Chapter 5 (Long term)

Question 1

Three subdivisions of long term memory

Answer 1

Episodic, semantic, procedural

Question 2

Two aspects of memory

Answer 2

Encoding and retrieving

Question 3

Deep levels of processing

Answer 3

Descriptiveness and elaboration

Question 4

Self-reference effects

Answer 4

Memory improves when you relate to yourself

Question 5

Long-term memory

Answer 5

refers to the high-capacity storage system that contains your memories for experiences and information that you have accumulated throughout your lifetime.

Question 6

Episodic memory

Answer 6

Focuses on your memories for events that happened to you personally; it allows you to travel backward in subjective time to reminisce about ear- lier episodes in your life

Question 7

phonological loop

Answer 7

is a processing buffer that allows for the simultaneous processing and storage of sound-based or linguistic information.

Question 8

visuospatial sketchpad

Answer 8

on the other hand, processes both visual and spatial information.

Question 9

procedural memory

Answer 9

refers to your knowledge about how to do something. For instance, you know how to ride a bicycle, and you know how to send an e-mail mes- sage to a friend.

Question 10

encoding

Answer 10

you process information and represent it in your memory

Question 11

retrieval

Answer 11

you locate information in storage, and you access that information.

Question 12

encoding fashion

Answer 12

1. Are you more likely to remember items that you processed in a deep, meaning- ful fashion, rather than items processed in a shallow, supericial fashion?
2. Are you more likely to remember items if the context at the time of encoding matches the context at the time of retrieval?
3. How do emotional factors inluence memory accuracy?

Question 13

levels-of-processing

Answer 13

argues that deep, meaningful processing of information leads to more accurate recall than shallow, sensory kinds of processing

Question 14

Distinctiveness

Answer 14

means that a stimulus is different from other memory traces. For example, suppose that you are interviewing for a job.

Question 15

elaboration

Answer 15

requires rich processing in terms of meaning and interconnected concepts

Question 16

self-reference effect

Answer 16

you will remember more information if you try to relate that information to yourself

Question 17

meta-analysis

Answer 17

a statistical method for synthesizing numerous studies on a single topic.

Question 18

encoding-specificity principle

Answer 18

which states that recall is better if the context during retrieval is similar to the context during encod- ing

Question 19

recall task

Answer 19

the participants must repro- duce the items they learned earlier.

Question 20

recognition task

Answer 20

the participants must judge whether they saw a particular item at an earlier time

Question 21

Retrieval

Answer 21

refers to the processes that allow you locate information that is stored in long-term memory, and to have access to that information.

Question 22

explicit memory task

Answer 22

a researcher directly asks you to remember some information; you realize that your memory is being tested, and the test requires you to intentionally retrieve some information that you previ- ously learned

Question 23

implicit memory task

Answer 23

you see the material (usually a series of words or pictures); later, during the test phase, you are instructed to complete a cognitive task that does not directly ask you for either recall or recognition

Question 24

repetition priming task

Answer 24

recent exposure to a word increases the likelihood that you’ll think of this particular word when you are subsequently presented with a cue that could evoke many different words.

Question 25

dissociation

Answer 25

occurs when a variable has large effects on Test A, but little or no effects on Test B; a dissociation also occurs when a variable has one kind of effect if measured by Test A, and the opposite effect if measured by Test B.

Question 26

retrograde amnesia

Answer 26

or loss of memory for events that occurred prior to brain damage.

Question 27

anterograde amnesia

Answer 27

or loss of the ability to form memories for events that have occurred after brain damage

Question 28

hippocampus

Answer 28

a structure underneath the cortex that is important in many learning and memory tasks

Question 29

expertise

Answer 29

demonstrate impressive memory abilities, as well as consist- ently exceptional performance on representative tasks in a particular area

Question 30

several ways in which experts tend to have better memory strategies than novices:

Answer 30

1. Experts possess a well-organized, carefully learned knowledge structure, which assists them during both encoding and retrieval. For instance, chess players store a large number of common patterns that they can quickly access.
2. Experts are more likely to reorganize the new material that they must recall, forming meaningful chunks in which related material is grouped together.
3. Expertstypicallyhavemorevividvisualimagesfortheitemstheymustrecall.
4. Experts work hard to emphasize the distinctiveness of each stimulus during encoding.
5. Expertsrehearseinamorestrategicfashion.Forexample,anactormayrehearse her or his lines by focusing on words that are likely to trigger recall.
6. Experts are better at reconstructing missing portions of information from mate- rial that they partially remember.
7. Experts are more skilled at predicting the dificulty of a task and at monitoring their progress on this task.

Question 31

own-ethnicity bias

Answer 31

you are generally more accurate in identifying mem- bers of your own ethnic group than members of another ethnic group

Question 32

autobiographical memory

Answer 32

is your memory for events and issues related to yourself.

Question 33

ecological validity

Answer 33

if the conditions in which the research is conducted are similar to the natural setting to which the results will be applied.

Question 34

schema

Answer 34

consists of your general knowledge or expectation, which is distilled from your past experiences with someone or something

Question 35

consistency bias

Answer 35

we tend to exaggerate the consistency between our past feelings and beliefs and our current viewpoint

Question 36

source monitoring

Answer 36

process of trying to identify the origin of a particular memory

Question 37

reality monitoring

Answer 37

you try to identify whether an event really occurred or whether you actually imagined this event

Question 38

flashbulb memory

Answer 38

refers to your memory for the circumstances in which you irst learned about a very surprising and emotionally arousing event.

Question 39

post-event misinformation effect

Answer 39

peoples first view an event.

Question 40

proactive interference

Answer 40

which means that people have trouble recalling new material because previously learned, old material keeps interfering with new memories.

Question 41

retroactive interference

Answer 41

people have trouble recalling old material because some recently learned, new material keeps interfering with old memories.

Question 42

constructivist approach

Answer 42

emphasizes that we construct knowl- edge by integrating new information with what we know.

Question 43

emotion

Answer 43

a reaction to a speciic stimulus.

Question 44

mood

Answer 44

refers to a more general, long-lasting experience

Question 45

Pollyanna Principle

Answer 45

states that pleasant items are usually processed more eficiently and more accu- rately than less pleasant items.

Question 46

positivity effect

Answer 46

People tend to rate unpleasant past events more positively with the passage of time, a phenomenon called the positivity effect.

Question 47

generalized anxiety disorder

Answer 47

a person experiences at least 6 months of intense, long-lasting anxiety and worry;

Question 48

posttraumatic stress disorder

Answer 48

a person keeps re-experiencing an extremely traumatic event

Question 49

social phobia

Answer 49

a person becomes extremely anxious in social situations

Question 50

recovered-memory perspective

Answer 50

some individuals who experi- enced sexual abuse during childhood managed to forget that memory for many years.

Question 51

Suppose that you are in the top floor of a library, and you suddenly think about
some information you need on the main floor. You return to the main floor and find
that you can’t recall what you needed. After returning to the top floor, you recall
instantly. This is an example of:

Answer 51

the encoding-specificity principle.

Question 52

The distinction between explicit memory tasks and implicit memory tasks involves
whether or not people:

Answer 52

are aware that memory is being tested and intentionally try to recall or recognize
previously presented information.

Question 53

source-monitoring error

Answer 53

a type of memory error where the source of a memory is incorrectly attributed to some specific recollected experience. For example, individuals may learn about a current event from a friend, but later report having learned about it on the local news, thus reflecting an incorrect source attribution.