Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Cognitive Psychology > Chapter 6 > Flashcards

Chapter 6 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

long-term memory

A
  • the system that is responsible for storing information for long periods of time
  • can be thought of as an archive of information about past events and knowledge
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Clive Wearing and retrograde amnesia

A
  • Clive Wearing suffers from likely the worst case of amnesia ever recorded
  • contracted severe amnesia in 2985 following a bout of encephalitis that destroyed a good amount of his medial temporal lobes of both sides of his brain as well as parts of his inferior frontal cortex
  • Clive is unable to form any new long-term memories
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

anterograde amnesia

A

unable to recall memories from your past before a brain injury

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

serial position curve

A
  • a memory experiment in which a list of words is presented to a participant one after another
  • after the last word is presented the participant writes down the words they can remember in any order
  • indicates better recall of items at the beginning and end of a list/sequence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

primacy effect

A
  • better recall of items at the start of the sequence
  • thought to occur because there was more time to rehearse items at the start of the list and transfer them to LTM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

recency effect

A
  • better recall of items at the end of the sequence
  • items at the end of the list are thought to be sitting in STM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

coding

A

the form in which stimuli are represented in the mind

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

coding in STM and LTM

A
  • auditory coding is the predominant type of coding in STM
  • semantic coding is the most likely form of coding for LTM tasks
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

visual coding in STM

A
  • if you remembered the pattern by representing it visually in your mind
  • e.g. holding an image in the mind to reproduce a visual pattern that was just seen
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

visual coding in LTM

A
  • when you visualize a person or place from the past
  • e.g. visualizing what the Lincoln Memorial in Washington, D.C., looked like when you saw it last summer
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

auditory coding in STM

A
  • illustrated by Conrads demonstration of the phonological similarity effect (misidentifying target letters as another that sounds similar)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

auditory coding in LTM

A

e.g. repeating/singing a song you have heard in your head

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

semantic coding in STM

A

e.g. placing words in an STM task into categories based on their meaning (Wickens)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

semantic coding in LTM

A

e.g. being able to recall the general plot of a novel you read (Sachs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

the wickens experiment (1976)

A
  • participants were presented with words related to either fruits or professions
  • participants in each group listened to 3 words and they then counted backward for 15 seconds, and then attempted to recall the three words
  • this was done for 4 trials, with different words presented in each trial
  • because participants recalled the words so soon after hearing them, they were using their STM
  • the idea behind this experiment was to create proactive interference
  • because words in the same category are presented in a series of trials, there is a falloff in performance on each trial
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

proactive interference

A

when information learned previously interferes with learning new information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

release of proactive interference

A

a situation in which conditions occur that eliminate or reduce the decrease in performance caused by proactive interference

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

the sachs experiment (1967)

A
  • participants listen to a tape recording of a passage and then measured their recognition memory to determine whether they remembered the exact wording of sentences in the passage or just the general meaning of the passage after a delay
  • many of Sachs’s participants correctly identified sentence 1 as being identical and knew that sentence 2 was changed
  • a number of people identified sentences 3 and 4 as matching one in the passage, even though the wording was different
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

recognition memory

A
  • identifying a stimulus that was encountered earlier
  • the procedure for measuring recognition memory is to present a stimulus during a study period and later to present the same stimulus along with others that were not presented
20
Q

locating memory in the brain

A
  • there is evidence that STM and LTM are separated in the brain, but also some evidence for overlap
  • evidence for separation is provided by neuropsychological studies
  • brain imaging experiments show that this separation is not so straightforward
21
Q

neuropsychology experiment on memory

A
  • patient HM underwent an experimental procedure designed to eliminate his severe epileptic seizures in which the removal of HM’s hippocampus was performed on both sides of the brain
  • succeeded in decreasing his seizures but had the unintended effect of eliminating his ability to form new long-term memories though his STM remained intact
  • led to an understanding of the role of the hippocampus in forming new long-term memories
  • the fact that his short-term memory remained intact suggested that short-term and long-term memories are served by separate brain regions
22
Q

