10/17 Intro to Psych Notes
10/17 Intro to Psych Notes PSYC 1000
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Popular in Psychology (PSYC)
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This 3 page Class Notes was uploaded by Jessica Cialone on Monday October 17, 2016. The Class Notes belongs to PSYC 1000 at University of Colorado Denver taught by Liza Lizcano in Fall 2016. Since its upload, it has received 4 views. For similar materials see Intro to Psychology in Psychology (PSYC) at University of Colorado Denver.
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Date Created: 10/17/16
Intro to Psych October 17, 2016 1. Memory: retention of information over time a. Paradox: our memories are great but not always b. The Good i. Calendar calculations: you can tell someone a date and they will know exactly what day of the ii. Hyperthymestic syndrome 1. Autobiographic memory: they remember everything that ever happened to them 2. “normal” people can remember information 17 years later c. The Bad i. Implantation of false memories ii. Memory illusion: false but compelling memory 1. Representativeness heuristic: your brain takes a shortcut, like goes with like d. Memory i. Reconstructed 1. Walking on a hike, can you see yourself? An exact replication? 2. Three Systems a. Sensory b. Short-term c. Long-term d. Each system differs upon span and duration 3. Sensory Memory: a brief perception of the world and lasts only a few seconds a. Shortest system b. Some sensory memory can get passed on to short-term memory c. Each sense has its own version of sensory memory i. Hearingechoic memory: lasts 5-10 seconds ii. Sighticonic memory: lasts 1 second 1. Sperling’s experiment: when given an image/graph of letters for a split second, there is a limit to how many of the letters people can remember a. Eidetic memory: really long iconic memory 4. Short-term: briefly stored information and lasts between 5 and 20 seconds a. Working memory, actively processing it, hold it and manipulate it b. Decay: fading over time c. Interference: the information is competing with other information, lose more information than decay i. Retroactive: the new information messes up earlier learning ii. Proactive: old information messes up new learning d. Magic Number(Miller**): the amount of information that we can hold in our short term memories i. 7 +/- 2 pieces of information (pg.252 test in book) 1. phone number, school ID number, etc. e. How to increase memory i. Chunking: strategy to increase memory span, organize info into meaningful groups ii. Rehearsal: increases duration, repeating information 1. Maintenance: you repeat the information without changing anything about it 2. Elaborative: do something to the information, linking it with something in order to remember it iii. Levels of processing model 1. Visual (shallow meaning) 2. Phonological (less shallow meaning) 3. Semantic (deep meaning) 5. Long-term: lifetime store of information a. Examples: instruments, how to ride a bike, a language, etc. b. Permastore: frozen over time c. Explicit Memory i. Memories we recall intentionally ii. Declarative memory iii. Semantic: factual memories iv. Episodic: memory about events d. Implicit Memory i. Memory we don’t remember consciously 1. Ex. Tying your shoe ii. Habituation, classical conditioning, priming, procedural, etc. iii. Priming: the ability to identify stimuli easily iv. Procedural: motor skills, habits 1. Ex. Typing, sports, etc. e. Differences between explicit and implicit i. Brain injuries 1. Ex. virus in brain and had no explicit memory but kept implicit memory f. Differences between short and long term memory i. Differ in span g. Primacy and Recency Effects (also tied to short-term memory) i. Primacy: early stimuli remembered better 1. Due to having more time to rehearse it 2. Ex. Memorizing a grocery list you have more of a chance remembering items at the beginning and end of the list ii. Recency: stimuli presented most recently better 1. Ability to remember it is fairly easy **important psychologists to know and be aware of
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