MEMORY

REMEMBRANCE OF THINGS PAST AND FUTURE

 A PSYCHOLOGY REPORT BY GROUP 5
• LORRAINE DESTAJO
• JHONE LORENZ GRALELLOS
• ANDREA LOCSIN
• PATRICIA PRIA
• TRECIA VALLEJERA
 WHAT IS MEMORY?

• According to the book “General Psychology” (Sanchez, C. A., Abad, P. F.,

Jao, L., 1996), memory is the retention of what has been learned. It is
evidenced by later recall or reproduction, recognition, or relearning with a
savings.
 ETYMOLOGY

• According to Online Etymology Dictionary, memory derives from Old

French memoire which means “Mind, memory, remembrance; memorial
record”
• And directly from Latin memoria “memory, remembrance, faculty of
remembering”.
 WHO RESEARCHED ABOUT IT FIRST?

• Aristotle was one of the first to study human memory that dates back to
at least 2000 years in his treatise “On the Soul”. In this, he compared the
human mind to a blank slate and theorized that all humans are born free
of any knowledge and are merely the sum of their experiences.
 WHO RESEARCHED ABOUT IT FIRST?

• Then the 18th century English Philosopher David Hartley

hypothesized that memories were encoded through hidden motions
in the nervous system

• William James in America and Wilhelm Wundt in Germany carried

out some early basic research on how the human memory functioned.
James hypothesized the idea of Neural plasticity; which refers to the ability
of the brain to change throughout an individual’s life.
 WHO RESEARCHED ABOUT IT FIRST?

• It was not only until the mid-1880s that a young German philosopher
Herman Ebbinghaus developed the first scientific approach to studying
memory.
• He conducted experiments using lists of nonsense syllables and then
associating them with meaningful words. He also uncovered the concepts
of the learning curve and forgetting curve and the three classifications of
the three distinct types of memory: sensory, short-term and long-term.
 WAYS OF MEASURING RETENTION

• The methods are – Recall, Recognition, and Saving.

 RECALL

• The most widely used method of testing memory or measuring retention

is the method of recall. It is a passive, but direct method of measuring
retention. Reproduction of learnt materials after a time span is recall. It is
actually repetition of learned material, i.e., verbatim (word for word)
recitation.
• Many of us can recall certain material only in a particular order. For
example, if we have to locate a name in the telephone directory or word
in the dictionary starting with ‘Res-‘ we cannot locate it instantly.
 RECALL

• It is basically of two types – serial recall and free recall.

• Free recall allows us to summon up pieces of information out of order.
• In serial recall, learnt material is reproduced often in the order in which
it was learnt or following a specific order.
 RECOGNITION

• Recognition is considered as a sensitive method of measuring retention.

• It is an active process where identification of elements takes place.
• Recognition is a common experience which refers to the fact that once
the remembered event or word is in front of us, we know that we have
stored it away before is familiar to us. Guilford (1917) viewed that
recognition means knowing again.
 RECOGNITION

• Recognition is easier than recall, because in recognition, the object present

in a mixed form with certain new elements.
• The sensitiveness is greater in case of recognition, which is sometimes
influenced by the subject's attitude, prejudice, values, and other inner
motives. Seeleman (1940) conducted an experiment on the role of
motivation in recognition and observed that pleasant experiences are
better remembered than unpleasant experiences.
 SAVING

• It is also called method of relearning.

• Though we may not recall or recognize the material learnt once, we
realize that if we learn it again we can pick it up very soon, understand and
master it. In this method, a list of materials is presented to the subject up
to perfect learning, and after a time gap, she/he is presented with the same
list to relearn.
 TYPES OF MEMORY

• Memory is understood as an informational processing system

with explicit and implicit functioning that is made up of a
sensory processor, short-term (or working) memory,
and a long-term memory.
 TYPES OF MEMORY

• What we usually think of as “memory” in day-to-day usage is

actually long-term memory, but there are also important short-term
and sensory memory processes, which must be worked through before a
long-term memory can be established.
• The different types of memory each have their own particular mode
of operation, but they all cooperate in the process of memorization, and
can be seen as three necessary steps in forming a lasting memory.
 TYPES OF MEMORY

• Sensory memory – Processes information gathered through your five

senses. It holds information for an extremely brief period of time (less
than a second) after the original stimulus has stopped.
• It is the first stage of memory. Its purpose is to give your brain time to
process the incoming information.
 SENSORY MEMORY

