Kuliah 6 Memory

7/27/2019 Kuliah 6 Memory

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KULIAH 6

MEMORI


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Memory

An internal record of some prior event or experience; also a set of

mental processes that receives, encodes, stores, organizes, alters, andretrieves information over time.

Defined as the process by which past experience and learning can be

Used in the present.


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1. Analyze & interpret the SM

& decide whether to send it to LTM2. To retrieve info from LTM

To serve as a store keeper


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1. Chunking (pengetulan)

NOITACING (9 ITEM)

Cth : NOITACINGYLOCHOPSYC

PSYCHOLOGY IN ACTION

10010001000010101011000

100 1000 10000 101 010 11000


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Sensory memory (SM) Short-term memory

(STM)

Long term memory

(LTM)

Purpose : To retain a

relatively exact image of

each sensory experience

long enough to locate

and focus on relevant

bits of information and

transfer them to the next

stage

Purpose: 1) To analyze

and interpret sensory

information received

from SM and decide

whether to send it on to

LTM; information is

organized before

sending it to LTM

2) To receive

information from LTM

for use as needed.

Purpose; To serve as a

storehouse for

information that is

needed over a long

period of time; organizes

and integrates new

information with already

stored information.


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Multiple- store model of memory

Atkinson and Shiffrin, model of memory consisting of 3 stores.(sensory, short-term memory and long-term memory)

The three stores each use the three processes;

1. Encodingprocess of turning a stimulus into a representation

which can be stored in memory.

2. Storagethe moving of the encoded memory into a memory store

and maintaining that information.

3. Retrievalwhich is the subsequent access of the stored memory

information in order to bring it back into consciousness.


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Short term memory as a Working Memory

Most current researches prefer to think STM as a three-part working

memory

1. Visuo spatial sketchpad (ingatan kerja-penglihatan ruang)

This component is the visual workspace that allows us to temporarily

hold and manipulate visual images and spatial information.

Example : rearranging the furniture in your home.

2. Central executive (eksekutif pusat)

Work as a supervisor that integrates and manages information from

the phonological loop and visuo spatial sketchpad.

3. Phonological Rehearsal Loop (gelung fonologi)

Responsible for holding and manipulating material related to speech,

words and numbers.


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Visuospatial sketchpad

(Visual and spatial material)

Central Executive

(coordinates material)

Phonological loop

(speech, words, numbers)

3 12

Horn 125 Bird


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The process of accessing memory model

Retrieve a memory using a specific cues

1. Recall memory (mengingati semula)Process of using a very general retrieval cue to search the contents of

LTM. Exp : Name of the person who invented the light bulb.

2. Recognition Task (mengenali)

Contrast to recall taskonly require the subject to recognize the

target when it is presented. Process of matching a specific retrieval cue

to an appropriate item in LTM. Typical examplesmultiple-choice,

true false and matching test question.

3. Cued recall

Combining elements of both recall and recognition. Recall

something by using a cue, or prompt, provided by an experimenter

or other individual.


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4. Serial Call

Giving the subjects a list of stimulus to remember and then

requiring them to recall the stimuli in the exact order they were

presented.

36 33 30 27 24 21 18 15 12

5. Paired-associates recall

Task involve presenting the subject with a list of paired associates,

or word pairs and then cueing their recall with one of the words

from the pair. Exp: dog-bone, hospital-doctor.


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One of the best way to improve retrieval is to create the original

learning conditions.

This is known as the encoding specificity principle.

- Retrieval of info is improved when conditions of recovery aresimilar to the conditions when info was encoded.

Three principle

1. Context and retrieval

You do better on test when you take it in the same seat and

classroom where you originally studied the material.

2. Mood congruence (persamaan mood)People remember something better if their emotional states are the

same at the time when they learn something and during the time

when they try to retrieve it (when sad, you think of same things as

when you were last sad).


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3. State-dependent retrieval (Ingatan peringkat bergantungan)

What you learn in one state of awareness may be harder to recall

when you are in a different state.

Example : Studying with a cup of coffee and taking exam right

After drinking coffee may improve retrieval; HOWEVER, does

not apply to alcohol, which impairs memory.


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Why do we forget ????

