Chapter 11

Question 1

What is memory

Answer 1

The study of animal behavior that focuses on the mechanisms by which animals acquire, process, store, and act on information from the environment

Question 2

General-process approach

Answer 2

Study by learning in animals because of what it tells us about learning in general

Question 3

Comparative cognition

Answer 3

Focuses on the difference in cognitive mechanisms between humans and animals
Emily the simplest possible explanations that explain as much of the data as possible

Question 4

Cognitive ethology

Answer 4

Presumption that animals are capable of conscious thought and intentionality

Question 5

Problems with anthropomorphism seen in cognitive ethology

Answer 5

Biases reacher and hampers knowledge
Overemphasis on the human experience

Question 6

Memory (in general)

Answer 6

The retention of information or experience over time

Question 7

Stages of memory in order

Answer 7

Acquisition (encoding)
Retention interval (storage)
Retrieval

Question 8

Learning vs. memory studies

Answer 8

Learning- manipulate acquisition conditions, test in same conditions
Memory- same acquisition conditions, manipulate testing conditions

Question 9

Types of memory

Answer 9

Procedural memory- how to do something
Perceptual memory- how things look (perceived)
Episodic memory- reference/recall from past
Semantic memory- recall facts and meanings words
Working memory- short-term

Question 10

Working memory vs reference memory

Answer 10

Working- retention of info just long enough to complete a task
Reference- stored memory info that can be recalled to help use new info

Question 11

Encoding information

Answer 11

Stimulus coding
The process of taking information through your senses adn translating it into a form that your brain can write down adn store for later use

Question 12

Factors that influence encoding

Answer 12

Selective attention, constantly working, stimuli compete for attention, we can only fully attend one thing at a time, cocktail party effect, inattention leads to encoding failure

Question 13

Levels of processing

Answer 13

Shallow- physical features are analyzed
Intermediate- recogniation and labeling
Deep- meaningful characteristics; deep processing leads to better memory

Question 14

Elaboration

Answer 14

Connection, associations, and relevant meanings given to a stimulus

Question 15

Metal imagery

Answer 15

Creating a story or scene around stimuli that we would like to remember

Question 16

Dual-code hypothesis

Answer 16

Stored in two ways; verbal code and picture code
Remembered better bc contains both

Question 17

Retrospective coding

Answer 17

Memories for past events

Question 18

Prospective coding

Answer 18

Remembering plans for future action

Question 19

Directed forgetting

Answer 19

The accuracy of recall can be modified by cues or instructions indicating that something should (or should not) be remembered.
R-cue - “remember this!” cue
F-cue - “forget this!” cue

Question 20

Retrieving information

Answer 20

Ebbinghaus and the forgetting curve across time

Question 21

Why do we forget

Answer 21

Interference
Retroactive- new info interferes with ability to remember old info
Proactive- old info interferes with ability to remember new information

Question 22

What is amnesia and the types

Answer 22

Forgetting large chucks on info
Infantile- no early memories
Retrograde- lass of past memories
Anterograde- no new memory formation

Question 23

Memory consolidation process

Answer 23

Recent memories are not consolidated and more vulnerable to forgetting/loss

Question 24

Two important brain areas

Answer 24

Hippocampus- new memories
Amygdala- boasts significant events

Question 25

List learning

Answer 25

Primacy effect; Remember the items at the beginning of the list- long term
Recency effect; remember items at the end of the list-short term