心理学Psycholog英文版PPT 记忆和情绪
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Psycholinguistic-心理语言学 PPT
• How are the corresponding first language(L1) and second language(L2) words related and why does code switching occur relatively frequently?
• In what ways does our mother tongue interfere with the production of L2 speech?
• Why do we usually speak more slowly and hesitantly in a foreign language than in our mother tongue?
• How do speakers try to compensate for the gaps in their incomplete L2 system?
1.How do people comprehend language? 2.How do they produce it? 3.How do they acquire it? 4.How do they lose it? 5.How does a particular language affect cognition, if at all?
Chapter 11
Psycholinguistic
25th Oct. 2014
Structure
• Introduction and Background • Research comprehension /production
/acquisition/dissolution/linguistic relativity
The swimmer rescued the lifeguard. The swimmer was rescued by the lifeguard.
• In what ways does our mother tongue interfere with the production of L2 speech?
• Why do we usually speak more slowly and hesitantly in a foreign language than in our mother tongue?
• How do speakers try to compensate for the gaps in their incomplete L2 system?
1.How do people comprehend language? 2.How do they produce it? 3.How do they acquire it? 4.How do they lose it? 5.How does a particular language affect cognition, if at all?
Chapter 11
Psycholinguistic
25th Oct. 2014
Structure
• Introduction and Background • Research comprehension /production
/acquisition/dissolution/linguistic relativity
The swimmer rescued the lifeguard. The swimmer was rescued by the lifeguard.
心理学Psycholog英文版PPT记忆和情绪
Encoding
Retrieving
Encoding: Getting Information In
Effortful
Encoding Automatic
Encoding
▪ Automatic Processing ▪ unconscious encoding of incidental information ▪ space ▪ time
the fewer repetitions to relearn on Day 2
▪ Spacing Effect
▪ distributed practice yields better longterm retention than massed practice
Encoding
Time in
minutes 20 taken to
Alzheimer's disease
Memory
▪ Memory as Information Processing ▪ similar to a computer ▪ write to file (encoding) ▪ save to disk (storage) ▪ read from disk (retrieval)
Encoding
Encoding
▪ Imagery
▪ mental pictures ▪ a powerful aid to effortful processing,
especially when combined with semantic encoding
▪ Working Memory
▪ focuses more on the processing of briefly stored information
第七讲 心理学Psychology之记忆
