Ch.6, Long Term Memory

Question 1

Serial position curve/ Primacy Effect

Answer 1

created by presenting a list of words to a participant, after the last word, participant writes down all the words they remember, indicates that memory is better for the first and last letters on a list

Question 2

Recency Effect

Answer 2

better memory for stimuli presented at the end of a sequence

Question 3

Coding

Answer 3

form in which stimuli are presented

Question 4

Recognition memory

Answer 4

identification of a stimulus that was encountered earlier

Question 5

Mental Time Travel

Answer 5

defining property of episodic memory is mental time travel, the experience of traveling back in time to reconnect with events that happened in the past

Question 6

Personal Semantic Memories

Answer 6

Facts associated with personal experiences

Question 7

Semanticization of remote memories

Answer 7

Loss of episodic detail for memories of long ago events

Question 8

Implicit Memory

Answer 8

memories we aren’t aware of

Question 9

Expert Induced Amnesia

Answer 9

well learned procedural memories do not require attention

Question 10

Priming

Answer 10

presentation of one stimulus changes the way a person responds to another stimulus

Question 11

Repetition Priming

Answer 11

Occurs when the test stimulus is the same or resembles the priming stimulus

Question 12

Propaganda Effect

Answer 12

participants are more likely to rate statements they have read or heard before as being true

Question 13

Long term memory

Answer 13

unlimited capacity, semantic coding (whatever we code at a semantic level is more likely to end up in long term memory), modest decay rate, VAST LIBRARY OF LASTING MEMORIES –we don’t know the extent of the capacity but it is massive and much longer and larger than short term (Some theories suggest unlimited capacity and unlimited duration: but there is not enough evidence to know)

Question 14

Serial Position Curve: How Do We Know STM is Different from LTM TASK?

Answer 14

TASK: remember as many words as you can without writing them down
Serial Position Curve: recency VS PRIMACY effect, order in which words were presented (x axis is serial positon) (y axis is accurate recall): MOST PEOPLE REMEMBER THE MOST AT THE FIRST ITEMS ON THE LIST WHICH IS PRIMACY, SOMETIMES PEOPLE RECALL THE LAST ITEMS WHICH IS RECENCY ‘
When learning a long list of items, those that were near the beginning and near the end are remembered better than those in the middle

Question 15

Primacy vs. Recency Effect/Conditions for Each

Answer 15

Primacy Effect: better memory for first items, DUE TO REHEARSAL, ALWAYS HAPPENS
Recency Effect: better memory for last few items, ONLY HAPPENS IF TESTED IMMEDIATELY, DUE TO LIMITED DURATION OF THE STM

Question 16

Encoding, storage, retrieval

Answer 16

Encoding: input phase, taking in info, committing to memory, translating info into neural code that our brain can understand: can be visual, phonological semantic, SIMILAR TO CONCEPT OF NEURAL REPRESENTATION
Storage: retaining info over some period of time, can be any period of time (opening up the ‘computer file’ where the info is stored)
Retrieval: pulling info out of the storage

Question 17

Maintenance vs elaborative rehearsal

Answer 17

Maintenance Rehearsal: repeating something over and over, maintains in STM, but not very effective for transfer LTM
Elaborative Rehearsal: elaborate on info or relate it something known; focusing on meaning of material, MUCH MORE SUPPORTED AND EFFECTIVE FOR TRANSFERRING INFO INTO LTM

Question 18

Spacing Effect TESTING Study

Answer 18

Encoding Phase: some facts on each lesson were quizzed three times throughout each chapter, while other facts were not quizzed (single)
Testing Phase: memory recall was assessed on tests at the end of the year
RESULTS: distributed testing improved memory retrieval (the questions you keep getting again and again is more productive), ALWAYS BETTER FOR MEMORY TO BE RETESTED MORE REGULARY, LIKE CUMULATIVE EXAMS THAT KEEP ASKING YOU TO USE THE KNOWLEDGE
Spacing Effect Studying Techniques: massed vs distributed studying sessions impacts on memory retrieval (massed is cramming, distributed is studying regularly and getting tested at the end)
The more separate occasions for studying: the BETTER THE PERFORMANCE
RESULTS: distributed studying improves memory performance throughout the test