brain imaging experiment on memory

A
  • questioned whether the hippocampus, which is crucial for forming new long-term memories, might also play a role in holding information for short periods of time
  • concluded that the hippocampus is involved in maintaining novel information in memory during short delays
  • shows that the hippocampus and other medial temporal lobe structures once thought to be involved only in LTM also play some role in STM
23
Q

mental time travel

A
  • when a person travels back in time in their mind to re experience events that happened in the past
  • associated with episodic memory in experiences
  • described as self-knowing or remembering
24
Q

semantic memory through experience

A
  • the experience of semantic memory involves accessing knowledge about the world that does not have to be tied to remembering a personal experience
  • accessing things we are familiar with and know about like facts, concepts, vocab, etc
  • can be described as knowing, with the idea that knowing does not involve mental time travel
25
Q

distinctions between episodic and semantic memory in neurpsychological evidence

A

in neuropsychological evidence a double dissociation is found between episodic and semantic memory, which supports the idea that memory for these two different types of information probably involves different mechanisms

26
Q

distinctions between episodic and semantic memory using brain imaging

A
  • levine et al. (2004) did a brain imaging experiment in which they had participants keep diaries on audiotape describing everyday personal events and facts drawn from their semantic knowledge
  • participants later listened to these audiotaped descriptions while in an fMRI scanner
  • the recordings of everyday events elicited detailed episodic autobiographical memories, while the other recordings simply reminded people of semantic fact
  • results indicated that although there can be overlap between activation caused by episodic and semantic memories, there are also major differences
27
Q

interactions between episodic and semantic memory based on the effect of knowledge on experience

A

our knowledge (semantic memory) guides our experience, and this, in turn, influences the episodic memories that follow from that experience

28
Q

autobiographical memory

A
  • memory for specific events from a person’s life, which can include both episodic and semantic components
29
Q

personal semantic memories

A
  • semantic components of autobiographical memories
  • associated with personal experiences
30
Q

2 degrees of forgetting and remembering

A
  1. familiarity
  2. recollection
31
Q

familiarity

A
  • the person seems familiar and you might remember his name, but you can’t remember any details about specific experiences involving that person
  • associated with semantic memory because it is not associated with circumstances under which knowledge is acquired
32
Q

recollection

A
  • remembering specific experiences related to the person
  • associated with episodic memory because it includes details about what was happening when knowledge was acquired plus an awareness of the event as it was experienced in the past
33
Q

remember/know procedure

A
  • distinguishes between the episodic components of memory (indicated by a remember response) and semantic components (indicated by a know response)
34
Q

semanticization of remote memories

A

loss of episodic details for memories of long-ago events

35
Q

constructive episodic simulation hypothesis

A

states that episodic memories are extracted and recombined to construct simulations of future events

36
Q

explicit memory

A
  • memory that involves conscious recollections of events or facts that we have learned in the past and are aware of
  • conscious
  • both episodic and semantic memory fall under explicit memory
37
Q

implicit memory

A
  • memory that occurs when an experience affects a person’s behavior, even though the person is not aware that he or she has had the experience
  • unconscious
  • procedural memory, memory and conditioning are involved in the implicit process
38
Q

procedural memory

A
  • memory for how to carry out highly practiced skills
  • also called skill memory
39
Q

procedural memory and attention

A
  • the main effect of procedural memories is that they enable us to carry out skilled acts without thinking about what we are doing
  • well-learned procedural memories do not require attention
40
Q

expert-induced amnesia

A
  • amnesia that occurs because well-learned procedural memories do not require attention
  • e.g. a concert pianist who is very experienced and well-practiced can play the piano automatically without much thought
41
Q

connection between procedural and semantic memory

A

knowledge about different fields (semantic information) is linked to the ability to carry out various skills (procedural memory)

42
Q

priming

A

occurs when the presentation of one stimulus (the priming stimulus) changes the way a person responds to another stimulus (the test stimulus)

43
Q

repetition priming

A

occurs when the test stimulus is the same as or resembles the priming stimulus

44
Q

propaganda effect

A

people are more likely to rate statements they have read or heard before as being true, just because of prior exposure to the statements

45
Q

classical conditioning

A
  • the pairing of a neutral stimulus that initially does not result in a response with a conditioned stimulus that does result in a response
  • a form of implicit memory

Cognitive Psychology (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions