1.2: Memory Storage & Retrieval Flashcards
sensory memory
seeing information really quickly at first
(first step of Atkinson and Shiffrin model of memory)
echoic memory
- type of sensory memory
- fleeting auditory memory— remember the last 4 seconds of what your mom told you
iconic memory
fleeting photographic memory
i.e. remember diagram on board
capacity of short-term/ working memory
small capacity: we can only process a small amount of information
limits of long-term memory
limitless storage
long-term potentiation and how it’s disrupted
- strengthened neurons fire— long-term memories
- drugs can block or enhance LTP— affects memory
amygdala
- 2 emotion-processing clusters in limbic system
- makes proteins for memory in brain
flashbulb memory
- clear memories of surprise, significant events, etc.
— remember exact details of big event/ emotions
i. e. where you were during 9/11
i. e. when you were told your brother died
explicit memories
- knowing things
- declarative
- conscious recall
- facts/ personal info
implicit memories
- how to do something
- nondeclarative
- without conscious recall
- motor skills
————–remember how to play piano
declarative vs nondeclarative
declarative= explicit
nondeclarative= implicit
hippocampus
remember explicit memories: locations, verbal information, memories
cerebellum
implicit memories: conditioning reflexes, motor memory
infantile amnesia
remember nothing of first 3 years of life, even though we keep our implicit skills
recall,
recognition,
relearning
recall- retrieve information (fill-in-blank)
recognition- look at photo and know them (multiple choice)
relearning- study for final exam- learn forgotten vocab. again
priming
“wakening of associates”
- retrieval method
i. e. hear “croissant”— visualize croissant— hungry
how can context aid memory recall
same place— think about same things/ better memory
state-dependant memory
- remember things better in the state we learned them in
—i.e. drunk man hides money— remembers where he put it when he’s drunk
context-dependent memory
- remember something better in the context that we learned/ thought about it in
—i.e. sitting in dining room, need scissors from kitchen— go to kitchen, forgot why you were there— went back to dining room, remembered
mood-congruent memory
- emotions that accompany events– retrieval clues.
—i.e. bad day— remember everything/ everyone as mean/ bad/ sad
—i.e. happy memories- easier to retrieve when person is happy