回忆，即对所保持的东西能够回想起来。能回忆，说 明我们所识记的东西保持在自己头脑中，或者说已经 记住了。但有时不能回忆出识记过的内容，并不说明 完全没有保持 再认，就是当曾经接触过的事物再出现时，能认出它 。
2 记忆过程
一、识记 识记是记忆过程的首要环节。它是回忆与再 认的前提。没有识记就谈不上回忆和再认。 (一)识记的种类及特点 1.根据识记的目的性可分为有意识记和无意识记
1 记忆概述
编码，指个体在信息处理时，经由心理运作，将外在刺激 的物理性特征（如声音、形状、颜色等等），转换成另一 种抽象的形式，以便在记忆中贮存并备供以后取用的心理 表征 。
所谓心理表征，亦即经心理运作,将外在世界的 物理特征，转换为心理事件，以便处理与记忆的 历程 例如：在学习与记忆事物时，用抽象的文字或符 号代表具体事物，以便在心理上运作处理，就是 心理表征
2 记忆过程
2.根据识记材料和方法不同可分为： 机械识记和意义识记 机械识记是指根据材料的外部联系或表面形式 ，采取简单重复的方式进行的识记。
机械识记的特点是对识记的材料很少进行加工 ，基本上是按照材料呈现的时空顺序进行逐字 逐句的识记。
2 记忆过程
意义识记是指通过理解材料的意义及把握材料内 容的识记。意义识记的基本条件是对材料的理解 和进行思维加工，即借助已有的知识经验，通过 分析综合，把握材料各部分的特点和内在逻辑联 系，使之纳入人的认识结构，以便保持在记忆中 。 意义识记具有全面、牢固、精确和迅速有效等特 点。
1 记忆概述
二、记忆分类及特点 1．根据记忆内容的不同：形象记忆、词语记忆、 情绪记忆与动作记忆。 形象记忆是以感知过的事物形象为内容的记忆。 通常以表象形式存在，所以又称“表象记忆”。 直观形象性是其显著的特点。
2 记忆过程
一、识记 识记是记忆过程的首要环节。它是回忆与再 认的前提。没有识记就谈不上回忆和再认。 (一)识记的种类及特点 1.根据识记的目的性可分为有意识记和无意识记
1 记忆概述
编码，指个体在信息处理时，经由心理运作，将外在刺激 的物理性特征（如声音、形状、颜色等等），转换成另一 种抽象的形式，以便在记忆中贮存并备供以后取用的心理 表征 。
所谓心理表征，亦即经心理运作,将外在世界的 物理特征，转换为心理事件，以便处理与记忆的 历程 例如：在学习与记忆事物时，用抽象的文字或符 号代表具体事物，以便在心理上运作处理，就是 心理表征
2 记忆过程
2.根据识记材料和方法不同可分为： 机械识记和意义识记 机械识记是指根据材料的外部联系或表面形式 ，采取简单重复的方式进行的识记。
机械识记的特点是对识记的材料很少进行加工 ，基本上是按照材料呈现的时空顺序进行逐字 逐句的识记。
2 记忆过程
意义识记是指通过理解材料的意义及把握材料内 容的识记。意义识记的基本条件是对材料的理解 和进行思维加工，即借助已有的知识经验，通过 分析综合，把握材料各部分的特点和内在逻辑联 系，使之纳入人的认识结构，以便保持在记忆中 。 意义识记具有全面、牢固、精确和迅速有效等特 点。
1 记忆概述
二、记忆分类及特点 1．根据记忆内容的不同：形象记忆、词语记忆、 情绪记忆与动作记忆。 形象记忆是以感知过的事物形象为内容的记忆。 通常以表象形式存在，所以又称“表象记忆”。 直观形象性是其显著的特点。
艾宾浩斯记忆曲线课件
复习，就等于重新学习一次，此时所花费的时间就比较多，学习的效率就比较低。
艾宾浩斯记忆曲线
解读遗忘规律
（三）有意义能理解的内容不容易遗忘，无意义不理解的内容容易遗忘 启发：在学习时应理解地记忆所要记忆的内容。如果所记的内容没有什么意义， 那也可以创造性的赋予其意义。比如，你要记“蒋平”的名字，你可以记“蒋， 蒋介石的蒋；平，平凡的平”。
• 根据我们所知道的，记忆的保持在间上是不同的，有短时的记忆和长时的记忆 两种。而我们平时的记忆的过程是这样的，见下图：
艾宾浩斯记忆曲线
遗忘的过程
输入的信息在经过人的注意过程的习后，便 成为了人的短时的记忆，但是如果不经过及时的 复习，这些记住过的东西就会遗忘，而经过了及 时的复习，这些短时的记忆就会成为了人的一种 长时的记忆，从而在大脑中保持着很长的时间。 那么，对于我们来讲，怎样才叫做遗忘呢，所谓 遗忘就是我们对于曾经记忆过的东西不能再认起 来，也不能回忆起来，或者是错误的再认和错误 的回忆，这些都是遗忘。艾宾浩斯在做这个实验 的时候是拿自己作为测试对象的，他得出了一些 关于记忆的结论。他选用了一些根本没有意义的 音节，也就是那些不能拼出单词来的众多字母的 组合，比如asww，cfhhj，ijikmb，rfyjbc等等。 他经过对自己的测试，得到了一些数据。
• 但是记忆规律可以具体到我们每个人，因为我们的生理特点、生活经历不同，可 能导致我们有不同的记忆习惯、记忆方式、记忆特点。规律对于自然人改造世界 的行为，只能起一个催化的作用，如果与每个人的记忆特点相吻合，那么就如顺 水扬帆，一日千里；如果与个人记忆特点相悖，记忆效果则会大打折扣。因此， 我们要根据每个人的不同特点，寻找到属于自己的艾宾浩斯记忆曲线。
艾宾浩斯记忆曲线
艾宾浩斯记忆规律曲线解释
心理学Psycholog英文版PPT(13-情绪)
14 12 Men Women
10
8 6 4 2 0 Sad Happy 中英文日报导航站 Film Type Scary
Expressed Emotion
Culturally universal expressions
中英文日报导航站
Cognitive label “I’m afraid”
Cognition and Emotion
The brain’s shortcut for emotions
中英文日报导航站
Two Routes to Emotion
中英文日报导航站
中英文日报导航站
