introduction to memory
DESCRIPTION
A very basic introduction to the structure of human memory and some aspects relevant to teaching and learning. See also http://www.learningandteaching.info/learning/memory.htmTRANSCRIPT
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Introduction to Memory
Unit 2; Bases for Learning and Teaching1 February 2011
JSA Memory 1
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ALP HAB RAV OCH ARL IED ELT
AEC
NEL MEZ ZOD ELC AMM IND INO
STR
123 456 789 101 123 415 671
820
This is the “test” we started with; a sort of Kim’s game
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Sensory BufferSensory Buffer
Short-termMemory
Short-termMemory
Structureof Memory
Long-termMemory
Long-termMemory
(Atkinson-Shiffrin model 1971)
Divergent arrows represent loss
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Sensory BufferSensory Buffer
Sensory memory or buffer
There is a delay(and selection)in processingsensory input.
About 1/15 second
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Sensory Buffer
• Perceptually, filters and “understanding” operate (Gestalt—later)
• Why don’t flies watch TV?• How do you hear music?• How do you read?
It is important that the buffer
is “lossy” because it
enables us to direct attention
selectively
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Sensory Buffer
• Perceptually, filters and “understanding” operate (Gestalt—later)
• Why don’t flies or frogs watch TV?• How do you hear music?• How do you read?
Their perception is just too fast; they would see the travelling dot rather than the image it builds. The illusion of motion in films is only possible because of the buffer
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Sensory Buffer
• Perceptually, filters and “understanding” operate (Gestalt—later)
• Why don’t flies or frogs watch TV?• How do you hear music?• How do you read? Not note by note, for
sure, but phrase by phrase; it’s the buffer again.
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Sensory Buffer
• Perceptually, filters and “understanding” operate (Gestalt—later)
• Why don’t flies or frogs watch TV?• How do you hear music?• How do you read?
See nxet sdlie
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Icniadlently…
• I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg.
• Trhuogh the phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteers be in the rghit pclae.
• The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!
Rawlinson, G. E. (1976) The significance of letter position in word recognition. Unpublished PhD Thesis, Psychology Department, University of Nottingham,
Nottingham UK. See blog for link to document
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STM
Short-term Memory
• 15-30 seconds
• About 7 items
• “Chunking”
• Primarily auditory
• Retention and
transfer to LTM
enhanced if links
made
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Short-term memory
• Gate-keeper to Long-Term Memory (LTM)
• “Lossy” process Assimilation and Accommodation issues
(Piaget—later)
• Brain damage and dementia.Again, information is lost in the transfer according to selective attention
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Short-term memory
• Gate-keeper to Long-Term Memory (LTM)
• “Lossy” process Assimilation and Accommodation issues
(Piaget—later)
• Brain damage and dementia.
Because it is the only way into creating new long-term memories, problems with STM are devastating.
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• The capacity of short-term memory is greatly increased by interaction with Long Term Memory, which enables it to be refreshed.
• But this comes at a cost, where established memories may confuse the new ones
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Capacity
“Mr Osborne, may I be excused?
My brain is full.”
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Long-term Memory
• Durationpotentially forlife
• Capacity unlimited
• Suggested hasseveral forms
LTMProcedural
Semantic Episodic
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Semantic, Episodic, Procedural
• Semantic: Meaning; comprehension of language
• Episodic: Narrative; most affected by amnesia
• Procedural: How to do things; psycho-motor skills
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Interactions
• Between them these make up our
identity• Take any one away
and we are no longer who we are.
• Is that true?
Semantic
ProceduralEpisodic
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Memory and Identity
• Are you the same person if you: Can’t do things any more
Can’t understand things any more
Can’t remember your past any more?
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How is information stored?
• No-one knows for sure—lots of theories.• Generally accepted that the unit of memory is not
single items, instead:
• Schemata (or “schemas”): (Bartlet 1932) Organised packages of data around a theme Detail may be sacrificed to coherence, and
• Scripts: (Schank & Abelmann 1977) Routine sequences of behaviour Permit inferences of taken-for granted behaviour
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Mechanisms of“adaptation”
(Piaget)
Assimilation
Accommodation
Too complex to explain here; go to web page for more detail.
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Assimilation & Accommodation 2
• Assimilation is when we modify practice to suit theory
• Accommodation is when we modify theory to suit practice
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Forgetting
• Trace decay: lack of use—use it or lose it But procedural memories quickly re-activated.
• Interference: competing distractions and the point of memorising
• Contradiction with existing knowledge• Cue-dependence: can’t be accessed
without associated episodic memory