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Memory Detail p 4

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McElhaney talking about memory again.

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okay well we're right back just transitioning back through memory I went through just a minute ago the cognition key concepts of so we still have a little bit more to do with memory and then we're going to hit over into cognition alrighty so let's get back to it all right why do some stimuli leave no more than a fleeting impressing others remain in the memory forever their five models to explain this the first is information process the processing transfer appropriate processing parallel distributed processing in multiple memory systems the big idea is that there multiple ways that we encode information and process short-term memory long-term memory in some different strategies reintegrative memories memories in long-term memory can be triggered by kuzak you is like a clue or an association so if you smell your girlfriend's perfume or boy whatever it can trigger memories based on the odor that's conditioning we've already talked about that but your memory can be organized with connection is organized with connections with schema and it can be triggered with a number of things different stimuli like a smell or a vision or a different kinds of visual stimuli those can trigger memories mostly classical conditioning dependent forgetting so that if you don't have stimuli associated with her memory be able to remember it that's the idea to dependent means you're dependent on some kind of trigger to recall that memory again PTSD classical conditioning probably is where that fits most memory test when you take a test you're going to be asked to do certain recall memes I'm pulling it out of my memory and it's going you know into conscious awareness so your telephone number or your address that's simple recall recognition is like a multiple choice test you see listed ABC order which is which of them do recognize that's easy to assess a lot of information with recognition task recall is related to recognition also and then relearning is concept related to connecting to earlier material helps you reinforce the earlier material as is reinforcing the memory organization of the new material that's what this mean so I think it's another concept that relates to relearning would be what's it called the not priming it's reinforcement Oro spontaneous recovery sees me decide conditioning you relearn you get back can do those condition behaviors again if you're not reinforcing a certain behaviors you could extinguish those behaviors the same thing with memory if you don't and if you don't use the memory information on an ongoing you could lose it through Decay but you could also relearn it much quicker by relearning or spontaneous recovery I hope that makes sense that you earlier learning is reinforced I knew learning in in in that reinforces the earlier learning also hope you can understand what that is the serial position effect I don't know how many times I've seen this in an in on AP exams it's very easy think of a series of numbers okay I'm going to images of drawing deer series of numbers so you got eight 11 17 22 36 double zero okay so this is the beginning of the this is called a serial numbers a connection of a listing a Serial means listing or cereal Siri on this is reserved for 5 8 11 17 22 36 double zero so this is beginning we call this the primary Primacy and this is the end and now we call those the recency the end is that good handwriting can you see it so we got a Siri and then you got the the Primacy is the beginning of a list and then the recency is the end of a list so what's significant here is in the serial position effect we have a tendency to remember the beginning the beginning of a list and the end of a list but have difficulty with the middle of the list and let's see we got one two three four five 77 numbers you should be able to remember those seven numbers but if it was over 7 then you would have more difficulty remembering the middle for sure but you would remember the middle the beginning and the end easier Primacy effect is when you remember them being the beginning and the recency effect is when you remember the end hopefully you can remember and it's not funny you can remember it get it this is called rehearsals again short-term memories I'm repeating this these numbers I'm repeating these numbers over and over and over again that is rehearsal and I can probably remember them at another strategy serial position effect Primacy effect recency effect implicit again latent learning we're not really aware could be subconscious learning excetera priming is giving a clue or a q do you say if I say red you say green whatever but you're playing you know what is that what's that thing called that used to do the red light green light red light then what should what would be asked you to say green light right anyway soap rhyming priming connecting to earlier information and also giving shoes to help memory so we try to Prime kids whenever I say for example William Jennings Bryan you supposed to remember cross and gold that's an automatic in your schema William Jennings Bryan Cross of gold explicit memories are good recalled conscious memories that you're trying to remember priming and explicit why do we forget things first of all we encode it improperly we didn't enter great it into our long-term memory properly and so we cannot retrieve it when we want because it's missing in your understanding memory traces remember those are the physical parts of the of the brain that cortex where the memory is stored so sometime how do we get brain damage or brain activity can block or destroy those physical memory traces and so those are problematic IDK She Don't Use the material they can fade in you cannot remember how d retrieve that information and then again disuse so IDK just use and memory traces that are disintegrating all of these things these are all three together you probably don't have one without the others usually just use is is a factor in forgetting alright this would be a great if we were in school okay well these are a lot of key Concepts state-dependent learning context-dependent learning interference DK