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Psych 101 Exam 2 > 2-1 (9/30) Memory > Flashcards

2-1 (9/30) Memory Flashcards

1
Q

Learning that has persisted over time The process whereby we encode and store information, whereby we retrieve information from the world around us

A

Memory

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2
Q

Whereby we get information into our minds

A

Encoding

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3
Q

Whereby we retain information, and keep information we learned

A

Storage

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4
Q

Whereby we get information from our minds in order to put that information to use

A

Retain

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5
Q

Formation of new memories occurs in a three step process.

A

Atkinson + Shiffrin’s Model

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6
Q

1/3 of Atkinson + Shiffrin’s Model. Records information as a fleeting, sensory experience. Copies of what we see are held for a brief period of time: between a fraction of a second and three seconds.

A

Sensory Memory

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7
Q

1/3 of Atkinson + Shiffrin’s Model. Once we’ve encountered sensory information, it is encoded into our short term memory through rehearsal

A

Short Term Memory

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8
Q

Limited capacity, limited duration. Up to seven pieces of information, held for about 20 seconds, unless we do active processing.

A

Short Term Memory

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9
Q

1/3 of Atkinson + Shiffrin’s Model. Information is moved to a relatively permanent and unlimited storehouse of later retrieval.

A

Long Term Memory

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10
Q

Capacity is infinity, held for years. Information about our accumulated knowledge, skills, and experiences.

A

Long Term Memory

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11
Q

_____ to A+S Model. Information doesn’t need to process to long term linearly. Can pass quickly through sensory without conscious awareness.

A

Revisions

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12
Q

Revision to A+S Model. Informaiton is actively processed in short term memory, it doesn’t just sit there. Information is rehearsed, new stimuli connect to existing memories, solve problems.

A

Working Memory

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13
Q

Type of information processing. Most of information processing, occurs without conscious awareness. We constantly encounter new information, and it is presenting with little to no effort

A

Automatic Processing

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14
Q

Example of Automatic Processing

A

Walking while lecturing

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15
Q

Type of information processing. Processes information that requires deliberate, conscious attention to be processed

A

Effortful Processing

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16
Q

Example of Effortful Processing

A

Pulling information together to five a lecture

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17
Q

We tend to recall best the last and first bits of information in the list. Two parts: Recency and Primary

A

Serial Position Effect

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18
Q

A Serial Position Effect. Immediately after learning, we tend to recall best the last items on a list, because it is being actively processed and rehearsed.

A

Recency Effect

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19
Q

AFTER LEARNING

A

Recency Effect

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20
Q

A Serial Position Effect. After a delay, we recall best the first items on a list= they received the most attention and rehearsal, and were processed the most.

A

Primary Effect

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21
Q

AFTER A WHILE

A

Primary Effect

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22
Q

SR. A fleeting, photographic memory. When we encounter a visual stimulus, then it is removed, a trace lingers for a short time, literal copies are stored

A

Iconic Memory

23
Q

SR. VISUAL type of memory

A

Iconic

24
Q

SR. Iconic Memory is illustrated by this experiment.

A

George Sperling’s 1960 experiment. Participants are shown three rows of three letters for 1/20th of a second. Participants were asked to recall the letters. Typically, they can recall 5-9 letters.

25
Q

SR. Reasons behind _______. People can only register in sensory memory five pieces of information at at time. OR All the information is stored, but all faded before the participants can report their experience.

A

Iconic Memory

26
Q

SR. A fleeting auditory memory. Holds few items, lasts for several seconds.

A

Echoic Memory

27
Q

SR. AUDITORY type of memory

A

Echoic Memory

28
Q

SR. Iconic/echoic memory allows us to process information quickly, but not have to spend much time processing, keeps our lives from being choppy snapshots or staccato sounds. Continuity

A

Adaptive Advantage

29
Q

ST. Part of working memory. Without active processing, short term memory has a limited life. Once we register sensory information, we must meaningfully encode that information in our minds.

A

Duration Limits

30
Q

ST.Part of working memory. We can process a limited amount of information. Once short term memory is filled to capacity, any new information requires other information to be replaced or discarded.

A

Capacity Limits

31
Q

ST. 7 +/- 2

A

Between 5 and 9 bits of information can be processed at one time.

32
Q

ST. We can expand the capacity limit by _____: combining bits of information into meaningful wholes.

A

Chunking

33
Q

LT. Information can be kept in short term, working memory though rehearsal, but there must be elaborative rehearsal move to long term.

A

Encoding

34
Q

LT. Thinking about information in a more meaningful way, making associations

A

Elaborative Rehearsal

35
Q

LT. When we process verbal information, we think more about the meaning of the actual words.

A

Semantic Coding

36
Q

LT. We percieve the world around us as we generate a mental picture of an object or scene

A

Visual Coding

37
Q

LT. Stored knowledge of habit and skills. Stored and retrived without conscious retrieval.

A

Procedural Memory

38
Q

LT. Contains knowlege of the facts about the world, memory about ourselves, informaiton we consciously know and declare, make statements

A

Declarative Memory

39
Q

LT. Testing Memory. The ability to retrieve information from our mind that is not in consciousness awareness.

A

Recall

40
Q

LT. Testing Memory. The ability to identify pieces of information that were previously learned.

A

Recognition

41
Q

LT. Testing Memory. Someone’s name.

A

Recall

42
Q

LT. Testing Memory. Mulitple choice questions.

A

Recognition

43
Q

LT. Testing Memory. The abliltiy to spend less time leaning the second time we learned information

A

Relearning

44
Q

LT. Testing Memory. A class is easier the second time.

A

Relearning

45
Q

LT. Memory is dependent on it’s context. It is easier to retrieve information from memory when we are in the same context or situation.

A

Context-Retrieval Memory

46
Q

LT. Context-Retrieval Memory. Experiment.

A

Godden and Baddeley (1975)

Scuba diver experiment: Scuba divers were asked to learn words on a beach or 15 feed under water. Two groups were tested on their knowledge in the same or different settings.

47
Q

What did the Godden and Baddely experiment prove?

LT. Context-Retreival Memory

A

The divers recalled 40% more words when information was learned/received in the same place

48
Q

LT. It is easier to recall information when our state of mind is simiarly when learned and tested. Happy while learning + happy during test= better results than happy while learning + sad during test.

A

State-Dependent Memory

49
Q

An adaptive economical aspect of memory. If we couldnt do this, we would be plagued by irrelevant informaiton. There would be no abstract or creative thinking.

A

Forgetting

50
Q

Forgetting Case Study

Scientist: Luria

A

S could memorize dozens of lists, for many years. The problem was that he could not forget the information he learned. It distracted him, and he constantly had list of numbers coursing though his mind. He couldn’t organize, think abstractly, generalize, or evaluate new information.

51
Q

Reasons we forget: Information precieved doesn’t make it to long term memory. It is trivial, useless informatioin

A

Encoding

52
Q

A reason we forget with two types. Proactive and retroactive.

A

Interference

53
Q

________ interference. Prior information inhibits our ability to recall new information.

A

Proactive

54
Q

________ interference. New information distrupts memory for previously learned information.

A

Retroactive

Psych 101 Exam 2 (5 decks)

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