Cannon-Bard Theory of Emotion
Pounding heart (arousal)
Sight of oncoming car (perception of stimulus)
Emotion-arousing stimuli simultaneously trigger:
test all employees (including 999 innocents) 50 wrongly declared guilty 中英文日报导航站 1 of 51 testing positive are guilty (~2%)
Expressed Emotion
中英文日报导航站
James-Lange Theory of Emotion
Experience of emotion is awareness of physiological responses to emotionarousing stimuli
Sight of oncoming car (perception of stimulus) Pounding heart (arousal) Fear (emotion)
心理学记忆和情绪PPT教育课件
Encoding
Effortful Processing
requires attention and conscious effort
Encoding
Ebbinghaus used nonsense syllables
TUV ZOF GEK WAV the more times practiced on Day 1, the fewer repetitions to relearn on Day 2
/v_show/id_XNTIyNzI4 OTQ0.html?spm=a2h0j.8191423.module_ basic_relation.5~5!2~5~5!5~5~5~A&fro m=y1.2-1-87.3.3-1.1-1-1-2-0 /v_show/id_XNDU3NzE 3NzQw.html?tpa=dW5pb25faWQ9MTAyMj EzXzEwMDAwMl8wMV8wMQ
Encoding: Getting Information In
Encoding
Effortful
Automatic
Encoding
Automatic Processing unconscious encoding of incidental information space time
Serial Position Effect--tendency to recall best the last items in a list
What Do We Encode?
Semantic Encoding
encoding of meaning including meaning of words
Chapter 3 MENTAL PROCESS
心理学Psycholog英文版(15人格)PPT课件
▪ in psychoanalysis, a method of exploring the unconscious
▪ person relaxes and says whatever comes to mind, no matter how trivial or embarrassing
The Psychoanalytic Perspective
▪ Oedipus Complex
▪ a boy’s sexual desires toward his mother and feelings of jealousy and hatred for the rival father
Personality Development
Freud’s Psychosexual Stages
Myers’ PSYCHOLOGY
Chapter 15
Personality
What is Personality?
▪ Personality
▪ an individual’s characteristic pattern of thinking, feeling, and acting
▪ basic perspectives
Personality Structure
▪ Ego
▪ the largely conscious, “executive” part of personality
▪ mediates among the demands of the id, superego, and reality
▪ operates on the reality principle, satisfying the id’s desires in ways that will realistically bring pleasure rather than pain
▪ person relaxes and says whatever comes to mind, no matter how trivial or embarrassing
The Psychoanalytic Perspective
▪ Oedipus Complex
▪ a boy’s sexual desires toward his mother and feelings of jealousy and hatred for the rival father
Personality Development
Freud’s Psychosexual Stages
Myers’ PSYCHOLOGY
Chapter 15
Personality
What is Personality?
