C Psych Exam 2 Flashcards
Central Executive =
“The Boss” uses attention to coordinate between the phonological loop and visuospatial sketchpad: also helps control suppression of irrelevant information
Episodic Buffer =
Provides a link between working memory and longterm memory as well as provides additional storage for the phonological loop as visuospatial sketchpad
Visuospatial Sketchpad =
Briefly holds some VISUAL images as well as SPATIAL information
Phonological Loop =
Briefly stores mainly verbal information for VERBAL comprehension and for acoustic rehearsal
Phonological Similarity Effect =
Confusion of letters or words that sound similar
EX: “In a recall task, is the letter ‘F’ more likely to be confused as ‘S’ or ‘E’?”
ANSWER = is ‘S’ because ‘F’ and ‘S’ sound more similar
The Word Length Effect =
Short words are remembered better than long ones BECAUSE it takes longer to rehearse longer words and to produce them during recall
EX: Which word would be easier to recall: “radio” or “frequency”?
Answer is: Radio
Articulatory Suppression =
Eliminates the word-length and reduces phonological similar effect, suggestion the importance of rehearsal as an active control process
EX: having the person speak words like “the the the the” over and over again this will cause suppression
Semantic Memory =
memory for facts and involves accessing knowledge about the world that does not have to be tied to remembering a personal experiences
-remembering what an apple is
Episodic Memory =
involves mental time travel, or the experience of traveling back in time to reconnect with events that happened in the past
- the three W’s - what, when, where
ALL EPISODIC MEMORIES ARE NOT AUTOBIOGRAPHICAL MEMORY
-rememebring the time you went apple picking
What does the K.C guy and L.P girl study suggest
That Episodic and Semantic Memory are not store in the same part of the brain and there is a division between the two
**-See more activity in Right hemisphere when doing episodic memory
And
**-See more activity in Left hemisphere for tasking requiring semantic Memory
BUT not all the evidence proves this there is some debate
Personal Semantic Memory =
Aspects of one’s personal autobiographical memory that combine elements of episodic memory and semantic memory
-involves information about things that happen your own personal life so you remember when you picked the apple and things that happened in high school also what and apple and high school is
Know = (Knowing something)
Familiar with the event, but can’t recall any personal experience or details related to media coverage of the event
-Semantic Memory
Remember = (Remembering something)
Recall a personal experience with an event or recall seeing details about it on TV or in the newspaper
-Episodic memory
Semanticization of Remote Memory =
the phenomenon of episodic memories changing into semantic ones over time
**- a pattern is that you tend to just ‘know’ things that happened in your child not so much ‘remember’ things that happened in your childhood
Patrician et al. (2019) shows that
Memory loss increases as time from the event lengthens
Implicit Memory =
Occurs when an experience affects a persons behavior, even though the person is not
aware that they had the experience - it is a non conscious event
-typing on the keyboard not knowing what keys you are pressing even tho it makes sense VS EXPLICIT where you have to specifically remember *factual information about “ok, the T key is here and the Y key is here and I can recall it and put it into the blank keyboard”
Priming =
when the presentation of one stimulus (a ‘prime’) changes the way a person reacts to the test stimulus
EX: gives a bunch of different kinds of fruits (primes) and then gives “Gr_ _ _” and has you fill in the words - most likely will say “grape”.
Grad et al. (1985) showed that Korsakacoff syndrome patients …
Did very poorly on recall but did good on implicit memory tasks
Maintenance Rehearsal =
involves routine practice of thing..?
Elaborative Rehearsal =
Researching information by relating new information already in Long term memory; creating associations
-results in better memory than maintenance rehearsal
EX’s: shaping (learning) - dog training
Photosynthesis - gardening
chemistry - mead making
Encoding =
Encoding –> Storage –> Retrieval
OR
Encoding
then Consolidation
Depths of Processing =
memory depends on the depth of processing that an item receives
Shallow Processing =
structural encoding that emphasizes the physical structure of the stimulus (Color, how something is spelled)
Deep Processing =
semantic encoding that emphasizes the meaning ofc verbal input, what the words represent
Distinctiveness Effect =
saying the words out loud provided additional distinctive information at encoding that help distringuished from items that weren’t experienced.
