100
percent.
J Y Q
P G S
V F M
To simulate Sperling’s
experiment, notice the three
rows of letters below. Based
on the color of the letters,
you will know that you must
recall one of the following
rows:
top, middle or bottom.

Encoding Memory
Capacity of Short-Term
and Working Memory
 If some information is selected
from sensory memory to be sent
to short-term memory, how much
information can we hold there?
 George Miller (b. 1920) proposed
that we can hold 7 +/-2
information bits (for example, a
string of 5 to 9 letters).
 More recent research suggests
that the average person, free
from distraction, can hold about:
 7 digits, 6 letters, or 5 words.
Working Memory, which
uses rehearsal, focus,
analysis, linking, and
other processing, has
greater capacity than
short-term memory. The
capacity of working
memory varies; some
people have better
concentration.
Test: see how many of
these letters and
numbers you can recall
after they disappear.
No need for a hyphen
before the V.
Test:
– V M 3 C A Q 9 L D

Duration of Short-Term Memory (STM)
Lloyd Peterson and Margaret
Peterson wanted to know the
duration of short term memory?
Their experiment (1959):
1.People were given triplets of
consonants (e.g., “VMF”).
2.To prevent rehearsing, the
subjects had to do a distracting
task.
3.People were then tested at
various times for recall.
Result: After 12 seconds, most
memory of the consonants had
decayed and could not be
retrieved.

Encoding:
Effortful Processing Strategies
If we have short-term recall
of only 7 letters, but can
remember 5 words, doesn’t
that mean we could
remember more than 7
letters if we could group
them into words?
This is an example of an
effortful processing strategy,
a way to encode information
into memory to keep it from
decaying and make it easier
to retrieve.
Effortful processing is also
known as studying.
Examples:
 Chunking (grouping)
 Mnemonics: images,
maps, and peg-words
 Hierarchies/categories
 Rehearsal, especially
distributed practice
 Deep processing
 Semantic processing
 Making information
personally meaningful
 Can you remember
this list?

Chunking
 Why are credit card numbers broken into groups of
four digits? Four “chunks” are easier to encode
(memorize) and recall than 16 individual digits.
 Memorize: ACPCVSSUVROFLNBAQ XIDKKFCFBIANA
 Chunking: organizing data into manageable units
XID KKF CFB IAN AAC PCV S SU VRO FNB AQ
• Chunking works even better if we can assemble
information into meaningful groups:
X IDK KFC FBI BA NAACP CVS SUV ROFL NBA Q
X IDK KFC FBI BA NAACP CVS SUV ROFL NBA Q

Mnemonics
 Read: plane, cigar, due,
shall, candy, vague,
pizza, seem, fire, pencil
 Which words might be
easier to remember?
 Write down the words
you can recall.
 Lesson: we encode
better with the help of
images.
A mnemonic is a memory
“trick” that connects
information to existing
memory strengths such as
imagery or structure.
A peg word system refers
to the technique of visually
associating new words
with an existing list that is
already memorized along
with numbers. For
example, “due” can be
pictured written on a door,
and door = 4.

Rehearsal and Distributed Practice
 The spacing effect was first noted by
Hermann Ebbinghaus in the late
1800s. You will develop better
retention and recall, especially in the
long run, if you use the same amount
of study time spread out over many
shorter sessions.
 This doesn’t mean you have to study
every day. Memory researcher Harry
Bahrick noted that the longer the time
between study sessions, the better
the long-term retention, and the
fewer sessions you need!
The best way to
practice? Consider the
testing effect. Henry
Roediger (b. 1947)
found that if your
distributed practice
includes testing
(having to answer
questions about the
material), you will
learn more and retain
more than if you
merely reread.
Massed Practice refers to cramming information all at once.
It is not time-effective.

When encoding information, we are more likely to retain it if
we deeply process even a simple word list by focusing on the
semantics (meaning) of the words.
“Shallow,”
unsuccessful
processing
refers to
memorizing the
appearance or
sound of
words.
Deep/Semantic Processing

 We can memorize a set of instructions more easily if we
figure out what they mean rather than seeing them as set
of words.
 Memorizing meaningful material takes one tenth the effort
of memorizing nonsense syllables.
 Actors memorize lines (and students memorize poems)
more easily by deciding on the feelings and meanings
behind the words, so one line flows naturally to the next.
 The self-reference effect, relating material to ourselves,
aids encoding and retention.
 Now try again, but this time, consider how each word
relates to you.
Making Information
Personally Meaningful
Effortful Processing Strategies Memorize the following
words:
bold truck temper
green run drama
glue chips knob
hard vent rope

Memory Storage:
Capacity and Location
 The brain is NOT like a hard
drive. Memories are NOT in
isolated files, but are in
overlapping neural networks.
 The brain’s long-term memory
storage does not get full; it gets
more elaborately rewired and
interconnected.
 Parts of each memory can be
distributed throughout the
brain.
 Memory of a particular
‘kitchen table’ may be a linkage
among networks for ‘kitchen,’
‘meal,’ ‘wooden,’ ‘home,’ ‘legs,’
and ‘sit.’
Karl Lashley (1890-
1958) showed that
rats who had learned
a maze retained parts
of that memory, even
when various small
parts of their brain
were removed.

