Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Research methods > 414 Exam 4 flashcards > Flashcards

414 Exam 4 flashcards

1
Q

Long term memory

A

extensive storage capacity
lasts an extremely long time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

LTM visual memories example

A

remembering what your childhood pet looks like

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

STM visual memories

A

remembering the image of an arrow you just saw

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

LTM auditory memories example

A

remembering that annoying song that was popular a few years ago

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

STM auditory memories example

A

remembering the sentence someone just said

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

LTM semantic memories example

A

remembering the plot of harry potter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

STM semantic memories example

A

categorizing a set of words you just heard

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Henry Molaison

A

temporal lobe removed (hippocampus)

no longer able to form long term memories (only able to remember 30 seconds)

STM and pre surgery mems stayed intact

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Clive Wearing

A

medial temporal lobe removed

could not form new memories but piano playing intact

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

KF

A

digit span reduced to 2

LTM unaffected; could

remember old mems and still form new ones

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Hippocampus

A

fMRI evidence shows it is also involved STM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Explicit/ declarative

A

things you can actually remember, say, describe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Explicit memory examples

A

trip to the zoo

math facts

the difference btwn cat and mouse

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Implicit/ No declarative memories

A

skills or unconscious

processes affecting behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Implicit memory examples

A

Priming

Knowing how to ride a bike
salivating when someone mentions food

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Episodic memory

A

“episode’

specific events that occurred at a particular time and place

based on personal experience

single exposure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

semantic memory

A

‘knowing’ something

memory for facts

abstract, formal, organized

repeated exposure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Kent Chochrane

A

damaged hippocampus

no episodic memory (cannot relive anything from past)

semantic memory intact (facts are fine but cannot remember doing something)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Italian woman

A

encephalitis

impaired semantic memory (could not recognize familiar people)

episodic memory intact (could picture past life events)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Episodic can…

A

fade into only semantic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Memories start as…

A

episodic but end up as semantic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Consolidation

A

transform new memories from a temporary state to something more permanent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Synaptic consolidation

A

happens at the synapse level

called long term potentiation

quick process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Systems consolidation

A

involved strengthening connections between various areas of the brain

slower process

requires actual reorganization of neural circuits (takes place over months or years)