▪ Personality
▪ an individual’s characteristic pattern of thinking, feeling, and acting
▪ basic perspectives
Personality Structure
▪ Ego
▪ the largely conscious, “executive” part of personality
▪ mediates among the demands of the id, superego, and reality
▪ operates on the reality principle, satisfying the id’s desires in ways that will realistically bring pleasure rather than pain
心理学Psycholog英文版(01-对心理科学的批判性思考)ppt课件
Overconfidence
we tend to think we know more than we do
The Need for Psychological Science
Critical Thinking
thinking that does not blindly accept arguments and conclusions
Description
Psychologists describe behavior using case studies, surveys, and naturalistic observation
Description
Case Study
Psychologists study one or more individuals in great depth in the hope of revealing things true of us all
a statement of procedures (operations) used to define research variables Example intelligence may be operationally defined as what an intelligence test measures
Random Sample
a sample that fairly represents a population because each member has an equal chance of inclusion
Description
False Consensus Effect
Correlation
心理学Psycholog英文版PPT记忆和情绪55页
▪ Memory
▪ persistence of learning over time via the storage and retrieval of information
Memory
You remembered what you learned in the last class, this is memory. Memory is very important for us With out memory, we can not know our parents, friends and so on. Our life will be terrible.
Encoding
▪ Effortful Processing
▪ requires attention and conscious effort
Encoding
▪ Ebbinghaus used nonsense syllables
▪ TUV ZOF GEK WAV ▪ the more times practiced on Day 1,
▪ Working Memory
▪ focuses more on the processing of briefly stored information
Memory
▪ Short-Term Memory
▪ activated memory that holds a few items briefly
▪ encoding of meaning ▪ including meaning of words
▪ Acoustic Encoding
relearn
list on
day 2
15
10
▪ persistence of learning over time via the storage and retrieval of information
Memory
You remembered what you learned in the last class, this is memory. Memory is very important for us With out memory, we can not know our parents, friends and so on. Our life will be terrible.
Encoding
▪ Effortful Processing
▪ requires attention and conscious effort
Encoding
▪ Ebbinghaus used nonsense syllables
▪ TUV ZOF GEK WAV ▪ the more times practiced on Day 1,
▪ Working Memory
▪ focuses more on the processing of briefly stored information
Memory
▪ Short-Term Memory
▪ activated memory that holds a few items briefly
▪ encoding of meaning ▪ including meaning of words
▪ Acoustic Encoding
relearn
list on
day 2
15
10
心理学Psycholog英文版(01对心理科学的批判性思考)PPT课件
Correlation
▪ Correlation Coefficient
Description
▪ Survey
▪ technique for ascertaining the self-reported attitudes or behaviors of people
▪ usually by questioning a representative, random sample of people
▪ Random Sample
▪ a sample that fairly represents a population because each member has an equal chance of inclusion
Description
▪ False Consensus Effect
▪ a statement of procedures (operations) used to define research variables
▪ Example-
▪ intelligence may be operationally defined as what an intelligence test measures
▪ usually with different participants in different situations
Description
Psychologists describe behavior using case studies, surveys, and
naturalistic observation
