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1001PSY > 7 > Flashcards

7 Flashcards

1
Q

Memory

A

The process by which we take observations, experiences and encounters, convert and store this information so we can store, retrieve and use it at further instances

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2
Q

Processes of memory

A

Encoding: taking information and translating it into a form that can we stored (getting it into the memory system)

Storage: Once translated, the maintenance of memory, seconds, days or a lifetime

Retrieval: Going into memory stores and retrieving information

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3
Q

Middles ages/ Renaissance

A

Memory like a cabinet or a cave. It needed exercise or it would become weak and fade away

1300-1500’s

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4
Q

Plato

A

Likened to a wax tablet, impressions could be made upon it

420-350 BCE

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5
Q

1950’s

A

Memory thought of like a computer, with RAM and a hard drive

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6
Q

Mental representations

A

Sensory reps: visual images, sounds

Verbal reps: information stored in words - concepts such as freedom

Motor reps: memories of motor actions - swinging a tennis racket
- motor reps the least studied

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7
Q

Atkinson and Shiffrin Modal Model of Memory

A

Look up model

3 seperate stores, 
1. Sensory
2. Short term (STM)
3. Long term (LTM)
Each differs in capacity, seconding format and duration held
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8
Q

Sensory memory (A&S)

A

Extremely large memory store

Holds information on perceived stimulus for a fraction after the stimulus disappears.

Iconic storage: momentary storage of visual information
Echoic storage: momentary storage of auditory information

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9
Q

Sperling 1960

A

Grid tests, shown items briefly and have to remember as many as possible

Full report mean 4.5 out of 12 (37.5%) items however with partial report (one line at a time) 3.3 out of 4 (82.5%) which changes estimated capacity to be 9.9

Issues: as you write items down you are forgetting other items as they are decaying in your memory

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10
Q

Sensory encoding format

A

A copy of input as it is presented, ie. images, sounds, touch sensations

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11
Q

Sensory storage capacity

A

Depends on which sense, large 25+ stimuli stored simultaneously

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12
Q

Important sensory info

A

Information which receives attention in sensory memory is converted into and stored in STM, the remainder decays rapidly

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13
Q

Real world application of sensory memory

A

When you hear a sentence then ask it to be repeated but then understand after, auditory information is still being held in the echoic memory before encoding

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14
Q

Short term memory

A

Information from sensory memory that has been attended

Holds onto small amounts of information (limited capacity, approximately 7 items) for short periods of time (limited duration, approximately 20-30 seconds)

Rehearsal can lead to retaining for slightly longer in STM - chanting a phone number over and over (maintenance rehearsal)

Concept has been refined over the years, tweaked into “Working memory”

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15
Q

Long term memory

A

Potentially limitless duration and capacity

Representations of facts, music, actions, images, skills

Extracting information from LTM is called “retrieval”

Related to primacy effect

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16
Q

Serial position (Rundus 1971)

A

Research with remembering long lists of words and then recalling as many as possible

Primacy: better recall of first words from list
Recency: better recall of last words from list

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17
Q

Primacy effect

A

Better recollection of first event/words/occurrence.

Allows more rehearsal time, therefore more likely to enter LTM, number of rehearsals decline from beginning to end

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18
Q

Recency effect

A

Better recollection of the most recent event/word/occurrence.

Words at the end are still in the STM and therefore are recalled first.

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19
Q

Structure of LTM

A

Look up model

Types of storage:

  • Procedural memory
  • Declarative memory
  • Semantic
  • Episodic

Ways stored:

  • Implicit
  • Explicit
  • Recall
  • Recognition
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20
Q

Procedural memory

A

Memory for the “how to” of a skill or procedure (riding a bike)

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21
Q

Declarative memory

A

Memory for facts or event which can be stated or declared

  • Semantic
  • Episodic
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22
Q

Semantic memory

A

General memory for general concepts and knowledge (this is an egg, this is an OJ)

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23
Q

Episodic memory

A

Memories of specific events, rich in sensory experiences (a birthday)

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24
Q

Explicit memory

A

Memory expressed through conscious recollection (remembering phone numbers)

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25
Q

Implicit memory

A

Memory expressed in behaviour but doesn’t need conscious recollection (driving a car)

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26
Q

Recall

A

Spontaneous conscious recollection of LTM (responding to short answer questions)

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27
Q

Recognition

A

Identification of something previously seen or learnt (multiple choice questions)

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28
Q

Semantic network

A

The web like diagram where multiple different items can be linked together through concepts such as colour, category, shape, size

Activation spreads out along a link that is connected to an activated node, closer the link = stronger (faster) connection

Concepts which are activated are more easily accessed from memory (apple and firetruck through link of red)

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29
Q

Levels of processing Craick and Lockhart 1972

A

Deeper levels of processing produce deeper, stronger, longer lasting memories

Shallow: structural
Intermediate: phonemic
Deep: semantic

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30
Q

Shallow processing

A

Structural processing (appearance): when we encode only the physical qualities such as how the letter looks (font, size, capital)

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31
Q

Intermediate processing

A

Phonemic processing (sound): Encoding by the sound such as rhyming

32
Q

Deep processing

A

Semantic encoding: Encoding the meaning of the word and relating it to similar words with similar meanings

Elaboration and rehearsal involved, therefore a more meaningful analysis (images, thinking, associations) of information leading to better recall