Question 19

Depths of Processing, Craik and Lockhart’s Theory, and Study

Answer 19

the deeper the processing= better encoding = ELABORATIVE ENCODING
Craik and Tulving’s Task
G1: was the word written in uppercase or lowercase?
G2: does the word rhyme with this other word>
G3: given a new fill in the blank sentence for each word, and asked if the word that was shown would make sense in that sentence
G1 HAD THE MOST SUPERIFICAL PROCESSING, GROUP 2 IS MODERATELY SUPERFICIAL, VS GROUP 3 HAD THE DEEPEST PROCESSING BECAUSE THEY WERE ASKED ABOUT THE MEANING WHICH IS DEEPER SEMANTIC PROCESSING
Results: deeper processing during encoding leads to better recall; depth of processing is key to storage, repetition alone is not sufficient

Question 20

Shallow Processing vs deep processing

Answer 20

focus more on physical features; involves little attention to meaning, happens automatically, maintenance rehearsal/ Deep Processing: focus more on meaning, relate it to something else you know, requires conscious effort, elaborative hearsal/semantic processing

Question 21

TRANSFER APPROPRIATE PROCESSING

Answer 21

theory stating that memory performance is better when the cognitive processes engaged during retrieval match the cognitive processes that were engaged when the material was encoded.
conditions that led to the best memory recall performance were ones that showed the same font at encoding and testing phase
SHOWN THE SAME KIND OF FONT AT ENCODING AND THEN TESTING: LED TO THE BEST MEMORY PERFORMANCE

Question 22

TULVING’S ENCODING SPECIFITY THEORY

Answer 22

Match between the cue used at encoding and the testing enahncves memory performance
TASK PARTICIPANTS TO READ PAIRS OF WORDS AND ASKED TO REMEMBER THE CAPITALIZED WORDS AT TESTING PHASE
A cue to remember something will help us remember it: context therefore helps us remember something
RESULTS: Greater overlap between encoding and testing= better recall

Question 23

Mood Dependent Memory/ Mood-Congruent Memory, Encoding Specifity

Answer 23

Task: induced a positive or negative mood, participants then generated an autobiographical memory, induced in same different or neutral mood, participants asked to recall previously generated events
RESULTS: participants had better recall if in the same mood as generation of memories, participants performed worse if in a different mood

Question 24

Depressive Mood Cycle Implications of mood dependent memories

Answer 24

during episodes of depression/negative mood/negative memory, memories retrieved will MATCH THE MOOD IN WHICH THEY WERE ENCODED IN, THEREFORE CREATES THE VICIOUS CYCLE OF NEGATIVE MOOD

Question 25

TAP:

Answer 25

an overlap between the processing required by study phase and memory test improves memory performance

Question 26

Impact of Schemas on memories

Answer 26

During encoding, we activate a schema; imapcts which aspects of the experience we encode
We may fill in info that didn’t actually happen with our schemas: may be inaccurate and contaminates the actual experience of what happened

Question 27

Schemas and memory enhancement

Answer 27

We recall more if we have schemas in MIND PRIOR TO ENCDOING: SCHEMAS ENHANCE MEMORY ONLY IF PRESENTED BEFORE ENCODING (looking at the lecture slide objectives before going into the lecture)
Task: participants were first asked to read a story from either perspective of thief or real estate agent (description of home, you might remember the jewels more as a thief but the leaky roof more as a real estate agent

Question 28

Self reference effect

Answer 28

Self-reference effect: relating things to yourself improves memory for that info; self is a knowledge structure rich in associations, LEADS TO BEST RECALL

Question 29

Generation Effect:

Answer 29

generating material yourself, rather than passively receiving it, improves memory for that info ( teaching it to yourself) PAY ATTENTION TO EMAIL FOR EXPERIMENT DAY **