Memory Book Korinne Hollister

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01 Table of Contents Section 1: Encoding -- pg. 04 - Automatic vs. Effortful Processing -- pg. 05 - Effortful Processing Strategies -- pg. 05 - Spacing Effect -- pg. 06 - Shallow vs. Deep Processing -- pg. 06 Section 2: Storage -- pg. 07 - Explicit Memory System (Hippocampus & Frontal Lobes) -- pg. 08 - Implicit Memory System (Cerebellum & Basal Ganglia)-- pg. 08 - The Amygdala & Memory -- pg. 09 - Synaptic Changes & Memory Processes -- pg. 09 Section 3: Retrieval -- pg. 10 - How do we measure retrieval? -- pg. 11 - Recall, Recognitio, & Releasing - Spacing Effect -- pg. 12 - Priming, Context Dependent Memory, State Dependent Memory, & Serial Position Effect

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Section 1 Encoding -

the process of taking information from the outside world by our sensory organs and storing it in the brain for later recall

Automatic vs. Effortful Processing

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Effortful Processing - encoding that requires attention and conscious effort. Effortful processing is how we store our explicit memories. These are things that we store in our brains to recall at another time.

Automatic Processing - The unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings. This type of processing occurs without giving too much thought to the information. Our implicit memories are processed this way. Ex. I used effortful processing when learning how to ride a bike, but once I had rehearsed it so many times, it became automatic processing.

Effortful Processing Strategies There are many ways that we can process information to recall later. These are called effortful processing strategies. These strategies include: chunking, mnemonics, and hierarchies. Chunking - when we organize information into meaningful units, such as letters, words, and phrases, we recall it more easily. Chunking is when students breakdown difficult texts into more manageable pieces. Ex. I use chunking when I had to learn my student ID number. I needed to use it all of the time for everything related to school. By breaking down the numbers into 2 smaller groups, I was better able to remember the entire number.

Mnemonics - when we use visualization to remember things, we remember them more clearly. We are particularly good at remembering mental pictures. We more easily remember concrete, visualizable words than we do abstract words. A mnemonic device is when we use short words or phrases that represent longer strings of information to help us remember things. Ex. I use PEMDAS as a mnemonic to remember the order in which to solve a math problem. Hierarchies - When we organize words or concepts into hierarchical groups, as illustrated here with some of the concepts from this section, we remember them better than when we see them presented randomly. Ex. I used this concept a lot in biology class when I had to learn a lot of information about cells. I created a chart which showed the information as a hierarchy, which helped me organize the information into groups that were easier to learn.

Spacing Effect

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Spacing effect - another way to learn information. When we distribute study or practice over time, better long-term retention than is achieved through massed study or practice. One effective way to distribute practice is repeated self-testing, This is called the testing effect. Spaced study and self-assessment beat cramming and rereading. This was an eye opening lesson for me. I was used to studying the night before tests and doing well. Ex. After learning quickly that this strategy would not work in my most of my classes, I have started studying in smaller segments over several weeks. This has really helped me retain the information better and hopefully will help me be more successful in my exams.

Shallow Vs. Deep Processing Shallow Processing - the encoding on a basic level based on the structure or appearance of words. This type of processing is when we use superficial characteristics of something, rather than its meaning. Shallow processing leads to weaker, shorter lasting memories. Ex. This happens to me when I’m in class yet my mind isn’t present because I’m too tired or zoned out. Deep Processing - encoding semantically, based on the meaning of the words. This tends to yield the best retention and leads to longer-lasting, stronger memory retention. I have recently started using this concept in my AP Physics class. Ex. I was having trouble understanding how to apply the information that we learned in class in different scenarios than what I was seeing in class. My teacher suggested making study guides so that I could see the big picture and how the information fit together. This will help me do better on the test as I now have an understanding of how it all goes together and can apply the knowledge to various situations.

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Section 2 Storage -

The process of storing information that has already been encoded, while waiting to be retrieved.

Explicit Memory System

Frontal Lobes

Frontal lobe - plays a role when you want to recall a past experience. Information sent to the frontal lobes is your working memory. The left and right frontal lobes process different types of memories. For example, the left frontal lobe is used when we want to recall a password. The right frontal lobe is used when we try to recall a particular visual scene.

Explicit Memory System processes and stores your explicit memories. These are the memories that involve the recall of previously learned information that requires conscious effort to store and retrieve. Explicit memories get lost if they are not recalled. This system includes the frontal lobes and hippocampus.

07 Hippocampus

Hippocampus - a temporal-lobe neural center and is located in the limbic system. It is the part of the brain that is responsible for the processing of explicit memories for storage. One way to remember what it does is to think of it as a “save” button. Memories are not stored in the hippocampus. Instead, short term memories are processed into long term memories here.

Implicit Memory System

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Implicit Memory System - processes and stores your implicit memories. Implicit memories are unconscious and take no effort. Further, unlike explicit memories, implicit memories can last a lifetime without - plays a recall or practice. The system major role in - helps form forming and includes the cerebellum storing the implicit our procedural and the basal ganglia. memories created by memories. These are classical conditioning. the “how to” type of Without the cerebellum, you memories, like walking, would not be able to learn from talking and riding a bike. classical conditioning.

The Amygdala & Memory Amygdala - located in the temporal lobe of the brain. Here, emotional significance is attached to memories. Ex. When we are excited or stressed, these hormones make more glucose energy available to fuel brain activity, signaling the brain that something important has happened. Moreover, stress hormones provoke the amygdala (two limbic system, emotion-processing clusters) to initiate a memory

Synaptic Changes & Memory Processing - Synapses have the ability to change to determine the strength of signals in which are being transferred to and from neurons. The strength of synapses are changed on the report of the number of stimuli being received during the learning process. Synapses can either strengthen or weaken as time passes.

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Section 3 Retrieval -

The process of calling back stored information when needed.

10 How do we measure retention? Recall - Having the ability to remember access information, without being cued Ex. When I’m taking a test and have a fill in the blank question, I recall the information

Recognition - Having the ability to identify information, after experiencing it once again. Ex. When I’m taking a test and have a multiple choice question, I recognize the correct answer choice.

Relearning - The process of learning something over again. When relearning, it’s usually quicker the second time around. Ex. When I’m studying for any test or quiz, I’m relearning everything I have already learned.

11 Retrieval Cues ng i m

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- Either consciously or unconsciously activating specific associations in memory

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easier to remember information when in the same “context of environment in which you learned the information. Ex. When taking a test in the same room in which you learned the information.

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- When it becomes easier to remember information when in the same “state” in which you learned it in. Ex. If I learned information while I was sad, it would be easier for me to recall information when in the same state (sad).

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- When trying to retrieve a long list of words and you only remember the first and last words but forget the words in the middle.

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