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Memory PowerPoint Presentation

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This medical PowerPoint presentation is about Memory refers to the capacity of the brain to store and retrieve information. It is the ability to encode, store, and retrieve information about past experiences and knowledge. Memory can be divided into several types, including sensory memory, short-term memory, and long-term memory.

Sensory memory is the initial stage of memory, where sensory information from the environment is briefly stored in the brain. This type of memory has a very short duration, typically lasting for only a few seconds.

Short-term memory, also known as working memory, is the next stage of memory processing, where information is held temporarily and actively manipulated for immediate use. This type of memory has a limited capacity and duration, typically lasting for a few seconds to a minute.

Long-term memory is the final stage of memory processing, where information is stored for a longer period of time, ranging from hours to years. This type of memory has an almost unlimited capacity and can be subdivided into explicit or declarative memory (which includes episodic and semantic memory) and implicit or non-declarative memory (which includes procedural memory, classical conditioning, and priming).

The process of memory formation involves encoding, storage, and retrieval. Encoding refers to the process of converting information into a format that can be stored in the brain. Storage refers to the process of maintaining information in the brain over time, while retrieval refers to the process of accessing stored information when needed.

Memory can be affected by various factors such as age, genetics, environment, and disease. There are also several techniques and strategies that can be used to improve memory, including repetition, visualization, elaboration, and association.

Tags : Memory, sensory memory, short-term memory, long-term memory, Neurology, Neurology PowerPoint presentation

Published on : Jun 20, 2023 | Views : 1755 | Downloads : 3

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Slide 1-

Memory
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Memory Processes Encoding--transforming information into a form that can be entered and retained in the the memory system Storage--retaining information in memory so that it can be used at a later time Retrieval--recovering information stored in memory so that we are consciously aware of it
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Three Stages of Memory Three memory stores that differ in function, capacity and duration
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Sensory Memory Function —process for basic physical characteristics Capacity—large can hold many items at once Duration—very brief retention of images .3 sec for visual info 2 sec for auditory info Divided into two types: iconic memory–visual information echoic memory– auditory information Attention is needed to transfer information to working memory
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Sensory Memory Visual sensory memory—brief memory of an image or icon. Also called iconic memory. Auditory sensory memory—brief memory of a sound or echo. Also called echoic memory. Auditory sensory memories may last a bit longer than visual sensory memories
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Short Term or Working Memory
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Short-Term Memory Function—conscious processing of information where information is actively worked on Capacity—limited (holds 7+/-2 items) Duration—brief storage (about 30 seconds)
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Maintenance Rehearsal Mental or verbal repetition of information allows information to remain in working memory longer than the usual 30 seconds
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Chunking Grouping small bits of information into larger units of information expands working memory load Which is easier to remember? 4 8 3 7 9 2 5 1 6 483 792 516
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Long-Term Memory Once information passes from sensory to working memory, it can be encoded into long-term memory
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Long-Term Memory Function—organizes and stores information more passive form of storage than working memory Unlimited capacity Duration—thought by some to be permanent
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Long-Term Memory Encoding—process that controls movement from working to long-term memory store Retrieval—process that controls flow of information from long-term to working memory store
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Automatic vs. Effortful Encoding Automatic processing Unconscious encoding of information Examples: What did you eat for lunch today? Was the last time you studied during the day or night? You know the meanings of these very words you are reading. Are you actively trying to process the definition of the words?
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Automatic vs. Effortful Encoding Effortful processing Requires attention and conscious effort Examples: Memorizing your notes for your upcoming Introduction to Psychology exams Repeating a phone number in your head until you can write it down
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Types of Long-Term Memory Explicit memory—memory with awareness; information can be consciously recollected; also called declarative memory Implicit memory—memory without awareness; memory that affects behavior but cannot consciously be recalled; also called nondeclarative memory
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Explicit Memory Declarative or conscious memory Memory consciously recalled or declared Can use explicit memory to directly respond to a question Two subtypes of explicit memory
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Explicit Memory Episodic information—information about events or “episodes” Semantic information—information about facts, general knowledge, school work
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Episodic Memory Memory tied to your own personal experiences Examples: What month is your birthday? Do you like to eat caramel apples? Q: Why are these explicit memories? A: Because you can actively declare your answers to these questions
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Semantic Memory Memory not tied to personal events General facts and definitions about the world Examples: How many tires on a car? What is a cloud? What color is a banana? Does NOT depend on tying the item to your past
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Implicit Memory Nondeclarative memory Influences your thoughts or behavior, but does not enter consciousness
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Procedural Memory Memory that enables you to perform specific learned skills or habitual responses Examples: Riding a bike Using the shift stick while driving Tying your shoe laces Q: Why are these procedural memories implicit? A: Don’t have to consciously remember the steps involved in these actions to perform them Try to explain to someone how to tie a shoelace
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How are memories organized? Clustering--organizing items into related groups during recall from long-term memory
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Semantic Network Model Mental links between concepts common properties provide basis for mental link Shorter path between two concepts = stronger association in memory Activation of a concept starts decremental spread of activity to nearby concepts
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Semantic Network Model
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Why do we forget? Forgetting can occur at any memory stage
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Forgetting as retrieval failure Retrieval—process of accessing stored information Sometimes info IS encoded into LTM, but we can’t retrieve it
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Measures of Retrieval Recall—test of LTM that involves retrieving memories without cues, also termed free recall Cued recall—test of LTM that involves remembering an item of information in response to a retrieval cue Recognition—test of LTM that involves identifying correct information from a series of possible choices Serial position effect—tendency to remember items at the beginning and end of a list better than items in the middle
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Encoding Specificity – When conditions of retrieval are similar to conditions of encoding, retrieval is more likely to be successful – You are more likely to remember things if the conditions under which you recall them are similar to the conditions under which you learned them
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Encoding Specificity Context effects—environmental cues to recall State dependent retrieval—physical, internal factors Mood Congruence—factors related to mood or emotions
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Flashbulb Memories Recall of very specific images or details about a vivid, rare, or significant event May seem very vivid and specific, but they are not more accurate than ordinary memories
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Memory Distortion Memory can be distorted as people try to fit new info into existing schemas Giving misleading information after an event causes subjects to unknowingly distort their memories to incorporate the new misleading information
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Loftus Experiment Subjects shown video of an accident between two cars Some subjects asked: How fast were the cars going when they smashed into each other? Others asked: How fast were the cars going when the hit each other? Accident Leading question: “About how fast were the cars going when they smashed into each other?” Memory construction
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The Forgetting Curve Hermann Ebbinghaus first began to study forgetting using nonsense syllables Nonsense syllables are three-letter combinations that look like words but are meaningless (ROH, KUF)
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Forgetting Theories Encoding failure Interference theories Motivated forgetting Decay
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Forgetting as encoding failure Info never encoded into LTM Encoding X Long-term memory Encoding failure leads to forgetting Short-term memory
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Which is the real penny? (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) (o)
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(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) (o) Answer
Slide 38-