▪ examines assumptions ▪ discerns hidden values ▪ evaluates evidence
[课件]第七讲 心理学Psychology之记忆PPT
![[课件]第七讲 心理学Psychology之记忆PPT](https://img.taocdn.com/s3/m/bc68b66cfe4733687e21aa9f.png)
瞬时记忆又称感觉登记。凡接触到人的感觉器官的信息，都 得到暂时存贮。这种存贮形式叫做感觉登记。感觉登记的特 点是保持的信息量较大，但它们都处于相对地未经加工的原 始状态。如果不予注意，感觉登记的信息便很快消失，所以 其保存时间相当短，一般不超过1秒钟。
1 记忆概述
短时记忆是指信息一次呈现后，保持在1分钟以 内的记忆。 短时记忆具有意识性、操作性、按原始信息的 感觉通道编码等特点 其容量约为7±2个组块
这种记忆具有鲜明、生动、深刻和情境性等特点。
1 记忆概述
动作记忆是以个体的动作、运动及其系统为内容 的记忆。它以形成运动性熟练技巧为基础。 其特点是容易保持和恢复。 记忆从内容上分为以上几种。但这种划分只是为 了把问题讲清楚，在实际生活中，各种记忆都是 掺杂在一起的。
1 记忆概述
2．根据记忆过程的信息加工与保持时间长短: 瞬时记忆、短时记忆与长时记忆。
Hale Waihona Puke 1 记忆概述 编码，指个体在信息处理时，经由心理运作，将外在刺激 的物理性特征（如声音、形状、颜色等等），转换成另一 种抽象的形式，以便在记忆中贮存并备供以后取用的心理 表征 。
所谓心理表征，亦即经心理运作,将外在世界的 物理特征，转换为心理事件，以便处理与记忆的 历程 例如：在学习与记忆事物时，用抽象的文字或符 号代表具体事物，以便在心理上运作处理，就是 心理表征
1 记忆概述
识记可以是一次的，也可以是多次的，多次的识 记在信息加工理论中称之为复习。 保持就是把所识记的东西纳人到自己的经验体系 中，以备后用。 就信息加工理论而言，保持即为储存。
1 记忆概述
识记和保持的功能最后要体现在再作用上，这相 当于信息加工理论中的检索和提取，最明显的表 现形式有回忆与再认，是经验恢复的过程
1 记忆概述
短时记忆是指信息一次呈现后，保持在1分钟以 内的记忆。 短时记忆具有意识性、操作性、按原始信息的 感觉通道编码等特点 其容量约为7±2个组块
这种记忆具有鲜明、生动、深刻和情境性等特点。
1 记忆概述
动作记忆是以个体的动作、运动及其系统为内容 的记忆。它以形成运动性熟练技巧为基础。 其特点是容易保持和恢复。 记忆从内容上分为以上几种。但这种划分只是为 了把问题讲清楚，在实际生活中，各种记忆都是 掺杂在一起的。
1 记忆概述
2．根据记忆过程的信息加工与保持时间长短: 瞬时记忆、短时记忆与长时记忆。
Hale Waihona Puke 1 记忆概述 编码，指个体在信息处理时，经由心理运作，将外在刺激 的物理性特征（如声音、形状、颜色等等），转换成另一 种抽象的形式，以便在记忆中贮存并备供以后取用的心理 表征 。
所谓心理表征，亦即经心理运作,将外在世界的 物理特征，转换为心理事件，以便处理与记忆的 历程 例如：在学习与记忆事物时，用抽象的文字或符 号代表具体事物，以便在心理上运作处理，就是 心理表征
1 记忆概述
识记可以是一次的，也可以是多次的，多次的识 记在信息加工理论中称之为复习。 保持就是把所识记的东西纳人到自己的经验体系 中，以备后用。 就信息加工理论而言，保持即为储存。
1 记忆概述
识记和保持的功能最后要体现在再作用上，这相 当于信息加工理论中的检索和提取，最明显的表 现形式有回忆与再认，是经验恢复的过程
心理学专业英语PPT-Chapter 7 Emotion and Motivation
• Grice highlighted this by an appeal to his framework of the Cooperative Principle and its Conversational Maxims, which are plausibly assumed by conversational participants and provide mechanisms for the ways in which speakers can “conversationally implicate” something beyond the literal meaning of what they say, and for how hearers can recover those “implicatures.’” Grice’s enduring influence on these topics helped found the burgeoning discipline in philosophy of language and linguistics now known as “pragmatics” .
• Grice’s maxims of conversation are a set of observations that describe how people communicate when they want to be properly understood by others; you can use these maxims as guiding principles to make your communication as effective as possible.
• Herbert Paul Grice (b. 1913–d. 1988) was a British philosopher and linguist, and one of the pivotal figures in philosophy during the 20th century. He wrote in many areas of philosophy, including the metaphysics of personal identity, logical paradoxes, the analytic/synthetic distinction, the philosophy of perception, philosophical psychology, and ethics.
• Grice’s maxims of conversation are a set of observations that describe how people communicate when they want to be properly understood by others; you can use these maxims as guiding principles to make your communication as effective as possible.
• Herbert Paul Grice (b. 1913–d. 1988) was a British philosopher and linguist, and one of the pivotal figures in philosophy during the 20th century. He wrote in many areas of philosophy, including the metaphysics of personal identity, logical paradoxes, the analytic/synthetic distinction, the philosophy of perception, philosophical psychology, and ethics.
