Making/Retaining Memories
1. Encoding: creating the trace
Conscious Attention
Exposure alone
is not enough
Associations to
Existing Memories
If the related information
precedes the target
information, then...
Related information
can enhance recall
Depth of Processing
Shallow, Intermediate,
and Deep Groups
Meaning of the words is
considered more in
Deep than in Shallow
Greatest retention
in Deep, least
retention in Shallow
Deeper processing =
better encoding
2. Consolidation: storage of the trace
the nervous system
The memory is solidified
gradually after the
encoding event
A memory trace is
fragile when first
formed
Time
Changes in the
nervous system
Brain injuries appear
to cause loss of recently
formed memories, not
older memories
A pattern of memory
loss observed after
head trauma
There exists a brief
period of time before
the head injury that
the person cannot
remember
Head trauma may disrupt
time-sensitive changes in
the nervous system
Rats trained to run
a maze, then given
a shock to the head
Time window between
completion of training
and administration of
shock varied among groups
Poorer maze learning
Better maze learning
ECT + TV show
knowledge
Selective loss of more
recent TV shows
after receiving shock
After existing memories are
retrieved or reactivated, they
must be actively re-stored
Old memories are vulnerable
to loss or disruption for a
time window after reactivation
The act of retrieving
a memory brings it
back to a fragile state
Disrupting events in the
brain can impair recently
retrieved memories
By disrupting the activity in the
amygdala(blocking protein
synthesis/structural changes),
this could stop reconsolidation
of the fearful memory
Antibiotic injected into rats'
amygdala immediately after
one trial of fear conditioning;
when presented with CS, much
less CR shown in groups given
high doses of antibiotic
Episodic memory for details
of an emotional story
is worse in those who
underwent ECT immediately
after reading the story than in
those who did not get shocked
3. Retrieval: recalling/reactivating the trace
Transfer-appropriate
processing effect
Similar learning and
testing context =
better recall performance
Match between encoding
and retrieval conditions
Cues
More cues allow
for better recall
Forgetting
Passage of time
erodes memory
traces after encoding
Older memories are
more difficult to
retrieve because
there is competition
from other memories
New information
can interfere with
retrieval
Old memories
interfere with
learning new
information
New memories
interfere with
remembering
old information
Memory is fragile
at encoding, but
becomes stronger
with time & rehearsal
False Memory
Your memory can
be manipulated
Asking participants to
generate details for
fake memories increases
their "recall" of the
fake memory
Repeated interviews
and discussions, & features of how they
are conducted, can cause a false memory to form
"Incontrovertible
eyewitness testimonies"
presented
Social pressure to
retrieve memory
Guided
imagery
Trustworthy,
authoritative rapport
between interviewer
and participant
Retrieval process
has a period where
the information is
subject to influence