LONG TERM MEMORY

I. STAGES
I. Attention
II. Encoding
III. Storage
IV. Retrieval

II. TYPES OF MEMORY

OUTLINE i. Explicit
ii. Implicit

III. TYPES of LTM

IV. FORGETTING
V. MEMORY ENHANCEMENTs
 What’s the
importance of
memory?
STAGES Informtio
n
is
retrieved

Hold information

The process of transforming a sensory stimulus into a

memory trace
(Learning)
STAGES OF MEMORY PROCESS
STEPS IN FORMING MEMRORIES
STEPS IN FORMING MEMRORIES
STEPS IN FORMING MEMRORIES
STEPS IN FORMING MEMRORIES
STEPS IN FORMING MEMRORIES
TYPES of LONG TERM MEMORY
 EXPLICIT MEMORY
 Memory which a subject is able to report consciously
and deliberately

LTM
IMPLICIT MEMORY
 refers to memories for which the individual has no conscious
awareness
 EPISODIC
 Memory for specific episodes and events from personal
experience, occurring in a particular context of time and place

EXPLICIT
MEMORY
SYSTEMS SEMANTIC

(Tulving)  Memory for general knowledge, such as the meanings

associated with particular words and shapes, without reference
to any specific contextual episode
• Priming – enhanced identification of objects, words, emotion, etc
 Ebbinghaus studies
Forgetting  how forgetting occurs with the passage of time; non-sense
syllables

Forgetting curve

DISRUPTIONS
STM  LTM

 memories tend to dissipate

over a period of time
 Interference – Decay – memories fade
away with the passage of
When competing information time, regardless of other
interferes with our storing input
informat
DISRUPTIONS
 .
STM  LTM
EBBINGHAUS
2 Theoretical support
  deliberately attending to information to
comprehend it.

TRANSFER of  CONSOLIDATION: making connections or

INFORMATION associations between the new information
STM  LTM and what we already know and understand.
 We make connections by integrating the
new data into our existing schemas of
stored
  Impt of meaning and knowledge on memory
 proposes that we perceive and encode information into our
memories in terms of our past experience.

Schema
Bartlett (1932)
SCHEMA  mental representations that we have built up from all
THEORY that we have experienced in the past,

modern  we compare our new perceptual input with our schemas in an

cognitive approach to memory effort to find something meaningful and familiar
 input which does not match up with existing schemas will
either:
a. be distorted to make it match the schemas,
b. or , not be retained at all.
 IMPLICATIONS:
 accuracy of eyewitness testimony
Bartlett (1932)
 CANT expect memory to be entirely accurate
SCHEMA a. since it will tend to reflect our own efforts to make sense of its content
THEORY b. eyewitnesses more accurate information about events that were consistent
modern with their existing schemas,
cognitive approach to memory
 human brain does not appear to be well suited
to rote, or ‘parrot learning
 MEMORY
ENHANCEMENT
S
MEANING
AND
MNEMONICS

CONSOLIDATION
- process of integrating new information into
stored information, to add meaning to a list
of otherwise meaningless digit

1984747365
  Acronyms - In using acronyms, devise a word or
expression in which each of its letters stands for a
certain other word or concept.
MEMORY  Acrostics - In using acrostics, form a sentence,
ENHANCEMENT rather than a single word, to help one remember
S new words.
 Keyword system - In using the keyword system,
Mnemonics
create an interactive image that links the sound
and meaning of a foreign word with the sound and
meaning of a familiar word.
https://www.youtube.com/watch? https://www.youtube.com/watch?v=_BROynyuh6A
v=Js5Tm1y0igY&t=303s
MNEOMONICS
KEYWORD SYSTEM
 A. Categorical clustering - In categorical clustering, organize
a list of items into a set of categories.

B. Interactive images - In interactive images, imagine (as

vividly as possible) the objects represented by words you have to
MEMORY remember as if the objects are interacting with each other in some
ENHANCEMENT active way.

S C. Pegword system - In the pegword system, associate each

word with a word on a previously memorized list and form an
Mnemonics interactive image between the two words.
https://www.youtube.com/watch?v=l4C1x22aHb0

D. Method of loci - In the method of loci, visualize walking

around an area with distinctive, well-known landmarks and link the
various landmarks to specific items to be remembered.
https://www.youtube.com/watch?v=VOjvl8nQPpM
 MAINTENANCE ELABORATIVE
REHEARSAL REHEARSAL

MEMORY  the input is merely repeated

without further processing
 links are created between the
new input and previously stored
ENHANCEMENTS information
Elaborative  served only to hold it
Maintenance temporarily in conscious  lead to long-term retention of
Rehearrsal awareness without actually
strengthening the trace
the information
 Benefits in RECALL test
 Beneffits RECOGNITION test
  Memories tend to be good when people use
distributed practice, learning in which various
sessions are spaced over time.
MEMORY
ENHANCEMENTS
Elaborative  Memories for information are not as good
Maintenance when the information is acquired through
Rehearrsal massed practice, learning in which sessions are
crammed together in a very short space of
time.
 Elaborative Encoding
theory
proposes that semantic processing creates a large number of
associative links with other items in the memory store, so
that the new trace becomes incorporated into an extensive
network of interconnected memory traces
 RETRIEVAL
• refers to the subsequent re-accessing of events
or information from the past, which have been
previously encoded and stored in the brain. --
remembering.

u
 RECALL
IS THE ASSOCIATION OF AN EVENT OR PHYSICAL OBJECT WITH ONE PREVIOUSLY
EXPERIENCED OR ENCOUNTERED, AND INVOLVES A PROCESS OF COMPARISON OF
INFORMATION WITH MEMORY

 Spontaneous recall: requires the generation of items from memory

RETRIEVAL without any help.

 Cued recall: retrieval cues are provided to remind us of the items to be
2 ways of testing recalled

RECOGNITION
 involves remembering a fact, event or object that is not currently physically
present (in the sense of retrieving a representation, mental image or
concept), and requires the direct uncovering of information from memory

 original test material is presented again at the retrieval stage

WHICH OF THE TWO YIELD MORE
ITEMS RETRIEVED?
  memory retrieval is largely cue-dependent.
CUE-  The presence of retrieval cues act as reminders and help
DEPENDENT reactivate the original memory trace
FORGETTING  retrieval success is closely related to the number and quality of
(Tulving , 1972) the retrieval cues available
  STATE DEPENDENT MEMORY

CONTEXT-
DEPENDENT
 MOOD DEPENDENT MEMORY
MEMORY
  Tulving (1972) proposed that the retrieval of an item from
memory depends on the presence of retrieval cues that match
up with specific aspects of the stored memory trace
(FEATURE OVERLAP)

ENCODING  memory is improved when information available at encoding is

SPECIFICITY also available at retrieval.

PRINCIPLE When you store something in memory, the memory is not just of
the item being stored but also of the context in which the
memory occurred. Recall and recognition thus may be triggered
by elements of the context being present.