proactive interference retroactive interference positive transference negative transference repression and suppression alright so what we would do is go through each one of these to try to determine what are the main elements of it so let's just go with the easy ones repression that's an unconscious forgetting I have experienced the trauma and subconscious is taking for my conscious awareness telling me that it's protecting me from that those painful memories and so that repression is a subconscious reaction to keep it cremation out of your psyche out of your subconscious and conscious awareness and so repression is unconscious you cannot repress something you're not if you're actively trying to forget something that's called suprep repression is like a again a defense mechanism that that is our explanations for why people forget unconscious explanation depression is conscious I'm trying to not remember something transference transference is a concept that basically says if I am trying to learn something when we think about it in terms of memory cuz there's other interpretations for like a treatment therapy kind of side effects called transferred also not the same kind so what is it happening positive transference is I'm learning algebra and so my time to take times tables help me learn algebra because I'm more confident with my with algebra because of my eye of the strong Foundation of times tables now what's what does that mean it means that earlier information is positively affecting my recall of new information does that make sense so one skill is additive and causes a stronger performance in recalling another Topic in so in that way sing the times tables reinforces my learning of algebra you get it that's a positive transference in processing information and negative transference is something that blocks your understanding of new material in the context of old material so if you if you learn something badly are wrongly and then you learn something new and you know connect to it that's going to interfere with learning your new material and your old material especially for you to recall so you forget because there's a negative transference because new information is blocking older that's the basic idea I connect these also to the gate pain gate theory of sensation perception about how we how we go from here how we can block one pain signal with interference from another pain signal do you get it in that way I think they're they're similar positive and negative transference I get proactive interference and retroactive interference new material interferes with learn material and it makes it harder to recall retroactive interference again earlier material prevents the recall of new material because there is a interference here so proactive really correlated the positive and negative transference again Tears by itself something is blocking new information is blocking me from older information state-dependent learning that's basically it's the emotional states that you learned from it's supposed to have transference in how you recall something so for example if your emotional state is calm and happy when you're in class then if your emotional state is so when you go to the testing room you want to be calm and happy and that will help reinforce your your learning in your memory recall so again that your emotional state helps you recall so if you learn something it with a certain emotional state and then you match that emotional state when you are trying to recall it then that's going to be very helpful and reinforcing remembering a recall and the other one is context-dependent learning for example we've been in 10 room 1052 the whole year and then you're going to be taking the test you would have a support from the car 1052 you are comfortable there's things that you remember you from just being in that row your imagination play that context it what you learn the material in the same reinforces you're remembering the material or recalling material if you're in the same context very very complicated please ask is it you're not sure but all of these are regularly tested again we talked about Decay gradual overtime disappearance interference something blocks or just places it right recall more divot retroactive and proactive old info interferes learning remembering new info context-dependent State dependent dependent it's all here positive transference negative transference repression suppression Amnesia we've already talked about this at Corsa God's again from drinking alcohol retrograde amnesia again before the injury you can't recall things before the injury anterior grade means after the injury 50 First Dates again problems with dopamine front from prefrontal cortex so the hippocampus is crucial for Mason new episode of memories but implicit and procedure are working memory of your other regents against sleep and memory really important for consolidation of memory sleep improves brain's ability to remember information 90 minute naps naps help using your brain reduces risk of Alzheimer's like crossword maybe not but we're not sure if that's so true against false memories those are called now here's a big controversy repressed memories real and according Elizabeth Loftus where is she know where is Loftus was he thought in here well Loftus told us that memories do not really occur because they're suggesting that repression works and repression is real and Loftus and the scientific cognitive psychologist was saying there's no not relative evidence for what they're suggesting is that many traumatic events are retained or cannot be forgotten and they cite what between one and four girls that are molest say they have recovered memories it is probably true but still is a problem false memories what that means is that these recovered memories can be Pro Malik we're going to come back to that when we get to Loftus but like Anne Loftus let me do a little search on here should I do have it in my oh wow that's Elizabeth wow there's a Ted Talk on her what state can you hear me itis they put it in a photo lineup they later showed it to the victim mission in trial but over it didn't end that way well hopefully look at it Elizabeth Loftus alright so we're doing cognition and memory let's put this brain structures TED Talk and it was about about I