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GRE Psychology Subject Test Review > Chapter 3: Experimental: Memory (7-9%) > Flashcards

Chapter 3: Experimental: Memory (7-9%) Flashcards

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0
Q

Stages of Memory

A

Sensory
Short-Term
Long-Term

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1
Q

Studying Memory

A

Involves understanding how things are remembered and why things are forgotten.

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2
Q

Sensory Memory

A
  • Last only for seconds

- Forms the connection b/t perception and memory

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3
Q

Iconic Memory

A

is the sensory memory for vision

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4
Q

George Sperling

A

Found that people could see more than they can remember

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5
Q

Ulric Neisser: Icon

A

For brief visual memory and found that an icon last for about one second.

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6
Q

Backward Masking

A

When subjects are exposed to a bright flash of light or a new pattern b/f the iconic image fades, the image will be erased. (More successful if it similar to the original stimulus)(works for auditory system as well)

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7
Q

Echoic Memory

A

is the sensory memory for auditory sensations

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8
Q

Short-Term Memory (STM)

A

Teporary; lasts for seconds or minutes

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9
Q

Working Memory

A

is the temporary memory that is needed to perform the task that someone is working on at that moment

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10
Q

George Miller

A

Found that short-term memory has the capacity of about seven items (+ or - two items)

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11
Q

Chunking (grouping items)

A

can increase the capacity of STM

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12
Q

Rehearsal

A

(Repeating or practicing) is the key to keeping items in the STM and to transferring items to the long-term memory (LTM)

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13
Q

Primary (maintence) Rehearsal:

A

Involves repeating material in order to hold it in STM

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14
Q

Secondary (elaborative) Rehearsal

A

Involves organizing and understanding material in order to transfer it to LTM

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15
Q

Interference

A

How other information or distractions cause one to forget new items that were presented

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16
Q

Proactive Interference

A

Disrupting information that was learned before the new items were presented
-This is problematic for recall and thus causes proactive inhibition

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17
Q

Retroactive Interference

A

Disrupting information that was learned after the new items were presented.
-This is problematic for recall and thus causes retroactive inhibition

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18
Q

Long-Term Memory (LTM)

A
  • Capable of permanent retention
  • Most items are learned semantically, for meaning
  • LTM retention is measured by recognition, recall and savings
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19
Q

Recognition

A

Recognize things learned in the past

Ex. M. choice test

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20
Q

Recall

A

Generate information

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21
Q

Cused Recall

A

remembering w/ cues

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22
Q

Free Recall

A

Remembering w/o cues

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23
Q

Savings

A

Measures how much information about a subject remains in LTM by assessing how long it takes to learn something the second time as opposed to the first time.

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24
Q

Encoding Specificity Principle

A

Material is more likely to be remembered if it is retrieved in the same context in which it was stored.

25
Q

Episodic Memory

A

Consists of details, events, and discrete knowledge

26
Q

Semantic Memory

A

Consists of general knowledge of the world.

27
Q

Procedural Memory

A

is know how to do something.

28
Q

Declarative Memory

A

is knowing a fact.

29
Q

Explicit Memory

A

Is knowing something and being consciously aware of knowing it, such as knowing a fact.

30
Q

Implicit Memory

A

Is know something without being aware of knowing it.

31
Q

Herman Ebbinghaus

A

First to study memory systematically.

32
Q

Forgetting Cuve

A

Depicts a sharp drop in savings immediately after learning.

33
Q

Frederick Bartlett

A

Found that memory is reconstructive rather rote.

-People are more likely to remember the ideas or semantics of a story rather than the details or grammar of the story.

34
Q

Allan Paivo: Dual Code hypothesis

A

Items will be better remembered if they are encoded both visually (with icons / imagery) and semantically (with understanding).

35
Q

Fergus Craik & Robert Lockhart: Depth of Processing

A

Different levels of processing exist from the most superficial phonological (pronunciation) level to the deep semantic (meaning level). The deeper an item is processed, the easier it is to learn & recall.

36
Q

Paired Associated Learning

A

One Item is learned w/ and than cues the recall of another. Also used when learning foreign languages. (hombre = man)

37
Q

Elizabeth Loftus

A

Found that memory of traumatic events is altered by the event itself and by the way that question about the event are phrased

38
Q

Karl Lashley

A

Found that memories are stored diffusely in the brain.

39
Q

Donald Hebb: Synapses & Neural Pathways

E.R Kandel

A

Memory Tree

Studying the sea slug Aplysia

40
Q

Brenda Milner

A

Patient HM: given a lesion of the hippocampus to treat epilepsy.
Remembered things before the surgery, (STM is intact) could not store anything new (LTM)

41
Q

Serial Learning

A

A list that is learn and recalled in order (serial recall)

42
Q

Primacy & Recency Effects

A

Feedback on the correct responses in the correct order is given after the entire list is recalled

43
Q

Serial Position Curve

A

Shows the savings effect

44
Q

Serial Anticipation Learning

A

Recalling one item at a time

45
Q

Free- Recall Learning

A

A list of items are learning and recalled in any order w/ no cues

46
Q

Factors for Learning easier

A 
Acoustic dissimilarity
Semantic dissimilarity
Brevity ( length of the term & length of list of term to be remebered)
Familiarity
Concreteness
Meaning
Importance to the subject
47
Q

Decay Theory (Trace Theory)

A

Posits that memories fade w/ time (other activities are known to interfere w/ retrieval)

48
Q

Interference Theory

A

Competing information blocks retreival

49
Q

Mnemonics

A 
Memory cues that help learning and recall. (Ex. OCEAN: Big five factors of personality.
Openess
Consientiousness
Extraversion
Agreeableness
Neuroticism
50
Q

Generation Recognition Model

A

Suggest that anything one might recall should easily be recognized

51
Q

Tip-of-the-Tongue Phenomenon

A

Being on the verge of retrieval but unsuccessful in doing so.

52
Q

State- Depender Memory

A

Retrieval is more successful if it occurs in the same emotional state or physical state in which encoding occured

53
Q

Clustering

A

Tendency to group together similar items in memories whether they are learned together or not.

54
Q

Order of Items on a List

A

Can more quickly state the order of two items that are far apart on the list than two items that are closer together

55
Q

Incidental Learning

A

Presenting items to someone that are not suppose try to memorized and than testing for learning

56
Q

Eidetic Imagery

A

Photographic memory

57
Q

Flashbulb Memory

A

Recollections that seen to be burned into the brain

58
Q

Tachiscope

A

Instrument of ten used in cognitive or memory experiements. It presents visual material to subjects for a faction of a second

59
Q

Zeigarnik Effect

A

The tendency to recall uncompleted tasks better than completed ones

GRE Psychology Subject Test Review (4 decks)

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