Encoding- Process by which information is initially recorded in a form usable to memory Storage -Information is saved for future use

Retrieval- Recovery of stored information THE THREE SYSTEMS OF MEMORY Sensory Memory - Initial, momentary storage of information, lasting only on an instant - Raw, non meaningful stimulus - can be: iconic memory (information from visual system) or echoic memory (stores information corresponding for each other senses) -if information does not pass to short-term memory, it is lost for good. Short-term memory - holds information for 15 25 - information is stored according to its meaning rather than as mere sensory stimulation. - some important concepts: * Information is held in short-term memory for 15-25 seconds unless it is rehearsed (deliberate repetition of information intended to maintain it in short-term memory as rote rehearsal or maintenance rehearsal) * STM has limited capacity (7 + 2 chunks) Chunks = meaningful grouping of stimuli that can be stored as a unit * We can deliberately organize material in a way that increases the likelihood that will be remembered Mnemonics = an organizational strategy that improves our retention of information * Working memory is a component of stm. Central Executive contains the material to focus on during the reasoning and decision-making 2 subcomponents Visuospatial sketch pad Concentrates on visual and spatial information Phonological loop Responsible for holding and manipulating material relating to speech, words and numbers Long-term memory -relatively permanent, difficult to retrieve -ability to retrieve the information depends upon the appropriate cues -once information is encoded and stored to long term memory, the code is assumed to be relatively fixed overtime and not susceptible to decay Modules of Memory:

1. Declarative Memory -memory of factual information: names, dates, information about the world -semantic memory: general knowledge -episodic memory: personal experiences 2. Nondeclarative Memory -memory for skills, habits and the products of conditioning -procedural memory: how-to memory, allows us to adapt to environment -semantic memory: more specialized knowledge of the world -episodic memory: specific episodes in the past that have personal relevance 3. Explicit Memory -refers to intentional or conscious recollection of information 4. Implicit Memory -memory that people are not consciously aware but which can affect subsequent and behaviors (skills and behavior) Levels of Processing Theory -suggests that the amount of information processing that occurs when material is initially encountered is in determining how much of the information is ultimately remembered. -the greater the intensity of the informations initial processing, the more likely we are to remember it. -memory depends on how materials have been processed. Recalling Long-term memories Retrieval Cues - stimulus that allows us to recall more easily information that is located in long-term memory -guide people through the information stored in long-term memory - recall vs. recognize Recall : specific piece of information must be retrieved Recognition: identifying a previously presented stimulus from a list Flashbulb Memories Constructive Processes in Memory - Process by which memories are influenced by the meaning that we give to events - we remember information in terms of schemas (general themes that contain relatively little specific detail). -serial reproduction: information is passed sequentially from one person to another. Memory in the Courtroom - Reasons for inaccuracies: * impact of weapons used in crimes * specific wording of question can affect the way in which witnesses recall information

central

Repressed Memory - recollections of events that are initially so shocking that the mind responds by pushin then into unconscious -people are also susceptible to false memories (vague recollections) Autobiographical Memory - recollections of circumstances and episodes from our own lives Forgetting - studied by Hermann Ebbinghaus - memorizing meaningless sets of two consonants -forgetting occurred systematically - possible reasons: 1. decay: loss of information through its nonuse 2. interference: information displaces or blocks out other information Proactive and Retroactive Interference Proactive Interference - decrease in information as a result of effects of previously learned - OLD interferes Retroactive Interference - decrease in accurate recall as a result of subsequent presentation of different information - NEW interferes Memory Dysfunctions Alzheimers Disease : Illness with severe memory problems Amnesia: memory loss that occurs without other mental difficulties Retrograde amnesia Lost of memory for events that occurred prior to accident Anterograde amnesia Loss of memory for events following an injury Korsakoffs syndrome Long-term alcoholics, B1 deficiency, repeating stories Improving Your Memory 1. Keyword technique 2. Method of loci 3. Encoding specificity 4. Organization of test material 5. Organization of lecture notes 6. Practice and rehearsal INTELLIGENCE - overall capacity of the individual to act purposefully, to think rationally, and to deal effectively with the environment. Theories of Intelligence Factor Theories

- uses factor analysis to discover what makes up intelligence (statistical analysis used to discover the independent elements in any set of data. 1. Two-factor theory of intelligence Spearman: general intelligence and other several specific factors 2. Factor theory approach to intelligence Thurnstone: seven factors considered to be the basic abilities of human beings Verbal comprehension Word fluency Number facility Spatial Visualization Associative Memory Perceptual Speed Reasoning Multiple Intelligence

Sternbergs Triarchic Theory

Vygotskys View

Emotional Intelligence This is the essential premise of EQ: to be successful requires the effective awareness, control and management of one's own emotions, and those of other people. EQ embraces two aspects of intelligence: Understanding yourself, your goals, intentions, responses, behaviour and all. Understanding others, and their feelings.

Goleman identified the five 'domains' of EQ as: 1. 2. 3. 4. 5. Knowing your emotions. Managing your own emotions. Motivating yourself. Recognising and understanding other people's emotions. Managing relationships, ie., managing the emotions of others.

Principles of Test Construction Standardization - process of developing uniform procedures for administering and scoring a test and for establishing a norm Normal curve - bell-shape graphic representation of data arranged to show that percentage of the population falls under each part of the curve Scores Raw score - number of correct answers untransformed in any way Standard score - score that expresses an individuals position relative to those of others based on the mean score and how scores are distributed around it. Percentile Score -a score indicating what percentage of the population obtained a lower score Intelligence Quotient - IQ (intelligence quotient) = (Mental Age / Chronological Age) x 100.

Reliability - consistency - tests ability to yield the same or similar scores for the same individual through repeated testing Test-retest -test is given to the same person on two or more occasion Alternative-form method - giving two different versions of the same test. Split-half method - dividing the test into two parts; scores from two halves should yield results Validity - ability to measure what it is supposed to measure, predict only what it is supposed to predict Content Validity -tests ability to measure the knowledge or behavior it is intended to measure Predictive Validity - Ability to predict a persons future achievements with at least some degree of accuracy Face validity -The extent to which a person can judge a tests appropriateness by reading or examining the test items Construct Validity -The extent to which a test actually captures or measures the hypothetical quality or particular trait it is supposed to measure Sample Intelligence Tests Stanford-Binet Intelligence Test Weschler Scales Kaufman Assessment Battery for Children