• Sensory memory is not consciously controlled.You subconsciously and

continuously gather information from the environment through your five
senses. Sensory memory holds impressions of that sensory information
that was received by your five senses after the original stimulus has
stopped.
 SENSORY MEMORY

• However, it only holds it for a very brief period, generally for no longer
than a second. In order for that information to be retained for longer, it
has to continue onto short-term memory.
• Most of the information that gets into sensory memory is forgotten. It
never makes its way into the second stage of memory because it was
never attended to. To get information into short-term memory, you need
to attend to it – meaning consciously paying attention to it.
 SENSORY MEMORY

• Sensory memory allows you to see the world as an unbroken chain of

events, rather than as individual pieces.
• There are other types of sensory memory; echoic memory (the auditory
sensory), iconic memory (visual sensory), and haptic memory (the tactile
sensory).
 SENSORY MEMORY

Types of Sensory memory

• Iconic memory is the visual sensory memory that holds the mental
representation of your visual stimuli.
• Echoic memory is the auditory sensory memory that hold information
that you hear.
• Haptic memory is the tactile sensory memory that holds information
from your sense of feeling.
 TYPES OF MEMORY

• Short-term memory – holds information you are actively thinking

about. It lasts for a very brief time (less than a minute) and can only hold 7
+/- 2 pieces of information at once. This information will quickly be
forgotten unless you make a conscious effort to retain it.
 SHORT TERM MEMORY

• Like sensory memory, short-term memory holds information temporarily,

pending further processing. However, unlike sensory memory which holds
the complete image received by your senses, short-term memory only
stores your interpretation of the image.
 SHORT TERM MEMORY

• Short-term memory not only has a limited time, it also has a limited
capacity. It is believed to only hold a few items. Research shows the
number is around 7 +/- 2 items.
 SHORT TERM MEMORY

• For example, if a person is asked to listen to a series of 20 names, he or

she normally retains only about seven names. Typically, it is either the first
few or last few. The reason is because if you focuses on the first few items,
your STM becomes saturated, and you cannot concentrate on and recall
the last series of items. People are able to retain more information using
memory techniques such as chunking or rehearsal.
 TYPES OF MEMORY

• Long-term memory – holds information for long periods even

permanently. It seemingly can hold an unlimited amount of information.
• It refers to the storage of information over an extended period. It is all
the memories you hold for periods longer than a few seconds.
 LONG TERM MEMORY

• The information can last in your long-term memory for hours, days,
months, or even years. Although you may forget some information after
you learn it, other things will stay with you forever.
 LONG TERM MEMORY

• Unlike short-term memory, long-term memory has seemingly unlimited

capacity.You may remember numerous facts and figures, as well as
episodes in your life from years ago.
 LONG TERM MEMORY

Types of long-term memory

• There are main two types of long term memory; explicit memory and
implicit memory.
 LONG TERM MEMORY

Explicit memory are those experiences that can be intentionally and

consciously remembered. It is knowledge or experiences that can be
consciously remembered such as facts, data, episodes, or events.
Explicit memory can be further sub-categorized as either episodic or
semantic memories.
 LONG TERM MEMORY

• Episodic memory refers to the firsthand experiences that you have had
(e.g. episodes or events in your life). For example, you may remember
your 16th birthday party or your first basketball game.
• Semantic memory refers to knowledge of facts and concepts about the
world. For example, you may remember the names of presidents or how
to multiple two numbers.
 LONG TERM MEMORY

Implicit memory
• Implicit memory refers to knowledge that we cannot consciously access. It
is remembering without awareness.
• For example, you may remember how to ride a bike or walk, but it is
difficult to explain how you do it.
 FUNCTIONS OF MEMORY

• Memory is the faculty of the brain by which information is encoded, stored, and retrieved
when needed.
• Memory is vital to experiences, it is the retention of information over time for the
purpose of influencing future action. If we could not remember past events, we could not
learn or develop language, relationships, or personal identity
(Eysenck, 2012).
 FUNCTIONS OF MEMORY

• Memory is the faculty of the brain by which information is encoded, stored, and retrieved
when needed.
• Memory is vital to experiences, it is the retention of information over time for the
purpose of influencing future action. If we could not remember past events, we could not
learn or develop language, relationships, or personal identity
(Eysenck, 2012).
• There are three functions such as Encoding, Storage, and Retrieval.
 ENCODING

