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# Psychology 101 - Memory & Cognition Lecture Notes ## Memory Models 1. **Atkinson-Shiffrin Model (Modal Model)** - Sensory Memory → Short-term Memory → Long-term Memory - Each stage has different capacity and duration | Information flow controlled by attention and rehearsal 2. **Baddeley's Working Memory Model** - Central Executive: Controls attention and coordinates subsystems - Phonological Loop: Verbal/acoustic information - Visuospatial Sketchpad: Visual/spatial information - Episodic Buffer: Integrates information from different sources 3. **Levels of Processing (Craik & Lockhart)** - Deeper processing leads to better memory - Structural (appearance) → Phonemic (sound) → Semantic (meaning) ## Interference Types 1. **Proactive Interference** - Old learning interferes with new learning - Example: Mixing up your old phone number with your new one 2. **Retroactive Interference** - New learning interferes with old learning - Example: Learning French interferes with previously learned Spanish ## Memory Construction Errors 1. **Misinformation Effect** - Post-event information alters memory of original event - Loftus car crash studies: "smashed" vs. "hit" - Shows memory is reconstructive, not reproductive 2. **Source Monitoring Errors** - Confusion about where/when memory was acquired - Example: Did you read it or hear it from someone? 3. **False Memory Formation** - DRM Paradigm: Related words create false memories - Example: Sleep, bed, rest, tired → false memory of "dream" ## Study Tips for Exam - Focus on understanding relationships between models - Know key experiments (especially Loftus studies) - Be able to give real-world examples of interference - Understand practical applications of memory research

# Psychology 101 - Final Review Session Transcript [TA]: Welcome everyone! Today we'll focus on what's most likely to appear on the final, especially regarding memory and cognition. [TA]: The professor has emphasized that understanding memory models is crucial. You need to know both Atkinson-Shiffrin and Baddeley's Working Memory Model. Be able to compare and contrast them. The big difference is that Baddeley shows how working memory actively processes information, not just stores it. [Student 1]: Could you explain the misinformation effect again? That seems important. [TA]: Absolutely! The misinformation effect is definitely going to be on the exam. It's when information learned after an event changes your memory of the original event. The classic example is Loftus's car crash studies. When people were asked "How fast were the cars going when they smashed into each other?" they estimated higher speeds than when asked about cars that "hit" each other. A week later, they were more likely to report seeing broken glass if the word "smashed" was used - even though there was no broken glass in the video! This shows how memory is reconstructive. [Student 2]: What's the difference between proactive and retroactive interference? [TA]: Great question! Think of it this way: Proactive interference is when old learning interferes with new learning - like when your old phone number makes it hard to remember your new one. Retroactive interference is when new learning interferes with old learning - like when learning French makes it harder to remember the Spanish you learned before. The professor loves asking about these on exams. [Student 3]: Will we need to know specific experiments? [TA]: Yes, especially Loftus's studies on the misinformation effect. Also be familiar with the DRM paradigm for false memories - where people falsely remember words that weren't presented but were related to the ones they saw. [TA]: One more thing - the professor mentioned there will definitely be questions about memory construction errors. Know the difference between the misinformation effect, source monitoring errors, and false memories. And be ready to apply these concepts to real-world situations.