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108 midterm 2 Flashcards

1
Q

Modal Model

A

model that includes sensory, short term & long term memory and discusses how memory can be encoded and retrieved

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2
Q

Sensory Memory

A

storage system that records information from each of the senses
* large capacity
* same modality as experience
* very fast decay

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3
Q

Short Term Memory

A

memory system that is responsible for holding onto a small amount of information recently taken from environment
* limited capacity
* rehearsal leads to transfer to long term memory

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4
Q

Long Term Memory

A

contains your memory for experiences and information that you have accumulated throughout your lifetime
* unlimited capacity
* semantic coding (gives meaning to things)

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5
Q

Span of Apprehension (Whipple, 1914)

A
  • How much can a person see in a brief instant?
    flashed letter arrays, people only remember about 4 letters (cognitive capacity)
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6
Q

Sperling Partial Report Paradigm

A

Briefly presented array with 3 rows
partial recall - just one row
participants are still able to recall parts of all rows because they didn’t know which row they will be tested on

recalled better with partial report because with a full report people forgot the items before they could report them all

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7
Q

Dillolo Dot Technique

A
  • flashed two sets of dots with brief or longer pause between them
  • if sensory memory lasted longer than the pause, you will be able to see where the “missing” dot was
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8
Q

Echoic Memory

A
  • 3 channels with 3 letters each and a flash after the stimuli to indicate which channel to report to
  • findings: less partial report advantage, longer sensory memory
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9
Q

Serial Position Curve

A

tendency to remember first and last items best (unless the last item had a 30 second delay)

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10
Q

Depth of Processing

A

shallow (not well remembered) = appearance / sound
deep = focus on the meaning, better remembered

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11
Q

Craik & Tulvang evidence for deep processing (semantic vs auditory & appearance)

A

best memory came from semantic (ie Does this word go in this sentence: ___)

less for:
auditory (does the word rhyme with ____)
appearance (repeating letters, upper case, etc. )

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12
Q

Central Executive

A

provides basic area in which calculations are made

important for:
* focusing attention
* selecting strategies
* coordinating behavior

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13
Q

Visuospatial Sketchpad

A

processes visual and spatial information

  • limited capacity = imagining things in your head while multitasking can lead to errors in the task at hand
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14
Q

Episodic Buffer

A

storehouse that holds and combines information from phonological loop, visuospatial sketchpad & longterm memory

  • solve theoretical problems
  • interpret information from an earlier experience, solve new problems, plan activities
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15
Q

Phonological Loop

A

temporary hold for verbal information
can process limited number of sounds for a short period of time

important for:
* self instruction - remind yourself to do something
* pronouncing words in your head
* mathematical equations - keeping track of numbers and other information

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16
Q

Encoding (LTM)

A

process of getting info from short term to long term

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17
Q

Retention Interval (LTM)

A

after encoding, influences whether or not material is available later

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18
Q

Retrieval (LTM)

A

processes that influence the ability to recall the previously encoded information

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19
Q

3 themes of memory

A

1) meaningful = more memorable
2) memory tends to be schematic
3) memory is context dependent

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20
Q

Self Reference Effect

A

words related to self are better remembered

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21
Q

Generation Effect

A
  • read “hot-cold”
  • generate “hot-c___”
  • generation leads to better recall than just reading
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22
Q

Expertise

A

experts transfer related info to LTM
ex: chess players remember playable configurations better

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23
Q

Schemas & LTM

A

people remember the details of writing if they are told what it is generally about first

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24
Q

Dual Code Theory

A

people remember visual information better than verbal
concrete words > abstract words

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25
Q

Spacing Effect

A

better memory when studying a few times over long periods of time (not cramming)

ex: counting backwards by 7 = better memory because there are longer gaps between sessions

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26
Q

Loftus Misinformation Study

A

people who heard experimenter talking about a yield sign claim to remember seeing it

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27
Q

Verbal Overshadowing

A
  • hypothesized: verbal descriptions lead to better memory of perpetrator
  • actual: verbal description can be applied to many faces and recognition is worse
28
Q

Guiselman (Retrieval - License plates)

A

remember license plate better if given blanks to fill in (shows context dependencies)

29
Q

Deese Roediger McDermott Paradigm (sweet)

A

remember common association word (sweet) even though it was never in the list

30
Q

Meta Cognition

A

one’s knowledge about what they know

knowledge: general knowledge of what one knows
experience: tip of the tongue, know you know it