witnessed eyewitness testimony I want to send this link out and hopefully it will work wow so we will have to come back to that wow anyway Elizabeth Loftus memories false memories of people remember things them differently so very very important watch that I'm going to send a note on that one okay false memories very good that's so Elizabeth Loftus is says that recovered memories are usually caused by priming they trigger they say things like you know how long have you been beating your wife in the presupposes the question is they say is that false memories come out in in therapy and that they're unreliable because they see how our memory is very Gestalt like a picture of it what did that mean automatically our brain wants to make the circle what about this what's that Tennessee well what it is supposed to lie but your brain automatically fills in the blank instead of the cross get it the brain sees across automatically that's how your brain also worked with memory moment of memory tic-tac-toe you get one moment of memory and if so where is the circle going to go are right if so what your brain does is it retails the store but it fills in the blank get it is fills in the blanks with these other details that may but they are as fluid kind of a concept That Vary based on our perception you know filling in the blanks is how the memory also does it also fills in the blanks we have a segment of a memory but if we're not we don't remember every single detail because of Select attention and Etc what we do is we end up against filling in details that we think are true we think this is accurate but again it doesn't really work that's what the pho memory concept is about mnemonics are strategies for learning for learning memory strategies for memory like oops or canoe those are mnemonic devices for learning what the Declaration of Independence is about lerps and then also canoe is about personality so veggies help you to improve memory take notes writing things down we call that elaborate rehearsal writing things down help solidify and process it your memory it is transmitted to long-term memory other things to improve memory chanting repeating making associations like connections associations connections creating mnemonic devices using mental pictures and imagery this relate to graphic organizers very important to use graphic War risers and flow charts and things of that nature make things meaningful and just tell meaning why is this important why do I want to know it's not just what is it that why it's a that's all semantics that's going to make it meaningful and give you more Connections in your schema again you want to make connections in your schema you want to make associations all of these relate to the Tulsa Ember the schema concept remember we process it these are all of these are connections Association recitation say it out loud you practice retrieving information quiz yourself all of these things are known as elaborate rehearsal you reinforce all of it all right you see me so elaborate rehearsal memes studying regularly overtime not just one minute it's not just cramming to a little bitty tonight in you sleep on it is reinforced has a really big big things restating what you read monitor when you read if you read a paragraph you to understand that you got to stop and reread that topic sentence wake up because if you're sitting there just saying the words are falling asleep that's not reading at all and you're wasting your time method of loci that's another one when you imagine and you mental imagery imagine a diagram of your bedroom and you can visualize it in your mind's eye and it is another memory aid you can visualize where it belongs in the outline or in this diagram in your mind that's called a mess of loci using visit visualisations very very important other things effective studying organizing information create an outline repeat rehearse it helps a little bit in long-term memory distributed practice that again elaborate rehearsal spread that out overtime self-testing huge huge very very important strategies practice retrieving information you want to remember address main points from memory flashcards Cornell notes those are all part of cell testing reading a textbook really successful students monitor their understanding their thinking about what I'm reading their noting their processing they're monitoring their comprehend Riri difficult section he knows outline it out and if you have a normal brain like I do you have to do that kind of work and reinforce it to know it you can know it but it does take effort and time and you all course know that deep level processing again the more you know other connections things of that nature very very important lecture notes you focus on what's being said you can summarize you can pull out main ideas and it gives you a record of what you did that day you go home and you reinforce it a little bit of review and you summarize your main understandings is there fundamental great great strategies Marita's I forget that new bonnets are very effective sleep is very important and can help reduce the degeneration of your brain false memories can fool us okay this is Pikachu for strategy preview question read reflect previous sq3r has the same read reflect recite okay whatever it's it's just you follow these behaviors preview your reading make questions for your reading do the reading think about what you read try to say what you read and then review what you're at those are basic strategies okay well thank you for a half an hour let's go back are cognition note and see if we got all of this this is reinforcing what we just learned the information processing model is think of this concept how many times do you did you interact with the the material for this information processing they say seven times interact with materials seven times and you should know it all right we did the primacy-recency we did all those we did all of that Kima we talked briefly about that will reinforce it alrighty let's go all we got to get the car Canon language got to do that alright let's this will be by the way I forgot nevermind have a good day that's

Uploaded by Patrick McElhaney.

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Memory Detail p 4

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