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Learning some items may disrupt retrieval of other information
Proactive (forward acting) Interference
disruptive effect of prior learning on recall of new information
Serial Position Effect--tendency to recall best the last items in a list
What Do We Encode?
Semantic Encoding
encoding of meaning including meaning of words
Facts-general knowledge (“semantic memory”)
Personally experienced events (“episodic memory”)
Skills-motor and cognitive
Dispositionsclassical and operant conditioning effects
Recognition
Measure of memory in which the person has only to identify items previously learned as on a multiple-choice test
Retrieval
Relearning
Organized information is more easily recalled
中英文日报导航站
Storage: Short-Term Memory
Percentage 90 who recalled consonants 80 70 60 50 40 30 20 10 0
Short-Term Memory
Forgetting
Forgetting as encoding failure Which penny is the real thing?
Forgetting
Percentage of list retained when relearning
60 50
40
30 20 10 0 12345 10 15 20 25
Ebbinghaus forgetting curve over 30 days-initially rapid, then levels off with time
30 Time in days since learning list
Forgetting
Forgetting can result from failure to retrieve information from long-term memory
memory measure that assesses the amount of time saved when learning material a second time
Priming
activation, often unconsciously, of particular associations in memory
15
10
5 0
81624来自32425364
Number of repetitions of list on day 1
Encoding: Serial Position Effect
Percent age of words recalled
90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 Position of word in list 9 10 11 12
Chill
spark
trail
Encoding
Chunking
organizing items into familiar, manageable units
like horizontal organization--1776149218121941
Encoding: Chunking
Encoding
Effortful Processing
requires attention and conscious effort
Encoding
Ebbinghaus used nonsense syllables
TUV ZOF GEK WAV the more times practiced on Day 1, the fewer repetitions to relearn on Day 2
Forgetting
Forgetting as encoding failure
Information never enters the long-term memory
Attention External events Short- Encoding Sensory term memory Encoding memory Encoding failure leads to forgetting Longterm memory
Encoding the processing of information into the memory system i.e., extracting meaning
Memory
Storage
the retention of encoded information over time
Retrieval: Getting Information Out
Recall
measure of memory in which the person must retrieve information learned earlier as on a fill-in-the blank test
Storage: Long-Term Memory Subsystems
Types of long-term memories
Explicit (declarative) With conscious recall
Implicit (nondeclarative) Without conscious recall
Attention
External events Sensory memory
Encoding
Short-term Long-term memory Retrieval memory
Encoding
Retrieval failure leads to forgetting
Forgetting as Interference
limited in duration and capacity “magical” number 7+/-2
3
6
9
12
15
18
Time in seconds between presentation of contestants and recall request (no rehearsal allowed)
Acoustic Encoding
encoding of sound especially sound of words
Visual Encoding
encoding of picture images
Encoding
中英文日报导航站
Encoding
Imagery
mental pictures a powerful aid to effortful processing, especially when combined with semantic encoding
Encoding: Getting Information In
Encoding
Effortful
Automatic
Encoding
Automatic Processing unconscious encoding of incidental information space time
Retrieval
process of getting information out of memory
Memory
Sensory Memory
the immediate, initial recording of sensory information in the memory system
Chapter 3 MENTAL PROCESS
Liping Jia
Two questions
What did you learn in the class before this class? If you win 5 million lottery, how do you feel?
Memory
/v_show/id_XNTIyNzI4 OTQ0.html?spm=a2h0j.8191423.module_ basic_relation.5~5!2~5~5!5~5~5~A&fro m=y1.2-1-87.3.3-1.1-1-1-2-0 /v_show/id_XNDU3NzE 3NzQw.html?tpa=dW5pb25faWQ9MTAyMj EzXzEwMDAwMl8wMV8wMQ
Memory
persistence of learning over time via the storage and retrieval of information
Memory
You remembered what you learned in the last class, this is memory. Memory is very important for us With out memory, we can not know our parents, friends and so on. Our life will be terrible. Alzheimer's disease
Proactive (forward acting) Interference
disruptive effect of prior learning on recall of new information
Serial Position Effect--tendency to recall best the last items in a list
What Do We Encode?
