Imagine that you are trying to remember the characteristics of the different schools of psychology we discussed in Chapter 1, “Introducing Psychology.” Rather than simply trying to remember the schools and their characteristics, you might try to relate the information to things you already know. When we engage in elaborative encodingwe process new information in ways that make it more relevant or meaningful (Craik & Lockhart, 1972 Harris & Qualls, 2000). Research has found that we are better able to remember information if we encode it in a meaningful way. Some ways of studying are more effective than others. One way to improve our memory is to use better encoding strategies. Can you identify the “real” penny? We tend to have poor memory for things that don’t matter, even if we see them frequently. Figure 9.8 American Pennies in Different Styles. Can you tell which one is the real one? Nickerson and Adams (1979) found that very few of the American participants they tested could identify the right one. Look at Figure 9.8, “American Pennies in Different Styles,” which shows different images of U.S. We tend to encode things that we need to remember and not bother to encode things that are irrelevant. Not everything we experience can or should be encoded. Of course it’s not really surprising that you can’t remember the name, because you probably were distracted and you never encoded the name to begin with. I’m sure you’ve been to a party where you’ve been introduced to someone and then - maybe only seconds later - you realize that you do not remember the person’s name. Unless information is encoded, it cannot be remembered.
Many possibilities, but don’t study under the influence of drugs or alcohol, unless you plan to use them on the day of the exam (which is not recommended).Įncoding and Storage: How Our Perceptions Become MemoriesĮncoding is the process by which we place the things that we experience into memory. We have better retrieval when we are in the same psychological state as we were when we learned the material. If possible, study under conditions similar to the conditions in which you will take the exam. We have better retrieval when it occurs in the same situation in which we learned the material. Keep studying, even if you think you already have it down. We can continue to learn even after we think we know the information perfectly. Study a little bit every day do not cram at the last minute. Information is learned better when it is studied in shorter periods spaced over time.
Review the material that you have already studied right before the exam to increase the likelihood it will remain in memory. Information that we have learned drops off rapidly with time. This was an example of the tip-of-the-tongue phenomenon.” Think, for instance, “I remember a time when I knew the answer to an exam question but couldn’t quite get it to come to mind.
Material is better remembered if it is linked to thoughts about the self. Think, for instance, “Proactive interference is like retroactive interference but it occurs in a forward manner.” Material is better remembered if it is processed more fully. Table 9.2 Helpful Memory Techniques Based on Psychological Research. To be successful, the information that we want to remember must be encoded and stored, and then retrieved. In this section we will consider this question in terms of the types of processing that we do of the information we want to remember. Psychological research has produced a great deal of knowledge about long-term memory, and this research can be useful as you try to learn and remember new material (see Table 9.2, “Helpful Memory Techniques Based on Psychological Research”).
3 TYPES OF AMNESIA PSYCHOLOGY MOVIE
We want to remember the name of the new boy in the class, the name of the movie we saw last week, and the material for our upcoming psychology test. Describe how the context in which we learn information can influence our memory of that information.Īlthough it is useful to hold information in sensory and short-term memory, we also rely on our long-term memory (LTM).Summarize the types of amnesia and their effects on memory.Label and review the principles of encoding, storage, and retrieval.
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