Encoding Failures Even though you’ve seen thousands of pennies, you’ve probably never looked at one closely to encode specific features
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Interference Theories “Memories interfering with memories” Forgetting NOT caused by mere passage of time Caused by one memory competing with or replacing another memory Two types of interference
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Two Types of Interference Types of Interference Retroactive Interference Proactive Interference
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Retroactive Interference When a NEW memory interferes with remembering OLD information Example: When new phone number interferes with ability to remember old phone number
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French 101 Mid-term exam Retroactive Interference Example: Learning a new language interferes with ability to remember old language F- Study French papier livre plume école Study Spanish papel libro pluma escuela retroactive interference
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Proactive Interference Opposite of retroactive interference When an OLD memory interferes with remembering NEW information Example: Memories of where you parked your car on campus the past week interferes with ability find car today ? ? ? ? ? ? ? ?
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Motivated Forgetting Undesired memory is held back form awareness Suppression—conscious forgetting Repression—unconscious forgetting (Freudian)
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Decay Theories Memories fade away or decay gradually if unused Time plays critical role Ability to retrieve info declines with time after original encoding Average percentage of information retained 20 mins 1 hr 8 hrs 24 hrs 2 days 6 days 31 days Interval between original learning of nonsense syllables and memory test 100%
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Decay Theories Biology-based theory When new memory formed, it creates a memory trace a change in brain structure or chemistry If unused, normal brain metabolic processes erode memory trace Theory not widely favored today
Slide 47-

Biological Basis of Memory Karl Lashley searched for a localized memory trace or engram Found that maze-learning in rats was distributed throughout the brain Richard Thompson found that memory for simple classically conditioned responses was localized (in the cerebellum)
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Amnesia Amnesia—severe memory loss Retrograde amnesia—inability to remember past episodic information; common after head injury; need for consolidation Anterograde amnesia—inability to form new memories; related to hippocampus damage
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