draws heavily on the hippocampus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Hebb (1948)
learning and memory occur because of physical changes (synapses store memory)
26
Long term potentiation
enhanced firing of neurons after repeated stimulation neurons actually change structure to increase their responsiveness
27
Standard model of consolidation
hippocampus repeatedly replays neural activity to 'store' memory by connecting different areas
28
anterograde amnesia
inability to form new long term memories (HM and Clive) old events preserved in memory new memories cannot be formed
29
Retrograde amnesia
(head injuries) events close to time of accident are often forgotten, more distant events are preserved
30
Power law of learning
acquisition of memory generally follows a particular pattern initially rapid, negatively accelerating
31
Levels of processing theory
memory depends on how info is encoded
32
Shallow processing
little attention to meaning focus on physical features poor memory
33
Deep processing
close attention to meaning better memory
34
The more processing...
the better people's memory is
35
What helps memory encoding?
adding more cues to the memory will lead to better encoding
36
Elaboration
more detailed or elaborate memories will be better encoded
37
Generating
the info yourself
38
Organizing
to be re-remembered info
39
Elaboration visual imagery
Condition 1: repeat word pairs to yourself Condition 2: turn word pairs into a picture
40
Elaboration self reference
Condition 1: which words are emotions Condition 2: rate how much words relate to you
41
Elaboration survival value
Condition 1: count the vowels in each word Condition 2: which would be more useful on a desert island
42
Self generation
words or memory items generated by yourself are easier to remember
43
Paired associates test
Condition 1: memorize word pairs Condition 2: generate word pairs (remember this better because you came up with this)
44
Organizing info
structured info is easier to remember than unstructured
45
Elaboration vs strength
elaboration: how many additional records are linked to that specific memory record strength: how solidly encoding a specific memory record
46
Importance of elaboration
without elab: mozart made a long journey from munich to paris with elab: mozart made a long journey from munich to paris to avoid a romantic entanglement
47
How to measure memory
recall: the ability to bring info to mind recognition: the ability to identify whether some info had been previously encountered
48
LTM is associative
LTM can be conceptualized as a set of interconnected pieces of info (nodes)
49
Associative priming
the tendency for a cue to make associated info more available
50
chunking is associative
people chunk pieces of info together differently but their exact chunk influenced priming patterns
51
Expertise is associative
as you gain more knowledge about a particular topic, those associations move around to reflect a deeper understanding of how things are related to one another
52
LTM retention function
how memory performance deteriorates over time (like learning, shows negative acceleration)
53
Practice and rentention
more initial practice means more retention (the more you start out with, the more you end with)
54
Causes of forgetting from LTM
decay: loss due to time intervention: loss due to conflicting info
55
Spacing effect
massed practice: studying all at once spaced (distributed) practice: studying spread out over time
56
Massed practice can...
lead to higher initial retention
57
Spaced practice can...
lead to more retention after delay (memory is best when study intervals match rentention intervals)
58
New theory of disuse
suggests that every memory has a storage strength and a retrieval strength
59
Storage strength
how well learned a piece of info is (how strongly it is stamped into memory)
60
Retrieval strength
how easily a piece of info is brought to mind
61
Strengths are related but not the same
storage strength of info increases its retrieval strength after practice and decreases the loss of retrieval strength and time the lower a piece of info's retrieval strength, the more storage strength is gained from practicing// relearning that info
62
Interference
the negative relationship between memory for 2+ pieces of info
63
Negative transfer
previously learned info slows down learning of newly learned info
64
Proactive interference
previously leanred info increases forgetting of newly learned info
65
Retroactive interference
newly learned info increases forgetting of previously learned info
66
Fan effect
recognition time for info increases as more associated info is learned (but only if that associated info doesn't help to elaborate the to be remembered info
67
LTM cue based retrieval
the process of getting info out of long term memory
68
Retrieval cue
a piece of info (prompt, hint, etc) that can help retrieve a specific memory
69
More cues = better recall
the more cues that a person has attached to a piece of info, the more likely they are to be able to recall that info
70
Encoding specificity effect
states that retrieval is more likely to be successful if the conditions at recall are similar to those that occurred at learning
71
External conditions of encoding
context dependent memory memory is better when recall takes place in the same place as learning
72
Internal condition of encoding
state dependent memory memory is better when a person's internal state matches bwtn learning and recall
73
Mental processes of encoding
transfer appropriate processing memory is better when the processes that are occurring at learning match the processes that are occurring at recal
74
Doorway effect
memory declines when passing through a doorway moving from one location to another
75
Mood congruence effects
retrieval performance better when mood at recall matches mood at learning
76
Testing effect
memory is better for info that you practice by testing yourself instead of restudying, prior to later recall memory is especially good when the type of test you use when practicing is the same as the type of test used at recall
77
Cues are critical
the number of cues attached to a piece of info makes that info more easily retrievable to LTM the amount of overlap in cues bwtn learning and recall makes info more easily retrievable from LTM
78
Forgetting as 'retrieval failure'
forgetting something is often not a matter of not having that info in LTM, but rather an inability to retrieve info from LTM (cues present during recall don't overlap with the cues at learning or we are using the wrong cues)
79
TIp of the tongue phenomenon
failure to recall a piece of info, but knowing that you know info (and would be able to recognize it)
80
Reconstruction
whenever we try to remember a specific event or set of info, we are often only able to remember parts of those things we often use interfernece (educated guesses) about the info that we are missing based on the info that we have
81
Reconstructive memory
people's ability to recreate their memories from interferences based on what element that they can recall
82
False memories
sometimes those interferences lead us to remember events incorrectly almost entirely false memories can be created
83
Misinformation effect
when a person's recall of info or an event (particularly episodic memories) becomes less accurate after being provided with additional info afterwards
84
Source monitoring error
when the original source (situation or person) of a piece of information is confused for another
85
Reconsolidation
when a memory is retrieved, it becomes suseptible to modification prior to reconsolidation this can mean that inferences of info that were not present during the original event can be added to that memory (can lead us to misremembering or misinterpreting prior events)

Research methods (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions