chapter 6 Flashcards
what is a memory strategy
mental strategies that can help improve encoding and retrieval
what are mnemonics? (3 parts)
strategy
1) processing (12)
2) imagery (2)
3) organization (4)
- describe attention (what does it depend on)
2 types
- arousal level difference between introverts and extroverts
- depends on processing
- what gets in your head depends on what you choose to pay attention to
- focused VS divided (less effective @ commit to memory)
- introverts: like alone time, calm environment, not over-stimulating
- extroverts: relax by socializing, to calm cant concentrate, work well with music
- what is total time hypothesis?
- examples that demonstrates this
- memory= time spend studying
- repetition is not good enough
- poor correlation between studying & grades
- ex: draw both sides of nickel
- 2 kinds of rehearsal of levels of processing
2 kinds of levels of processing
rehearsal
1) elaboration (better)
2) maintenance
shallow vs deep (deep=better)
what is elaboration (LoP)
- deep processing
- intentionally make contact between item trying to remember and LTM
- elaborate meaning/idea
- effective way of studying
what is maintenance (LoP)
- shallow processing
- maintaining representation by refreshing/repeating
- what is self referencing
- deeper than deep (better than LoP)
- making connections & referring to the self
ex: related words on list you self
- Generation effect
- taking lecture notes yourself
- elaborating, more you generate= better
- make up questions, explain to someone
- make connection, put in own words, hold in memory long enough to write down
- production effect
relative distinctiveness
- make items more distinct (stand out)
- sing, say out loud (not all items- or wont be distinct)
- Encoding specificity
- CONTEXT
- retrieve more effectively if context at test (retrieval) is same as context at study (encoding)
- get body moving, increase heart rate, mimic environment
- transfer appropriate processing
processing at study= processing at test
- match type thinking
** dont rely on recognition, study as though exam is essay
- retrieval practice effect
- scientist did study…
- always study for retrieval
- recall important concepts from memory, if retrieval is difficult, then training is enhanced
- Karpicke: better when test yourself
- practice retrieving, read something, cover say, out loud, repeat for multiple sections/chapters of book
- distributed practice effect
spaced learning (better) VS massed (cramming)
- distribute learning over few days so know what you committed to LTM
massed study
- ineffective
- build up proactive interference
- constantly working out of WM
- testing effect
- even without feedback
- longer the retention interval, more effective testing relative to more study sessions
- boost LTM recall for academic material
- perform second test, recall= greater organization
- judgements of learning (2)
1) overconfidence
2) meta-memory
what is over confidence (judgements of learning)
- make meta-memory judgements (about own memory) –> bad at this
- assume have committed more to LTM than actually have
what is meta memory? (judgements of learning)
- one type of it
- peoples knowledge, monitoring, control of their memory
- important when want to control memory
- one type: meta-comprehension
factors that influence meta memory (4)
- overconfidence predicting score on test
- good at predicting their recall on individual items
- when delay judgements, better in predicting recall
- high performing students good at judgments
2 components of imagery
1) keyword method
2) method of loci
what is the keyword method?
- keyword sounds similar to new word
- imagine 2 words interacting
- create mental image that will trigger memory
ex: french “lapin”–> “lap” interacting with rabbit
what is method of loci
- imagine familiar place (ex: home), associate each info in specific location
- when retrieve do mental walk through place/house
(loci=location)
4 parts of organization
1) chunking
2) hierarchy
3) first letter technique
4) narrative technique
what is organization?
- bringing semantic order to material that want to learn
what is chunking
- grouping items into smaller meaningful parts that make sense
- take time to understand meaning
hierarchy
- way to use it studying
- use knowledge to organize material
- understand relationship, draw meaningful lines between words to remember
- arrange items in series of classes
- use chapter outlines to study
what is the first letter technique
make acronym= using single words
acrostic= using sentences
what is the narrative technique
create stories that link series of words together
2 types of memory
retrospective & prospective
what is retrospective memory?
- remember info acquired in the past
- focus on remembering info & ideas
what is prospective memories?
- emphasize what?
- activated what regions?
- remembering you need something in the future
- focus on attention
- more likely to emphasize ecological validity
- regions in frontal lobe
what is absentmindedness?
- what situations increases it happening?
- example?
- when prospective memory task requires you to disrupt customary activity
- happens if preoccupied/distracted or feeling time pressure
ex: forgetting to attach file on email
external memory aid
examples
device external to yourself that facilitates memory in some way
ex: shopping list, alarm clock to remind to do something
what is metacognition
- requires (2)
- knowledge and control of cognitive processes
- supervises way select and use memory strategies
- requires focus thinking & self assessment
what is self knowledge
what people know about themselves
ADHD
- accurate judgements?
attention deficit/hyperactivity disorder
- difficulty paying close attention to activities (school, work etc)
- accurate judgements about important component of memory
- with/without similar in accuracy of immediate judgements (well-calibrated in delayed judgement)
what is calibration
- measures accuracy in estimating actual performance
how to students regulate time studying?
- when have time: allocate time to difficult items
- limited time/challenging task: focus on easy items to master
tip of tongue effect
- activates?
- common in?
- subjective experience of knowing word for which you are searching, yet cannot recall it
- involuntary
- kind of metacognition
- activates: prefrontal regions of cortex
- likely to identify first letter of word or similar sounding words
- common in bilinguals
feeling of knowing effect
- activates?
- subjective experience of knowing some info, but cannot recall it right now
- conscious effect
- activates: left prefrontal region of cortex
- strong feeling of knowing if can retrieve large amount of partial info
tip of finger effect
- deaf people
- subjecting experience of knowing the target sign, but sign is temporarily inaccessible
embodied cognition
- perspective that emphasizes how our abstract thoughts are often expressed by motor movement
- jiggle feet with tip of tongue effect
metacomprehension
- 2 parts
- thoughts about language comprehension
accuracy & improving
metacomprehension accuracy (of students)
- score on reading comprehension test
- students not accurate, believe understand what they read by familiar with general topic (fail to retain specific info)
- overestimate how they will perform when tested
- people usually receive high scores on reading comprehension tests
improving metacomprehension
- way to improve
- match performance on objective test
- read passage, explain to yourself without looking
- improves judgements of how well know passage, increase score on test
- less likely to “zone out”, fail to notice not paying attention
summary of the relationship between divided attention and memory performance?
divided attention can reduce ability to process stimuli
studying for exam knowing its is an essay, study by writing essays this study approach makes use of the cognitive principle..
encoding specificity principle
definition of ecological validity
high similarity between the situation where the study is being conducted, and the situation in “Real life” where the results will be applied
the concept of “feeling of knowing”..
estimate of likelihood that you will recognize the correct answer to a question
absentmindedness more likely to occur…
when prospective memory task requires you to interrupt a routine activity
important message of memory improvement
try to think of memory strategies, plan how to study, and monitor whether you understand the material
narrative technique
produce recall that is approx 6 times the recall produced in control group
according to total time hypthesis
score on memory task is related to the amount of time you spend learning the material
chapter 6 discusses accuracy of peoples metamemory for pairs of words on item-by-item basis, research suggests…
people have fairly accurate metamemory when stimuli are pairs of words
prospective memory is more accurate if people use…
same memory strategies they use in retrospective memory tasks, if they avoid overconfidence and use external memory aids