31
Q

Meta Memory

A

knowledge of own memory

32
Q

Flavell (overestimating memory)

A

showed 10 images to children, most overestimate how many they will remember

33
Q

Brown & McNeil (tip of the tongue)

A

provided definitions & asked for the word = strong tip of the tongue feeling
* partial retrieval led to the first letter of word & # of syllables being more accurate during tip of the tongue

34
Q

Reality Monitoring

A

external memories = more associated with sensory details
internal memories = more associated with cognitive operations (what you were thinking)

35
Q

Systematic Processing

A

careful deliberation about source (skeptical if person is telling the truth)

  • improved memory performance
36
Q

Heuristic Processing

A

automatic low level processing of source (trusted friend)

37
Q

Strategies for Memory

A
  • remembering to remember
  • you remember what is:
  • interesting
  • meaningful
  • distinctive
  • emotional
38
Q

Encoding Strategies

A
  • rehearsal
  • generation effect
  • depth of processing (elaboration)
  • self reference
  • multiple codes (semantic & visual)
  • shemas
  • distinctiveness
39
Q

Retention Strategies

A
  • Delay (use information before it is forgotten)
  • Spacing (intervals between repetitions)
  • testing
40
Q

Retrieval Strategies

A
  • encoding specificity (retrace steps)
  • associative memory structure (recall related knowledge)
  • schematicity (remember the gist)
41
Q

Keyword Mnemonic

A

give meaning to meaningless info (pearl with a cow ski)

42
Q

Link system

A

establish chains of association where each association leads to the next

43
Q

Method of Loci

A

mentally place items around a familiar location

44
Q

Prospective Memory

A

ability to make plans + carry them out

45
Q

Implantation Intentions

A

think about when and where you will complete a task (ex: essay over christmas break)

46
Q

Perky Effect

A

Image slowly appears on a blank screen, participants believed that they were actually seeing it

47
Q

Propositions

A

basic logical representation (know what a bird is without necessarily envisioning it)

48
Q

Kosslyn 1975 (rabbit & elephant)

A

Imagining a rabbit next to a fly elicited faster response to the question (Does the rabbit have eyelashes?) than a rabbit next to an elephant

49
Q

Kosslyn 1978 (map)

A

the longer the physical distance on a map = longer response that they reached the landmark in their mental map

50
Q

Shephard & Metzler (1971) (translation of objects)

A

Objects with more physical translations elicit longer response in deciding if they are the same

51
Q

Nickerson & Adams (penny)

A

limitation to mental imagery: drawing a penny but forgetting certain aspects about it (which direction it is facing, what the words are)

52
Q

Chambers & Reisberg (rabbit/duck)

A

imagining the picture of a rabbit = hard time also seeing a duck in the illusion

drawing it out after imagining it = easy time seeing duck

53
Q

Cognitive Map

A

internal representation of environment

54
Q

Rotation Heuristic

A

tilted structures are remembered as vertical/horizontal (ex: CA coast)

55
Q

Alignment Heuristic

A

structures are remembered as more lined up than they are (ex: US & Europe)

56
Q

Hierarchical Representation

A

locations part of larger regions are seen as sharing same qualities (ex: Canada is not North of every US city)

57
Q

Border Bias

A

crossing borders make distances feel further

58
Q

Route Representations

A

before leaving, ask whether you turn left or right at certain landmarks

59
Q

Survey Representations

A

Know how to get places relative to landmarks, able to make shortcuts, generally able to tell what is North vs South

60
Q

Atkinson-Shiffrin model

A

memory involves a sequence of separate steps. In each step, information is transferred from one storage area to another

61
Q

Concerns with Atkinson-Shiffrin model

A
  • sensory memory is now believed to be more a part of perception than actual memory
  • people don’t see short term and long term memory as clear cut as the model depicts it
62
Q

episodic memory

A

memories or events that happened to you personally

63
Q

semantic memory

A

organized knowledge about the world, including your knowledge about words and other factual information

64
Q

procedural memory

A

knowledge about how to do something (riding a bike)

65
Q

flashbulb memory

A

memory for the circumstances in which you first learned about a very emotionally arousing event

66
Q

retrospective memory

A

remembering information that you acquired in the past

67
Q

prospective memory

A

remembering that you need to do something in the future

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