1. Serial position effectThe phenomenon of remembering the material at the beginning

(primacy effect) and the end of a list better than the material in the

middle (recency effect).

Table. Cloud, book, tree, shirt, cat, light, bench, chalk(primacy effect) (recency effect) (primacy effect)


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2. Spacing of practice

a. Distributed learning (Pembelajaran menyebar)

A learning technique in which practice sessions are interspersed.

b. Massed learning (Pembelajaran berkelompok)

Crammed together all at once.

3. Rehearsal also affect the effectiveness of your memory.

Maintenance Rehearsalthe process of repeating the contents

of short term memory over and over to maintain to maintain it in

STM

4. ChunkingThe process of grouping information into unit to

Store more information in STM.


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Decay theory(teori reputan)

Memory deteriorates as time passes; extremelydifficult to prove experimentally; examples;

Degrading of skills and memories if they are not

used for a long period of time.

Retrieval

failure theory

(Teori

kegagalanmendapatkan

kembali)

A memory stored in LTM is never really

forgotten, it is just momentarily inaccessible due

to interference, faulty cues, or emotional states;

Examples; forget information during an exam orconversation, only remember it later.

Four theories of forgetting


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Motivated

forgetting

theory

(Teori lupaan

bermotivasi)

Caused by an unconscious wish to forget

something unpleasant; Example; forgetting

name of instructor who gave you a low grade

Interference

theory

(Teori

gangguan)

Forgetting is caused by one memory competing

with or replacing another, particularly for

similar events or when similar retrieval cues

are involved.


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Spanish

French

First learn Then learn

Proactive interference

(French is forgotten)

Retroactive interference

(Spanish is forgotten)

1. Proactive interference

forgetting in which old info interferes with new info (example; Spanish

language interferes with remembering French language).

2. Retroactive interference

Forgetting in which new info interferes with old info (example; French

language interferes with remembering Spanish language).


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Memory impairments

Susan:

Retrograde

amnesia

Possible cause; car accident or been in a fight in

which she experienced a blow to her head

Impairment; difficulty to remember previouslylearned info. Lost memory for events that occurred

BEFORE accident, but has no trouble remembering

things that have happened since then.

Duration : Usually temporary

Claire :

Anterograde

Amnesia

Possible cause; brain surgery, or she may be

suffering from chronic alcoholism

Impairment: Claires ability to form new memories

has been damaged. Since her surgery or the onset of

amnesia, she has not been able to learn anything

new.

Duration : usually permanent


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Alzheimers Possible cause: genetics plays a part, either in

causing the disease or in making a person more

susceptible to environmental triggers for the

disease.

Autopsy results show that the brain develops

tangles composed of cell bodies, and plaquescomposed of degenerating axons and dendrites in

the temporal and parietal lobes of brain.

Impairment; Alzheimers disease is a progressive

mental deterioration that occurs most commonly inold age, and is characterized by severe memory

loss.

Duration : Irreversible and fatal

Memory impairments

M i d i


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Mnemonic device

A memoryimprovement technique based on encoding items in a

Special way.

Method of Loci

(physical places)

Imagine each item to be remembered

attached to places inside a building or in

some logical sequential placement.

Peg-word

(holding thing

together, hanging

things on &

marking a position.

Imagine a set of up to 10 visual images

pegged to a marker, such as one-bun, two-

shoe, three-tree, four-door, five-hive, six-

bricks..ten-pen.

Word association

Create verbal associations for items to be

learned.(using first letter)

HOMES (Huron, Ontario, Michigan, Erie &

Superior).


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Memory and brain anatomy

Amygdala Emotional memory (anger and aggression)

and consolidation

Basal ganglia and

cerebellum

Creation and storage of non declarative

memory (motor skills, priming)

Hippocampal

formation

Memory recognition, explicit, spatial,

episodic memory, consolidation of

declarative memory (general knowledge &

personal experience).

Thalamus Formation of new memories; location of

working memory (STM)

Cortical areas (motor,

parahippocampal,

prefrontal cortex and

parts of the occipital

and temporal lobes)

Encoding of declarative memory, storage

of episodic and semantic memory, skill

learning, priming

Kuliah 6 Memory

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