“Would the word fit in the sentence”, emphasising meaning of verbal input

33
Q

Enriching semantic encoding

A

Elaboration: linking stimulus to other information at time of encoding (reading multiple examples)
Visual imagery: creating a visual image for words to be remembered (useful for concrete words but not abstract concepts)
Self-referent encoding: deciding whether/ how information is personal relevant and meaningful

34
Q

Elaboration research

A

Palmere 1983
People read essays containing multiple different paragraphs.
Main ideas were remembered better from paragraphs that had multiple examples rather than fewer or none

35
Q

Self referent research

A

Rodgers, Kuiper, Kirker 1977
Showed lists of traits to participants such as timid, sly, loveable
Questions to induce self referent coding such as “does this word apply to you personally?”
Self reference with traits resulted in higher recollection

36
Q

Repetition effect

A

Repeating something helps convert from STM to LTM

37
Q

Distinctiveness

A

When something stands out due to colour or category (difference in group)

38
Q

Chunking/ Clustering

A

Remembering due to being part of a common phrase (toss and turn)

39
Q

False memory

A

Generalising concepts and coming up with something that was not there/ did not occur

40
Q

Evolution of memory model

A
  • Memory no longer thought of in terms of serial processing model (going through stages)
  • Memory thought to be comprised of a number of differing models which are discrete but independent (parallel processing, occurring simultaneously)
  • Recognises remembering is not always conscious or retroactive
  • Memory no longer likened to computer processing
41
Q

Working memory

A

A temporary storage and processing of information to solve problems, achieve goals and respond to environmental demands

42
Q

Baddeley and Hitch 1974

A

Suggest working memory is made up of 3 systems

Central Executive
Visual memory store (visuospatial sketchpad)
Verbal memory store (phonological loop)

43
Q

Central Executive

A

Controls flow and processing of information but has a limited capacity

44
Q

Visuospatial sketchpad

A

Visual memory store,temporary image (20-30 seconds) that stores information about location and nature of object

45
Q

Phonological loop

A

Verbal memory store involved in storage of verbal items (equates to STM) however limited storage capacity

46
Q

How to study visuospatial sketchpad

A

While focused on a centre point, squares are briefly shown on a screen. You must then identify whether the probe square is a match (same colour and same place) or a mismatch

47
Q

Neuropsychology of working memory

A

Thought to be directed by pre-frontal cortex

Verbal and visual working memory activate different areas of the brain, emphasising different and independent components

48
Q

Working and long term memory

A

Evidence supporting distinction between WM and LTM:

WM easily accessed however limited capacity

49
Q

LTM deficit

A

When a person has normal working memory however cannot transfer information into LTM

50
Q

WM deficit

A

Where a person has normal LTM however only a span of 2 digits

51
Q

Chunking

A

Using LTM knowledge to increase WM capacity

Breaking patterns into smaller chunks and applying meaning or associations to them

52
Q

Example of unchunked memory

A

A shopping list of items in a random order

53
Q

Example of chunked memory

A

A shopping list of distinct categories (frozen, dairy, etc)

54
Q

Encoding specificity principle

A

The ease of retrieval of a memory depends on a match between the way information was encoded and how it is being retrieved
Students who read multiple choice questions from a text book will do poorly on a short answer exam
Poorer recall if learning is shallow

55
Q

Forms of encoding specificity

A

Context dependent memory

Mood (state) congruent memory

56
Q

Context dependent memory

A

Information is easier to retrieve or recall when encoded and retrieved in the same context

57
Q

Mood (state) congruent memory

A

Information is easier to recall or retrieve when encoded and retrieved in the same emotional state

58
Q

Same context and emotional state provide

A

Retrieval cues which facilitate recollection

59
Q

Mnemonic devices

A

Add additional retrieval cues to enhance memory
Method of loci
SQ4R method

60
Q

Method of loci

A

visual imagery as a memory aid, providing additional retrieval cues

61
Q

SQ4R method

A

designed to help remember information from a textbook

Survey, Questions, Read, Recite, Review, Write, providing additional retrieval cues

62
Q

Schema

A

Influences the way information is encoded and shapes how the information is reconstructed
Things consistent with the schema are easier to recall however really inconsistent things are also easier to recall

Can sometimes lead to false memories as the schema will fill in the blanks

63
Q

7 memory sins

A 
Transcience
Absent mindedness
Misattribution
Suggestibility
Bias
Persistance
Forgetting
64
Q

Transcience

A

Memories fading with time

65
Q

Absent mindedness

A

When you need to pay attention and focus to remember

66
Q

Misattribution

A

Source amnesia

67
Q

Suggestibility

A

Thinking we remember when in fact we don’t

68
Q

Bias

A

Distortions in real (halo, horn, etc)

69
Q

Persistance

A

Recurring memories

70
Q

Forgetting

A

Inability to remember

71
Q

Accuracy of LTM

A 
Memory is subject to errors and biases
- can be primed
- altered by emotional factors
Eyewitness testimony
- recall of events can be manipulated through using leading questions
Flashbulb memory
- memories tend to be extremely accurate
- associated with traumatic experiences
72
Q

Forgetting theories

A

Ebbinghaus documented rate of forgetting: negative exponential curve where information decays over time
Decay theory
Interference theory : proactive and retroactive
Motivated feeling

73
Q

Decay theory

A

Memory fades and weakens if not used

74
Q

Interference theories

A

Proactive: old memories interfere with new ones
Retroactive: new memories interfere with old ones

75
Q

Motivated forgetting

A

Implies forgetting can avoid painful memories

1001PSY (6 decks)

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