Oh all right welcome back now we're going to start the video on short-term memory part two of the memory chapter so right where we left off right we're talking about sensory memory in the last section and the benefits of it being so short of course is that reduces competing information but let's talk about what happens once you've paid attention to info and the short-term memory system sometimes called the STM for short short-term memory information is held for brief periods of time while being used so your sensory memory don't usually think of it as like a like a consciously active process unless you're really trying to focus on your attention about all you could do type of short-term memory there are more techniques that you can use to aid in your memory but some of the big questions the scientists have about your short-term memory or about about its limitations so how limited is the short-term memory in terms of duration so it means how long information stay in short-term memory and then the second is space so how much information can you kind of fit into short-term memory so how much can be held at one time right so we have for how long's information stay duration how much can you fit in space then what about interference things that interfere with you actively processing or rehearsing information or this second stage of the memory process this memory store rehearsal is very important okay so there's a lot of creative types of tests that have been done within the cognitive psychology subfield and especially those that focus on memory looking at you know differences for different types of information auditory or it's visual or it's tactile or two motion one you know and what kind of can become interfering for what type of info and some examples of this would be like a memory test I'm about to give you now so on this next series of slides I'm going to show you kind of letters one letter at a time and I'm gonna ask you about at the end how much you can remember if we were to test things like duration and space like duration would be well how much times do I give you between showing you the info and then testing you for it it seems to make sense the more time goes by the worse you would do right so duration matters and then also duration be how much time did I give you to look at the information would be better if it a long time to look at it and rehearse it or would you only have a short amount of time would you remember evil works right so think about that as I Drive show these letters on how your memory might be hindered by this process and then space right how many letters am I going to show you would you probably do okay if I showed you three right what if I showed you 20 right is there a pattern there for what you would remember and what you would forget and then what about interfering or if I said look at this visual information right I told you are you gonna I'm going to test you for your memory for this visual information but I didn't tell you that I was going to distract you with other types of information so if you're looking at these letters and you heard music would that impact your memory maybe right what if you're looking at is visual information I flashed other visual information that was competing would that be more distracting mmm-maybe right and I'm a hypothesize that yeah I probably would be because you're trying to focus on visual info and I have competing visual info all right so I'm there show these letters in the next slide just for the heck of it right crap to cheat I'm only gonna give you a short amount of time to look at each letter that I'm gonna test you at the end and see how many of them you remembered you ready okay here we go alright how'd you do write down as many as you can remember so I'm trying to be quiet so not distract you by what you're remembering well you want to check your answers let's check them out now alright so how did you do so those are all the letters if we wanted to test something like the duration I could have waited like 20 seconds and said okay and now write down hum and you remember and if we're doing an experiment at one group maybe I gave one group a week period of five seconds so their group 20 seconds so their group a minute right let's see if memory is better the less time you have to wait between reporting what you remember do one thing to do right or if I really wanted to create competing info what if I had you how to count backwards from 100 the whole time I was showing you the letters would you do worse if you were trying to remember 100 99 98 97 like every three seconds I switched you a new letter probably right you'd be distracted or then what if I gave you more letters than this would remember be worse I think the answer to all those things would be yes your memory would be worse right with more time that goes by with more distractors and more to try to remember all those things make your memory worse and these are kind of like really really general conclusions from some of these types of working memory tests okay now the one of the first people study this is a heading house I here he is and all his bearded glory right Hermann Ebbinghaus really interesting guy right so what he did was a lot of studies actually about memory but one that the first thing that comes to mind for me was he created his list of like nonsense syllables for himself you can see here he's nonsense syllables like Toth and Goff gekkan laws this kind of thing and he tested himself I forget in his original study let's say he gave himself like a hundred nonsense syllables and he tested himself he practiced you were Hurst over and over and over again until he could you know get all of them correct in sequence and then he waited at different intervals of time to see it you know what kind of forgetting