Memory Processing in The Brain
If memory is stored throughout the brain, how does it
get in there, and how do we retrieve it and use it?
There are different storage and retrieval/activation
systems in the brain for explicit/ declarative memory
and for implicit/ procedural memory.
When emotions become involved, yet another part of
the brain can mark/flag some memories for quicker
retrieval.
The storage occurs by changing how neurons link to
each other in order to make some well-used neural
networks of neurons easier to activate together.

Explicit Memory Processing
 Retrieval and use of explicit memories,
which is in part a working memory or
executive function, is directed by the
frontal lobes.
 Encoding and storage of explicit
memories is facilitated by the
hippocampus. Events and facts are held
there for a couple of days before
consolidating, moving to other parts of
the brain for long-term storage. Much of
this consolidation occurs during sleep.
Explicit/declarative memories
include facts, stories, and
meanings of words such as the first
time riding a bike, or facts about
types of bicycles.

The Brain Stores Reactions and Skills
Implicit Memory Processing
Implicit memories
include skills, procedures,
and conditioned
associations.
 The cerebellum (“little
brain”) forms and stores
our conditioned responses.
We can store a phobic
response even if we can’t
recall how we acquired the
fear.
 The basal ganglia, next to the thalamus, controls
movement, and forms and stores procedural memory
and motor skills. We can learn to ride a bicycle even if we
can’t recall having the lesson.

Emotions and Memory
 Strong emotions, especially
stress, can strengthen
memory formation.
 Flashbulb memories refer
to emotionally intense
events that become
“burned in” as a vivid-
seeming memory.
 Note that flashbulb
memories are not as
accurate as they feel.
 Vividly storing information
about dangers may have
helped our ancestors
survive.

Emotions, Stress Hormones,
the Amygdala, and Memory
How does intense emotion cause
the brain to form intense
memories?
1.Emotions can trigger a rise in
stress hormones.
2.These hormones trigger activity
in the amygdala, located next to
the memory-forming
hippocampus.
3.The amygdala increases
memory-forming activity and
engages the frontal lobes and
basal ganglia to “tag” the
memories as important.
As a result, the memories
are stored with more
sensory and emotional
details.
These details can trigger a
rapid, unintended recall of
the memory.
Traumatized people can
have intrusive recall that is
so vivid that it feels like re-
experiencing the event.

Messing with Long-Term Potentiation
 Chemicals and shocks that
prevent long-term potentiation
(LTP) can prevent learning and
even erase recent learning.
 Preventing LTP keeps new
memories from consolidating
into long-term memories. For
example, mice forget how to
run a maze.
 Drugs that boost LTP help mice
learn a maze more quickly and
with fewer mistakes.

Summary:
Types of Memory Processing

Lessons from each of
these demonstrations:
1.our storage and
recall capacity is
virtually unlimited
2.our capacity for
recognition is greater
than our capacity for
recall
3.relearning can
highlight that
memories are there
even if we can’t recall
forming them
Memory Retrieval
 Recall: some people, through
practice, visual strategies, or
biological differences, have the
ability to store and recall thousands
of words or digits, reproducing them
years later (“fill-in-the-blank”)
 Recognition: the average person can
view 2500 new faces and places, and
later can notice with 90 percent
accuracy which ones they’ve seen
before (“multiple choice”)
 Relearning: some people are unable
to form new memories, especially of
episodes; although they would not
recall a puzzle-solving lesson, they
might still solve the puzzle faster
each lesson

Relearning Time
as a Measure of Retention
 In the late 1800s, Hermann
Ebbinghaus studied another
measure of memory
functioning: how much time
does it take to relearn and
regain mastery of material?
 He studied the memorization
of nonsense syllables (THB
YOX KVU EHM) so that depth
of processing or prelearning
would not be a factor.
 The more times he
rehearsed out loud on day 1,
the less time he needed to
relearn/memorize the same
letters on day 2.

Priming:
Retrieval is Affected by Activating our Associations
 Priming triggers a thread of
associations that bring us to
a concept, just as a spider
feels movement in a web
and follows it to find the
bug.
 Our minds work by having
one idea trigger another; this
maintains a flow of thought.
Priming Example: Define the
word “bark.”
Now what is the definition of
“bark”?