• Encoding is the process of perceiving information and bringing it into the

memory system.
• Encoding is not simply copying information directly from the outside world into
the brain. Rather, the process is properly conceived as recoding, or converting
information from one form to another.
• The human visual system provides an example of how information can change
forms. Similarly, when people encode information into memory, they convert it
from one form to another to help them remember it later.
 STORAGE

• In the storage part of the memory processes information saved in the

memory is maintained in an identifiable form. Once the information has
been encoded, we have to somehow have to retain it. Our brains take the
encoded information and place it in storage. Storage is the creation of a
permanent record of information.
 STORAGE

• In order for a memory to go into storage (i.e., long-term memory), it has

to pass through three distinct stages: Sensory Memory, Short-Term
Memory, and finally Long-Term Memory. These stages were first proposed
by Richard Atkinson and Richard Shiffrin (1968).
 RETRIEVAL

• Retrieval is the process by which information is drawn from memory.

• Retrieving an item from long-term memory is a more direct process than
retrieving from short-term memory.
• It is a process of accessing stored memories.
 RETRIEVAL

• There are two main types of memory retrieval: recall and recognition.
• In recall, the information must be retrieved from memories.
• Recall may be assisted when retrieval cues are presented that enable the
subject to quickly access the information in memory.
 RETRIEVAL

• In recognition, the presentation of a familiar outside stimulus provides a

cue that the information has been seen before. A cue might be an object
or a scene—any stimulus that reminds a person of something related.
 RETRIEVAL

• Memory retrieval can occur in several different ways, and there are many
things that can affect it, such as how long it has been since the last time
you retrieved the memory, what other information you have learned in
the meantime, and many other variables.
 IMPROVING MEMORY

• Chunking - is a memory technique, a process of taking individual pieces

of information and grouping them together which can be remembered
only as one bit of information. With this, the amount of information is
improved and can be remembered easily. A common example of chunking
occurs in phone numbers. 4-2-0-6-6-6-9 is chunked into 420-6669.
 IMPROVING MEMORY

• Mnemonic Devices - mnemonic devices or memory tool tricks to aid

memory. It is a technique for remembering information that are quite hard
to remember. This works well when vivid visual images can be evoked.
Such example of this are acronyms.
• Ex. LCC-B, (La Consolacion College-Bacolod), BCD (Bacolod), MNL
(Manila)
 IMPROVING MEMORY

• Overlearning - a technique to prevent rapid loss of information. It

practices the information repeatedly until it firmly stored in the brain. It
helps retain the information longer and allows to organize information
into more meaningful units. A common sample is frequent study, singing
to lyrics, etc.
 IMPROVING MEMORY

• Organization of text materials – it is a technique that makes the

brain understand the structure of the material when read the first time.
• Examples are scanning the table of contents.
 SOURCES

Online Etymology Dictionary

Cambridge Dictionary
Functions of Memory:
• http://www.zeepedia.com/read.php?memory_i_functions_of_memory_encoding_and_recoding_ret
rieval_introduction_to_psychology&b=91&c=23
• https://courses.lumenlearning.com/wsu-sandbox/chapter/how-memory-functions/
 SOURCES

3 Methods Used for Measuring Retention

• http://www.preservearticles.com/201104165500/methods-used-for-the-measurement-of-human-
memory.html
• http://www.psychologydiscussion.net/memory/retention/top-3-methods-used-for-measuring-
retention-memory-psychology/3057
 SOURCES

• McLeod, S. (2013) Stages of Memory: Encoding Storage and Retrieval. Simply Psychology.
https://www.simplypsychology.org/memory.html
• Memory Retrieval: Recognition and Recall. Lumen Learning.
https://courses.lumenlearning.com/boundless-psychology/chapter/step-3-memory-retrieval/
• C. K, (2018) How Information Retrieval From Memory Works. Verywell Mind.
https://www.verywellmind.com/memory-retrieval-279500
 SOURCES

• https://en.wikipedia.org/wiki/Memory
• http://online.sfsu.edu/psych200/unit4/43.htm
• Bustos, A., Malolos, N., Ramirez, A., Ramos, E., Bustos-Orosa, Ma. A. (1999). Introduction to
Psychology 3rd Edition
• Sanchez, C. A., Abad, P. F., Jao, L. (1996). General Psychology
• Tria, G. E., Limpingco, D. A., Jao, L. (1998). Psychology of Learning
• http://thepeakperformancecenter.com/educational-learning/learning/memory/stages-of-memory/