ch 9 Flashcards

Question

Pattern Recognition

Answer 1

Identification of a stimulus on the basis of information already contained in LTM. Occurs during the transfer of information from sensory memory to STM.

Answer 2

Limited-capacity memory system. Maximum of 7 +/- 2 items may be stored. Holds information for up to 30 seconds without rehearsal. Information is either transferred to LTM or it is lost forever.

Answer 3

``` Grouping small units of information into larger, meaningful units or chunks. Chunks may be a word, phrase, sentence, or visual image. Chunks depends on previous experience. ```

Answer 4

STM as previously defined in the Information Processing Model. At work when information is held in STM through rehearsal. Capacity of about two seconds of material.

Answer 5

Temporarily holds and manipulates visual images. | Example: Mentally rearrange furniture in your living room.

Answer 6

Handles the information that people can juggle at one time as they engage in reasoning and decision making. Example: Mentally weighing the pros and cons of studying versus going out with friends.

Answer 7

Memory system involved in the long-term storage of information. No limit on the LTM’s holding capacity. ``` Organization Semantic categories Phonetic categories Word structure Familiarity Relevance Association with other information ```

Answer 8

``` Participants memorized 60 randomly presented words. Words came from 4 semantic categories animals vegetables names Professions Participants recalled the words in clusters according to the semantic categories ```

Answer 9

Information in LTM is often organized in terms of the way words sound or look. Tip-of-the Tongue Phenomenon Refers to the experience of feeling that one knows an answer, yet is unable to produce the word. Incorrect guesses tend to be similar in meaning, and with the correct number of syllables, stress pattern, first letter, and prefix or suffix.

Answer 10

Short-term Memory Neuron’s ability to release. neurotransmitters is altered temporarily. Eric Kandel’s Research Studied sea snails, and sea slugs. Specific forms of learning in the sea slug result in a temporary increase or decrease in the readiness to release neurotransmitters.

Answer 11

Long-term Memory Involves lasting structural changes in the brain. Memories may create unique, stable pathways in the brain along which signals flow. Long-term Potentiation (LTP) Long-lasting increase in neural excitability at synapses along a specific neural pathway. May be the means by which learning and memory occur in the brain. Exact biochemical and molecular changes involved are still debated.

Answer 12

The process by which a long-term memory becomes durable and stable. Continue for several years in human beings. May not be a once-and-for all process

Answer 13

Frontal lobes Short-term memory ``` Prefrontal cortex, parts of temporal lobes Efficient encoding of words and pictures ``` Hippocampus Formation of Long-term Declarative Memories Cerebellum Formation and retention of simple classically conditioned responses Cerebral cortex Storage of Long-term memories

Answer 14

Certain hormones enhance memory. Epinephrine released by the adrenal glands during stress and emotional arousal enhances memory: Epinephrine causes the level of glucose to rise in the bloodstream. Glucose may enhance memory directly or by altering the effects of neurotransmitters.

Answer 15

Automatic Encoding Acquiring information and converting it to a memory record without conscious effort Effortful Encoding Focusing awareness on a narrowed range of stimuli or events. Select main points, label concepts, or associate. information with personal experiences or material you already know.

Answer 16

The review or practice of material while you are learning it. Preventing rehearsal causes the contents of STM to fade.

Answer 17

Rote repetition of material in order to maintain its availability in memory.

Answer 18

Association of new information with already stored knowledge or new facts. Analysis of the physical, sensory, or semantic features of an item.

Answer 19

Memorize meaningless groups of letters. Distraction Task Immediately afterwards start to count backwards. Within 18 seconds, participants forget most of the letter groups. No Distraction Task Allowed to rehearse items. Recall performance improved.

Answer 20

1. Shallow Processing Structural encoding. Emphasizes the physical or sensory features of a stimulus. Example: How many letters are in the word mitten? 2. Intermediate Processing Phonemic encoding. Emphasizes what a word sounds like. Example: Does the word rhyme with kitten? 3. Deep Processing Semantic encoding. Emphasizes the meaning of verbal stimuli. Example: What function does a mitten serve?

Answer 21

3. Narrative Methods - Remembering a list of words by creating a story that includes the words in the appropriate order. For example: The wind and rain in combination nearly LOCKED out the rescue efforts. CAP the flying ace, TOWELed the soap from his eyes, pulled his GOGGLES from his SUIT pocket, and COMBed the BRUSH for survivors (Weiten, 2001). 4. Rhymes - Remembering a list of words by creating a short poem in which identical or similar sounds are replicated throughout. Example: 30 days has September, April, June, and November. All the rest have 31 except for February, the shortest one.

Answer 22

1. Forgetting is adaptive Need to forget to remember efficiently. Forgetting contributes to our survival, happiness, and sanity. 2. Decay Theory Information in memory eventually disappears if it is not accessed. Applies to sensory and STM. Can not entirely explain lapses in LTM. 3. Replacement Theory New information entering memory wipes out old information. Example: Misleading information may replace accurate memories.

Answer 23

The inability to retrieve information stored in memory because of insufficient retrieval cues. Common in LTM. State-dependent memory The tendency to remember something when you are in the same physical or mental state as during the original learning experience.

Answer 24

Psychogenic amnesia The partial or complete loss of memory (due to nonorganic causes) for threatening information or traumatic experiences. Usually ends after just a few weeks Traumatic amnesia Forgetting specific traumatic events, sometimes for many years. Memory is recalled with perfect accuracy.

Answer 25

The selective, involuntary pushing of threatening or upsetting information into the unconscious. Critiques of Repression Theory Hard to distinguish repression from normal forgetting. Reluctance to think about an upsetting experience is not the same as an inability to remember it. Recovered memories often surface after therapists suggestive therapy sessions.

Answer 26

Memories about our own experiences Childhood Amnesia The inability to remember events and experiences that occurred during the first two or three years of life. For example: Episodic memory is forgotten.

Answer 27

1. Brain areas for memory are not well developed. 2. Lack of a sense of self. 3. Impoverished encoding.- lack of words to explain something 4. Focus on the Routine. 5. Children’s ways of thinking about the world.

Answer 28

``` Stories we compose to simplify and make sense of our lives. Have a profound impact on our plans, ambitions, and dreams. Works of interpretation and imagination. Reminiscence Bump People in old age tend to remember more from adolescence and early adulthood than from midlife. ```

Answer 29

``` Both sexes engage in elaborative encoding and deep processing to retain memories. Sex Females encode more details of events as they occur. These details provide retrieval cues that enhance later recall. Women remember more childhood events. ```

Answer 30

Affects how you encode and how you tell your story. Individualistic cultures Lengthy, emotionally elaborate memories of events that focus on themselves. Collectivist Cultures Memories of family or neighbourhood activities, general routines, and emotionally neutral events.