Study: people primed with
a missing child poster then
misinterpreted ambiguous
adult-child interactions as
kidnapping.
The Power of Priming
 Priming has been
called “invisible
memory” because it
affects us
unconsciously.
 In the case of tree
“bark” vs. dog “bark,”
the path we follow in
our thoughts can be
channeled by priming.
 We may have biases
and associations stored
in memory that also
influence our choices.
Study: People primed with
money-related words were
less likely to then help
another person.
Study: Priming with an
image of Santa Claus
led kids to share more
candy.

Context-Dependent
Memory
 Part of the web of
associations of a
memory is the context.
What else was going on
at the time we formed
the memory?
 We retrieve a memory
more easily when in the
same context as when
we formed the memory.
 Did you forget a
psychology concept?
Just sitting down and
opening your book
might bring the memory
back.
Words learned
underwater are better
retrieved underwater.

State-Dependent
Memory
 Our memories are not just
linked to the external
context in which we
learned them.
 Memories can also be tied
to the emotional state we
were in when we formed
the memory.
 Mood-congruent memory
refers to the tendency to
selectively recall details
that are consistent with
one’s current mood.
 This biased memory
then reinforces our current
mood!
Memories can even be linked
to physiological states:
“I wonder if you’d mind giving
me directions. I’ve never
been sober in this part of
town before.”

In what situation is the
recency effect strongest?
The Serial Position Effect
Priming and context cues
are not the only factors
which make memory
retrieval selective.
Which words of your national
anthem are easiest to recall?
The serial position effect
refers to the tendency,
when learning information
in a long list, to more likely
recall the first items
(primacy effect) and the
last items (recency effect).

“Forgetfulness is a form of freedom.”
Khalil Gibran
 Jill Price (b. 1965) has hyperthymesia; she
not only recalls everything, but is unable to
forget anything.
 For Jill, both the important and the mundane
are always accessible, forming a “running
movie” of images and information that run
simultaneously with current stimuli.
 She has said, “I’ll be talking to someone and
[also] seeing something else….”
Jill Price, patient “A.J.”
Another possible problem if we were unable to
forget: we might not focus well on current stimuli
because of intrusive memories.

The Brain and the Two-Track Mind:
The Case of Henry Molaison (“H.M.”)
 In 1953, the removal of
H.M.’s hippocampus at
age 27 ended his
seizures, but also ended
his ability to form new
explicit memories.
 H.M. could learn new
skills, procedures,
locations of objects, and
games, but had no
memory of the lessons
or the instructors. Why?
 H.M. also retained
memories from before
the surgery. What is his
condition called?
H.M., like another such patient,
“Jimmy,” could not understand
why his face looked older than 27
in the mirror. Why not?

The Two Types of Amnesia
 Retrograde amnesia can be
caused by head injury or
emotional trauma and is
often temporary.
 It can also be caused by
more severe brain damage;
in that case, it may include
anterograde amnesia.
 H.M. and Jimmy lived with
no memories of life after
surgery.
 See also the movie
Memento. Most other
movie amnesia is retrograde
amnesia.
Retrograde amnesia refers
to an inability to retrieve
memory of the past.
Anterograde amnesia refers
to an inability to form new
long-term declarative/
explicit memories.

Penny Memory Test
Retrieval test: what words and numbers, in which
locations, are on the front of a U.S. one cent coin?
This should be easy because it was in the book.
Recognition test: choose the correct design from
among these pictures:
Which of these has the design of an actual U.S. cent?

 If we got the penny image wrong, did
we fail to retrieve the information?
Encoding Failure
 It could be that we never paid attention to the penny
details and didn’t select them from sensory memory to
hold in working memory.
 Even if we once looked at the penny and paid attention
to it, we still didn’t bother rehearsing it and encoding it
into long term memory.

Storage Decay
 Material encoded into
long term memory will
decay if the memory is
never used, recalled,
and re-stored.
 Decay is LTP in reverse
(or like pruning). Unused
connections and
networks wither while
well-used memory
traces are maintained.
 Decay tends to level off.
Memory for both
nonsense syllables and
Spanish lessons decays
rapidly.
 However, what hasn’t
decayed quickly tends
to stay intact long-term.

Tip of the Tongue: Retrieval Failure
 Sometimes, the memory itself does not decay.
Instead, what decays are the associations and links
that help us find our way to the stored memory.
 As a result, some stored memories seem just below
the surface: “I know the name...it starts with a B
maybe…”
 To prevent retrieval failure when storing and
rehearsing memories, you can build multiple
associations, linking images, rhymes, categories, lists,
and cues.

Interference and Positive Transfer
 Another downside of not forgetting is that old and new
memories can interfere with each other, making it
difficult to store new memories and retrieve old ones.
 Occasionally, the opposite happens. In positive transfer,
old information (like algebra) makes it easier to learn
related new information (like calculus).
 Proactive interference occurs when past information
interferes (in a forward-acting way) with learning new
information.
 You have many strong memories of a previous
principal, and this memory makes it difficult to learn
the new principal’s name.
 You had to change email passwords, but you keep
typing the old one and can’t seem to memorize the
new one.

Retroactive Interference and Sleep
 In one study,
students who
studied right before
eight hours of sleep
had better recall
than those who
studied before
eight hours of daily
activities.
 The daily activities
retroactively
interfered with the
morning’s learning.
Retroactive interference occurs
when new stimuli/learning
interferes with the storage and
retrieval of previously formed
memories.

Motivated Forgetting
 Memory is fallible and
changeable, but can we practice
motivated forgetting, that is,
choosing to forget or to change
our memories?
 Sigmund Freud believed that we
sometimes make an unconscious
decision to bury our anxiety-
provoking memories and hide
them from conscious awareness.
He called this repression.
 New techniques of psychotherapy
and medication interventions
may allow us to “erase” (prevent
reconsolidation of) recalled
memories.
Motivated forgetting is
not common. More
often:
1.recall is full of errors.
2.people try not to
think about painful
memories. If they fail
to rehearse those
memories, the
memories can fade.

Why is our memory full of errors?
 Memory not only gets forgotten,
but it gets constructed (imagined,
selected, changed, and rebuilt).
 Memories are altered every time
we “recall” (actually, reconstruct)
them. Then they are altered again
when we reconsolidate the
memory (using working memory
to send them into long term
storage).
 Later information alters earlier
memories.
 No matter how accurate and
video-like our memory seems, it is
full of alterations.

The Misinformation
Effect:
The Misinformation Effect:
In 1974, Elizabeth Loftus and
John Palmer asked people to
watch a video of a minor car
accident. The participants were
then asked, “How fast were
cars going when they hit each
other?”
Incorporating misleading information
into one’s memory of an event.
Those who were asked,
“...when the cars smashed
into each other?” reported
higher speeds and
remembered broken glass
that wasn’t there.
Actual accident Misremembered accident

In a study by Elizabeth Loftus, people were
asked to provide details of a incident in
childhood when they had been lost in a
shopping mall.
Even though there actually had been no such
incident, by trying to picture details, most
people came to believe that the incident had
actually happened.
In one study, students were told a false story
that spoiled egg salad had made them ill in
childhood. As a result, many students became
[even] less likely to eat egg salad sandwiches
in the future.
Implanted Memories Imagination
Inflation
Simply picturing an
event can make it
seem like a real
memory.
Once we have an
inaccurate memory,
we tend to add
more imagined
details, as perhaps
we do for all
memories.
Why does this
happen? Visualizing
and actually seeing
an event activate
similar brain areas.
Lessons:
1.By trying to help someone recall a memory,
you may implant a memory.
2.You can’t tell how real a memory is by how
real it feels.

Source Amnesia/Misattribution
Have you ever discussed
a childhood memory with
a family member only to
find that the memory
was:
from a movie you saw,
or book you read?
from a story someone
told you about your
childhood, but they were
kidding?
from a dream you used
to have?
from a sibling’s
experience?
If so, your
memory for the
event may have
been accurate,
but you
experienced
source
amnesia:
forgetting
where the story
came from, and
attributing the
source to your
own experience.

Déjà vu (“Already seen”)
 Déjà vu refers to the feeling that you’re in a situation
that you’ve seen or have been in before.
 In an experiment in the text, students got this feeling,
because they actually were shown an image previously.
 However, we can feel very certain that we’ve seen a
situation before even when we have not. This can be
seen as source amnesia: a memory (from current
sensory memory) that we misattribute as being from
long term memory.
 Why does this happen? Sometimes our sense of
familiarity and recognition kicks in too soon, and our
brain explains this as being caused by prior experience.

Applying what we’ve learned about memory
Improving Memory to Improve Grades
Ways to
save
overall
studying
time, and
build more
reliable
memory.
Learn the material in more than one way, not just by
rote, but by creating many retrieval cues.
Minimize interference with related material or fun activities;
study right before sleep or other mindless activity.
Have multiple study sessions, spaced further and
further apart after first learning the material.
Spend your study sessions activating your retrieval
cues including context (recalling where you were when
learning the material).
Test yourself in study sessions: 1) to practice doing
retrieval as if taking a test, and 2) to overcome the
overconfidence error: the material seems familiar,
but can you explain it in your own words?
 Think of examples and connections (meaningful
depth).
 Create mnemonics: songs, images, and lists.

8. memory

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