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COGNITIVE PSYCHOLOGY > CHAPTER 6 > Flashcards

CHAPTER 6 Flashcards

MEMORY PROCESSES

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1
Q

keeping encoded information in memory

A

Storage

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1
Q

transforming sensory data into a form of mental representation

A

Encoding

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2
Q

pulling out or using information stored in the memory

A

Retrieval

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3
Q

Before information can be stored in memory, it first needs to be encoded for _____

A

storage (encoding)

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4
Q

encoding information for temporary storage and use
According to experiments, people seem to encode visually presented letters by how they sound, not by how they look.

A

Short-Term Storage

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5
Q

recalling correct letters with substituted letters that sounded like the correct letters (ex: F for S, B for V, P for B, and so on)

A

Acoustic Confusability

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6
Q

how it sounds like

A

Acoustic Code

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7
Q

how it looks like

A

Visual Code

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8
Q

based on word meaning

A

Semantic Code

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9
Q

Acoustic code is more important than a visual code

A

Conrad Experiment

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10
Q

Short-term memory relies primarily on an acoustic rather than a semantic code

A

Baddeley Experiments

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11
Q

Most information stored in long-term memory primarily is encoded semantically

A

Long-Term Storage

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12
Q

also influences encoding in long-term memory as we move more information into long-term memory when using a semantic encoding strategy than when using a phonological and physical strategy.

A

Levels of processing (LOP)

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12
Q

in addition to semantic and visual informatian can be encoded in long-term memory.

A

Acoustic information

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13
Q

competing information interferes with our storing information

A

Interference

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13
Q

forgetting facts just because time passes

A

Decay

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14
Q

How we move information depends on whether the information involves declarative

A

facts and knowledge

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15
Q

nondeclarative memory

A

(procedural)

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16
Q

process of integrating new information into our existing schemas of stored information

A

Consolidation

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17
Q

-involve reflecting on our own memory

A

Metamemory Strategies

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18
Q

repeated recitation of an item

A

Rehearsal

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19
Q

aloud and obvious to anyone watching

A

Overt

20
Q

silent and hidden

A

Covert

21
Q

result of rehearsal

A

Practice Effects

22
Q

individual elaborates on the items to be remembered, making the items more meaningful

A

Elaborative Rehearsal

23
Q

individual just repeats the items to be remembered

A

Maintenance Rehearsal

24
Q

to maximize the effect on long-term recall, the pacing should ideally be distributed over months, rather than days or weeks

A

The Spacing Effect

25
Q

learning sessions are spaced over time

A

Distributed Practice

26
Q

learning sessions are crammed together in a very short
space of time

A

Massed Practice

27
Q

of particular importance to memory is the amount of rapid eye movement (REM) sleep a person receives.

A

Sleep and Memory Consolidation

28
Q

Stored memories are organized

A

Organization of Information

28
Q

refers to the simultaneous handling of multiple operations, items stored in short-term memory would be retrieved all at
once

A

Parallel Processing

29
Q

refers to operations being done one after another, items are retrieved in succession, rather than all at once

A

Serial Processing

30
Q

specific techniques to help organize and memorize information by adding meaning to meaningless or arbitrary lists of item

A
  • Mnemonic Devices
31
Q

all items retrieved, regardless of the task

A

Exhaustive Serial Processing

32
Q

retrieval stop as soon as an item seems to accomplish the task.

A

Self-terminating Serial Processing

33
Q

the presence of information stored in long-term memory.

A

Availability

34
Q

the degree to which we can gain access to the available
information.

A

Accessibility

34
Q

Interference Theory refers to forgetting that occurs because recall of certain words interferes with recall of other words.

A

PROCESS OF FORGETTING AND MEMORY DISTORTION

35
Q

occurs when r acquired knowledge impedes the recall of older material.

A

Retroactive Interference (or retroactive inhibition)

36
Q

occurs when material that was learned in the past impedes the learning of new material.

A

Proactive Interference

37
Q

mental frameworks that represent knowledge in meaningful ways.

A

Schemas

38
Q

represents the probability of recall of a given word, given its serial position (order of presentation) in a list.

A

The Serial-position Curve

39
Q

refers to superior recall of words at and near the end of a list.

A

The recency effect

40
Q

refers to superior recall of words at and near the beginning of a list.

A

The primacy effect

41
Q

asserts that information is forgotten because of the gradual disappearance, rather than displacement, of the memory trace.

A

Decay Theory

42
Q

is reconstructive, involving the use of various to retrieve the original memory traces of our experiences and then rebuild the original experiences as a basis for retrieval

A

Memory retrieval

43
Q

refers to memory of an individual’s history. One remembers one’s construction or reconstruction of what happened rather than exactly what happened.

A

Autobiographical Memory

44
Q

a memory of an event so powerful that the person remembers the event as vividly as if it were indelibly preserved on film

A

Flashbulb Memory

45
Q

people think they saw/heard things they did not see/hear

A

Misattribution

45
Q

memory fades quickly

A

Transience

45
Q

mindedness

A

Absent

46
Q

can’t remember something we know

A

Blocking

47
Q

remember things as consequential that, in a broad context are inconsequential

A

Persistence

COGNITIVE PSYCHOLOGY (6 decks)

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