took place for him over time it's like his first study you know kind of is one of those hindsight bias studies where we go like hey everybody knew that but he was the first to actually study is systematically even those methods weren't perfect they're pretty darn good like 1800s right so effing house found that he called it decay we might just call for kidding but the decay theory for getting over time that the information you know that was used more rapidly was easier to remember so here's the retention rate for how much of his list he could remember you can see he dropped down to you know somewhere around like fifty eight percent retention rate within twenty minutes and you know an hour you know it's down to like forty percent and then like in nine hours to like a month is about the same about thirty percent retention rate which is not so great I moved thirty percent of that list so okay so we know that if you don't use it in practice information then it decays over time all right you know fair enough most people would say like yeah we already knew that but hey he's the first guy to kind of stay at formally okay now other things that he came up with which maybe are more interesting the spacing effect right which is decay we just talked about retain information better we rehearse over time but the other things that are interesting like a serial position effect so when your your recall is better for the first information and last pieces of information on a list but memory is worse with information in the middle these are called primacy and recency effects the primacy effect are those pieces of information at the beginning of the list I had the recency effect those things at the end of the list so premise II the idea there being that you had more time to rehearse the information at the beginning before there was competing information from the info in the middle of your list right and in the recency effect the idea is that will you just saw that information or you were just exposed to it so your memory is gonna be better because you were just exposed to it so look back at your letters I'm gonna go backward for a second but backwards where to our letter line so I would imagine that if you did well on this that you probably did the best for maybe like the first three letters the rln that would be the primacy effect because you're going okay ar-ar-ar then the L comes up RL RL RL and then you're rehearsing over and over again right in the end RL n alright and in the t RL n t RL and ter Ln T and then you get to the end starts to be pretty difficult RL and Tia Marlin tomorrowland Tia Marlin team arlynn TMS RL and TMS are olympia miss right the whole time rehearsing rehearsing so this info in the middle of the list like this TMS is probably competing for your rehearsal of RL N and so you're less likely to remember this because you spent the least amount of time rehearsing it and then the recency effect would be the PDK at the end you do better for this information because you just saw it right so the beginning of the list the primary effect the end of the list the recency effect with the information in the middle is what you're most likely to have the worst retention for so effing house you know found this out in the late 1800s pretty interesting stuff and it reminds me of issues I have like if you ever meet like a big group of people at once and you're shaking hands you're trying to remember everybody's names you're gonna do better in these tests there's a practical application of Epping houses serial position effect gives you better remembering the names for people that were at the beginning of that line of people you should handle it and for the last people you should Kansas the people in the middle not so good right you could look at class lectures the same way stuck to the beginning students have a better memory for stuff at the end students didn't have a better memory for but stuff in the middle of the lecture you know as long as it wasn't like really really captivating or like on a personal level it wasn't really silly or sexy you know something that really grabbed your attention then typically you don't have a very good memory for that either stuff the beginning in the end you remember at a higher retention rate so now you know they have an information that you know where to where to practice so we started his own now in class remind yourself like focus focus pay attention right it's easy the beginning it's easy at the end but the middle is a bit tricky right okay so there's a really old study about memory we can go forward in time a little bit I think it's most done in the sixties I believe this is what I say officially tested in the 60s but the things that people had kind of a hunch about long before that so this one has to do with the capacity of short-term memory and it's related to the serial position effect so this is a test of how many pieces of information you can remember let's say you know the average typically a seven and they've been a big list plus or minus two so it'll give you a range layer of confidence for like five and nine right do see how much of people remember if they're not given any time to rehearse right so how much of an area of space that's visual can you remember if it's there so briefly that you don't have time to rehearse for it so I'm gonna flash something on the screen it's not gonna be there very long and we'll see how well you do it's gonna go real fast so you gotta you gotta be ready ready here we go okay right down those letters didn't have much time to rehearse that so you should be able to recall whoops plus or minus seven plus or minus two letters so now you can see them all see how well you did there most people will get seven of these and with little range between five and nine of these letters but those people that do really well on these types of tasks they chunk the information together so they try to make words out of it they'll be easy to remember so right away if they saw that flash on a screen and they went like these are nonsense again just like Ebbinghaus right like mud geeks yep so if you think like a mutt get dealership then you're they're more likely to have a better memory but now you're using some kind of elaboration method for the memory process you're really engaging your working memory or your short-term memory by chunking the information together and trying to create some kind of semantic meaning all right it was essentially meaningless just a line of letters of don't spell a thing right okay but most people will get seven plus or minus two letters so you know no coincidence that things like you know your your phone number and social security card are already chunked for you if the wise you're really hard to remember and really hard now now use cell phones on numbers memorized but chunking can be really helpful so check out this example here if you look at this number line I was really not very very good or helpful for your memory but if you chunk the information together if you chunk it together then to pause for a second adventures and parenting and home teaching alright so we're talking about chunking as an aid for for memory and we just all time right you guys create anagrams for things try to remember them the chunking is another version of that right so if you look at this number line here maybe go sense one seven seven six one four nine two right let's try to remember it that way wouldn't do any good right you know you maybe get like a serial position effect at best for memory but instead you can chunk them together in two dates right if you're like a history buff then you can you can remember what these are 1776 rather declaration independence right 1492 we've got you know someone who really really mastered the economics of the slave trade and oh no I'm sorry I we were supposed to say as Columbus sailed the ocean blue yeah alright 1812 people say the war of 1812 like sure and the 1941 think about Pearl Harbor right so you could chunk those together and then you can remember our got 4 things to remember now instead of you know 16 numbers and they have 4 that I'd remember so there you go you like exponentially reduced you know how much you need to remember by chunking these other versions of chunking that we do to like these acronyms right it's an anagram in acronyms another way of chunking information so here's a couple right if you wanna remember the Great Lakes where you can member homes so you've got like here on Ontario Michigan Erie er superior I know I said Ontario centres de Ontario other examples would be like the color spectrum rosy bill Redeker old colors red orange yellow green blue indigo violet the planets my very energetic mother just served us nine pizzas although we gotta take Pluto out of there now so my very energetic mother just served us nom yeah like naan bread I work there's others too like if you're if you study music you know that too right you know but trouble and bass cleff information right you got a good good boys do fine always an FAA Cee face right I was ways to remember the notes on the treble clef from the bass clef good breeders don't fall apart that's how I remember that one an ace G for the spaces in between the lines on the clefts you guys perhaps mothers psychology ones Oh psychologist got a good one for personality that's gonna come up in a few weeks so when the big five factor model of personality sometimes called ocean we got openness to experience conscientiousness extraversion agreeableness and neuroticism harga never always cut all those terms if there were no it gives you a head start remembering this so yeah keep that one keep that one in your brain or in your memory from we get to the personality chapter practice an acronym okay so examples of chunking right trunk ease acronyms here's a combo right there chunking in a crams together a woman at the FBI the TWA the CIA and IBM you guys remember you know all those stand for Federal Bureau of Investigation anyway I'll let you look those up on your own okay so four chunks makes it much easier to remember and you can also make associations with items to remember them as well some people that are really good at this they practice it a lot if they want to I'm not good at this but sometimes I see psychology professors in the classroom do this thing when they try to remember everybody's name on the first day and they kind of show off their strong associative memories that they make so we usually use some kind of clothes or some kind of physical feature of the people that are looking at and they'll think like okay your name is you know your name is Rosie okay I remember that because you got a red sweater on red for Rosie right so they can remember everybody's name that way by making associations it's a little different than shrunk but it's still a memory cue okay so hopefully I've shown that you know we can cover the concepts of duration and space and we'll get some more interference stuff we needs a long-term memory but the main thing I want you to come across with or the take home with you for this part of the chapter is that your memory is not a passive process so that's active and you can use strategies to boost your memory and the more you practice them the better your memory can become so go ahead and you know try practice chunking and creating acronyms and making associations and all these strategies of elaboration of content for memory practice that for this class in every class that you take alright we'll be right back with the last installment of this chapter right back with long-term memory see you then