memoryand memory related issues with .pptx
- 1. Memory
- 2. Contents: • Memory • Nature and process of memory • Stages of memory ( sensory, short term , long term) • Types of memory • Improving memory
- 3. Memory: • Memory is the ability to take in information, store it, and recall it at a later time. In psychology, memory is broken into three stages: encoding, storage, and retrieval. • “Memory is the process of maintaining information over time.” (Matlin, 2005) • “Memory is the means by which we draw on our past experiences in order to use this information in the present’ (Sternberg, 1999).
- 4. Nature and process of memory: • Encoding (or registration) • Storage • Retrieval (or recall, or recognition)
- 6. Encoding: • The process of receiving, processing, and combining information. Encoding allows information from the outside world to reach our senses in the forms of chemical and physical stimuli. In this first stage we must change the information so that we may put the memory into the encoding process.
- 7. Conti…. • There are three main ways in which information can be encoded (changed): • 1. Visual (picture) • 2. Acoustic (sound) • 3. Semantic (meaning)
- 8. Storage: • The creation of a permanent record of the encoded information. Storage is the second memory stage or process in which we maintain information over periods of time.
- 9. Retrieval (or recall,or recognition): •The calling back of stored information in response to some cue for use in a process or activity. The third process is the retrieval of information that we have stored. We must locate it and return it to our consciousness. Some retrieval attempts may be effortless due to the type of information.
- 10. Stages of memory • Sensory memory • Short term memory • Long term memory
- 11. Sensory Memory • Sensory memory allows individuals to retain impressions of sensory information after the original stimulus has ceased. • examples of sensory memory is fast-moving lights in darkness: if you’ve ever lit a sparkler on the Fourth of July or watched traffic rush by at night, the light appears to leave a trail. • iconic memory (the visual sensory store) • echoic memory (the auditory sensory store) and • haptic memory (the tactile sensory store).
- 12. • Sensory memory is not involved in higher cognitive functions like short- and long-term memory; it is not consciously controlled. The role of sensory memory is to provide a detailed representation of our entire sensory experience for which relevant pieces of information are extracted by short-term memory and processed by working memory Sensory Memory
- 13. • Short-term memory is also known as working memory. It holds only a few time and only lasts for about 20 seconds. However, items can be moved from short-term memory to long-term memory via processes like rehearsal. An example of rehearsal is when someone gives you a phone number verbally and you say it to yourself repeatedly until you can write it down. If someone interrupts your rehearsal by asking a question, you can easily forget the number, since it is only being held in your short-term memory. Short term Memory
- 14. Long-Term Memory • Long-term memories are all the memories we hold for periods of time longer than a few seconds; long-term memory encompasses everything from what we learned in first grade to our old addresses to what we wore to work yesterday. Long-term memory has an incredibly vast storage capacity, and some memories can last from the time they are created until we die.
- 16. Types of long term memory: • Procedural/implicit memory. • Explicit or declarative memory Explicit memory can be further subdivided into • semantic memory • episodic memory
- 17. Explicit or declarative memory • It requires conscious recall; it consists of information that is consciously stored or retrieved. • It is sometimes called explicit memory, since it consists of information that is explicitly stored and retrieved, although it is more properly a subset of explicit memory
- 18. • Declarative memory generally involves some effort and intention, and we can employ memory strategies such as mnemonics to recall information. • 1. It is mediated by the hippocampus and frontal lobes, and, thus, damage to these areas may compromise declarative memory. For example, people with damage to the hippocampus have difficulty forming new long-term declarative memories, while those with frontal lobe damage may experience deficits in working memory.
- 19. Conti… • 2. Explicit memory is measured with explicit memory tests, such as recall and recognition, in which an individual is fully aware that he or she is being tested. • 3. It generally declines with age.
- 20. Semantic memory • It is a part of the long-term memory responsible for storing information about the world. This includes knowledge about the meaning of words, as well as general knowledge. • For example, London is the capital of England. It involves conscious thought and is declarative. • The knowledge that we hold in semantic memory focuses on “knowing that” something is the case (i.e. declarative). For example, we might have a semantic memory for knowing that Paris is the capital of France.
- 21. Episodic Memory • Episodic memory s a part of the long-term memory responsible for storing information about events (i.e. episodes) that we have experienced in our lives. • It involves conscious thought and is declarative. An example would be a memory of our 1st day at school. • The knowledge that we hold in episodic memory focuses on “knowing that” something is the case (i.e. declarative). For example, we might have an episodic memory for knowing that we caught the bus to college today
- 22. Implicit or procedural memory: • These memories are not based on consciously storing and retrieving information .Often this type of memory is employed in learning new motor skills. • An example of implicit learning is learning to ride a bike: you do not need to consciously remember how to ride a bike, you simply do. This is because of implicit memory.
- 23. • It is composed of automatic sensory motor behaviors that are so deeply embedded that we are no longer aware of them, and, once learned, these "body memories" allow us to carry out ordinary motor actions automatically. • Procedural memory is sometimes referred to as implicit memory, because previous experiences aid in the performance of a task without explicit and conscious awareness of these previous experiences, although it is more properly a subset of implicit memory
- 24. Conti.. • It is mediated by cortical areas, the cerebellum, and the basal ganglia. Just as damage to the hippocampus and frontal lobes can compromise performance on declarative memory tasks, so, too, can damage to the visual cortical area impair visual priming. Damage to the cerebellum and basal ganglia can impair classical conditioning and procedural memory.
- 25. Classical Conditioning Effects • A type in which we learn, often without effort or awareness, to associate neutral stimuli (such as a sound or a light) with another stimulus (such as food), which creates a naturally occurring response, such as enjoyment or salivation. The memory for the association is demonstrated when the conditioned stimulus (the sound) begins to create the same response as the unconditioned stimulus (the food) did before the learning.
- 26. Priming: • priming, or changes in behaviour as a result of experiences that have happened frequently or recently. Priming refers both to the activation of knowledge (e.g., we can prime the concept of kindness by presenting people with words related to kindness) and to the influence of that activation on behaviour (people who are primed with the concept of kindness may act more kindly).
- 27. Improving memory • Eat Less Added Sugar • Make Time for Meditation • Maintain a Healthy Weight • Get Enough Sleep • Practice Mindfulness • Train Your Brain
- 28. Focus Your Attention • Attention is one of these major components of memory. In order for information to move from your short term memory into your long-term memory, you need to actively attend to this information. Try to study in a place free of distractions such as television, music, and other diversions. • Getting rid of distractions might be a challenge, especially if you are surrounded by boisterous roommates or noisy children.
- 29. Structure and Organize • Researchers have found that information is organized in memory in related clusters.2 You can take advantage of this by structuring and organizing the materials you're studying. Try grouping similar concepts and terms together, or make an outline of your notes and textbook readings to help group related concepts.
- 30. Utilize Mnemonic Devices • Mnemonic devices are a technique often used by students to aid in recall. A mnemonic is simply a way to remember information. For example, you might associate a term you need to remember with a common item that you are very familiar with. The best mnemonics are those that utilize positive imagery, humor, or novelty.
- 31. Visualize Concepts • Many people benefit greatly from visualizing the information they study. Pay attention to the photographs, charts, and other graphics in your textbooks. If you don't have visual cues to help, try creating your own. Draw charts or figures in the margins of your notes or use highlighters or pens in different colors to group related ideas in your written study materials.
- 33. Neurogenisis