Saying it out loud is better because of this compared to just reading it silently
-Motor information (speaking)
-Self-referential information (“I said it”)
Availability =
presence of information in long term memory (when it is on the tip of your tongue because it is available because you are just unable to access it)
Accessibility =
the degree to which we can gain access to the available information - so if you
know that you know something but can’t remember it it is simply a problem of accessing the information
Encoding Specificity =
you are more likely to remember things if the conditions under which you recall them are similar to the conditions under which you learn them
Context-Dependent Memory =
Putting yourself back in the context where you experienced something can prime your memory retrieval
-“wait..why did I come in here again” goes back to room that you just lift “oh yea thats why I went there”
Godden and Badddeley (1975)
participants either learned words on land or in water and depending on where they learned the words, they recalled better when producing the words in the same environment SHOWS PROOF OF STATE DEPENDENT MEMORY
State Dependent Learning =
The idea that learning is associated with a particular internal state, such as mood or state of awareness and studying
-testing in the same internal state is better
-so same as context-dependent memory
Transfer Appropriate Processing =
Memory will be best when the processes engaged in during encoding match those engaged in during retrieval
Martin and Fausey (2006)
-had bilinguals read 4 short stories - 2 in English - and 2 in Spanish
-quizzed with questions on each of the stories
-half were in English and half were in Spanish and told to answer in the language that the question was asked
-so sometimes they read in spannish and and answered in English and also read in English and had to answer in spannish and sometimes the reading and answering were in the same languid
-BUT the results showed that they did better when they read and answered Q’s in the same language
-SO if something is encoded in one language it is better to retrieve it in that language
Memories are Constructive =
memories are constructed based on what actually happened plus additional factors, such as the persons knowledge, experiences, and expectations
Schema =
a persons knowledge about some aspect of their environment EX: “What did you see while waiting in our office?” they may say they saw books in the waiting lobby even tho there may have not been any books
Script =
conception for the sequence of actions that describe particular activity EX: people will put things into the story they heard based on the environment of where the story took place so they may have seen magazines
Source Misattribution Errors =
Occurs when we misidentify the source of the memory
Jacoby et al. (1989) “Becoming Famous Overnight”
After day later delayed test, found that people thought “Sebastian Weissdorf” was actually a famous person even though they were not this shows
Sours Misattribution erros
Identification Feedback Effect =
eyewitnesses receiving confirming feedback after an identification mistakenly believed they had been very confident in the accuracy of their indettification before receiving feedback
Misinformation Effect =
occurs when misleading information presented after a person witness an event can change how the person describes the event later
-this effect seems to be strong in the smaller details like the speed of the car
Unconscious Transference =
Tendency of eyewitness to misidentify a familiar (but innocent) face as being the person responsible for a crime
-having the tv on and then thinking it is someone on the tv
Weapon Focus Effect
finding that eyewitness pay so much attention to the presence of a weapon that they ignore other detail s(including faces) and then cannot remember the faces
Own-Age Bias
Tendency for eyewitness to identify the culprit more often when they are similar age to the eyewitness than when they are of a different age
-has to deal with how much time you are spending around younger people and also older people people who are around elderly people can identify elderly faces a lot better than
Other-Race Effect
inding that recognition memory for same-race faces is generally more accurate than for other-race faces
-but if you spend a lot of time around other races then it may be easier for you to identify compared to just being around your race
Flashbulb Memory =
vivid and detailed personal memory of a highly emotional event
-recorded in the brain and lot like a photograph
-typical flashbulb memories are dramatic, unexpected, and shocking
EXs:
9/11 terrorist attack
Challenger explosion
assassination of president Kennedy and MLK
Death of princess Diana
-Flashbulb memories can also be personal (the death of a loved one) BUT these kind of memories can also occur after a positive event
Elements of Flashbulb Memories
-the informant (who broke the news to you)
-place (where they were when the incident happened)
-own emotional state
-others’ emotional state (how others felt)
-aftermath (importance of the event)
Narrative Rehearsal Hypothesis =
repeated viewing/hearing of an event initial exposure can potentially impact memory (watching news coverage, discussing events with others) - this could introduce errors into your own memory
Synaptic Consolidation =
involves structural changes at synapses that take place within minutes or hours
Systems Consolidation =
involves the gradual reorganization of neural circuits within the brain which takes place over months or years
-can be broken down into the standard model or the multiple trace model
Reconsolidation =
each time a memory is retrieved it becomes fragile like it was when it was originally formed
-any time you retrieve information it is now fragile and open to distortion