Semantic Encoding
encoding of meaning including meaning of words
Facts-general knowledge (“semantic memory”)
Personally experienced events (“episodic memory”)
Skills-motor and cognitive
Dispositionsclassical and operant conditioning effects
Recognition
Measure of memory in which the person has only to identify items previously learned as on a multiple-choice test
Retrieval
Relearning
Organized information is more easily recalled
中英文日报导航站
Storage: Short-Term Memory
Percentage 90 who recalled consonants 80 70 60 50 40 30 20 10 0
Short-Term Memory
Forgetting
Forgetting as encoding failure Which penny is the real thing?
Forgetting
Percentage of list retained when relearning
60 50
40
30 20 10 0 12345 10 15 20 25
Ebbinghaus forgetting curve over 30 days-initially rapid, then levels off with time
30 Time in days since learning list
Forgetting
Forgetting can result from failure to retrieve information from long-term memory
memory measure that assesses the amount of time saved when learning material a second time
Priming
activation, often unconsciously, of particular associations in memory
15
10
5 0
81624来自32425364
Number of repetitions of list on day 1
Encoding: Serial Position Effect
Percent age of words recalled
90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 Position of word in list 9 10 11 12
Chill
spark
trail
Encoding
Chunking
organizing items into familiar, manageable units
like horizontal organization--1776149218121941
Encoding: Chunking
Encoding
Effortful Processing
requires attention and conscious effort
Encoding
Ebbinghaus used nonsense syllables
TUV ZOF GEK WAV the more times practiced on Day 1, the fewer repetitions to relearn on Day 2
Forgetting
Forgetting as encoding failure
Information never enters the long-term memory
Attention External events Short- Encoding Sensory term memory Encoding memory Encoding failure leads to forgetting Longterm memory
Encoding the processing of information into the memory system i.e., extracting meaning
Memory
Storage
the retention of encoded information over time
Retrieval: Getting Information Out
Recall
measure of memory in which the person must retrieve information learned earlier as on a fill-in-the blank test
Storage: Long-Term Memory Subsystems
Types of long-term memories
Explicit (declarative) With conscious recall
Implicit (nondeclarative) Without conscious recall
Attention
External events Sensory memory
Encoding
Short-term Long-term memory Retrieval memory
Encoding
Retrieval failure leads to forgetting
Forgetting as Interference
limited in duration and capacity “magical” number 7+/-2
3
6
9
12
15
18
Time in seconds between presentation of contestants and recall request (no rehearsal allowed)
Acoustic Encoding
encoding of sound especially sound of words
Visual Encoding
encoding of picture images
Encoding
中英文日报导航站
Encoding
Imagery
mental pictures a powerful aid to effortful processing, especially when combined with semantic encoding
Encoding: Getting Information In
Encoding
Effortful
Automatic
Encoding
Automatic Processing unconscious encoding of incidental information space time
Retrieval
process of getting information out of memory
Memory
Sensory Memory
the immediate, initial recording of sensory information in the memory system
Chapter 3 MENTAL PROCESS
Liping Jia
Two questions
What did you learn in the class before this class? If you win 5 million lottery, how do you feel?
Memory
/v_show/id_XNTIyNzI4 OTQ0.html?spm=a2h0j.8191423.module_ basic_relation.5~5!2~5~5!5~5~5~A&fro m=y1.2-1-87.3.3-1.1-1-1-2-0 /v_show/id_XNDU3NzE 3NzQw.html?tpa=dW5pb25faWQ9MTAyMj EzXzEwMDAwMl8wMV8wMQ
Memory
persistence of learning over time via the storage and retrieval of information
Memory
You remembered what you learned in the last class, this is memory. Memory is very important for us With out memory, we can not know our parents, friends and so on. Our life will be terrible. Alzheimer's disease