Chapter 6: Episodic memory Flashcards
episodic memory
allows you to access specific memories at a particular point in time
semantic memory
generalized knowledge of the world, facts
mental time travel
allowed by episodic memory, travel back and relive earlier episodes and use this capacity to travel forward and anticipate future events
what three things do you need in order to distinguish an event from similar events
A system that allows you to encode that particular experience in a way that will distinguish it from others
Requires a method of storing that event in a durable form
A method of searching the system and retrieving that particular memory
true or false: episodic memory can accumulate and consolidate to form the basis of semantic memory, our knowledge of the world
true
ebbinghaus tradition
the study of human memory is made possible by focusing on clearly specified experiments with tightly constrained goals
frederick bartlett tradition
attempts to tackle the study of memory in all its complexity, accepting that our capacity to control any single study will inevitably be limited, but trusting in the belief that multiple studies will allow clear conclusions to be drawn. Wanted to study the recall of complex material, used the errors the participants made as clues to the way in which they were encoding and storing material
barlett’s story experiment
presented the participants with a story and found the recall was always shorter, more coherent, and fit in more closely with the participants own viewpoint than the original story.
Emphasized effort after meaning, how participants were actively striving after meaning to capture the essence of the material
schema
a long-term structured representation of knowledge that was used by the rememberer to make sense of new material and subsequently store and recall it
Sulin and Dooling’s study
participants used their schematic knowledge of Hitler to incorrectly organize the information about the story they had been told. The study revealed how schematic organizations can lead to errors in long term memory and recall
Carmichael study
given stimulus figures and then given different verbal labels, when asked to draw it their drawings differed based on the label and not the picture.
serial recall
items are recalled in the order they are presented in
dual coding hypothesis
highly imageable words are easier to learn because they can be encoded both visually and verbally
cloze technique
people are presented with a passage from which every fifth word has been deleted. The task is to guess the missing words, people find the childrens passage easiest
redundancy is a good predictor of
both the judge readability of text and its memorability
depth processing
the proposal by Craik and lockhart that the more deeply an item is processed, the better will be its retention
transfer appropriate processing (TAP)
proposal that retention is best when the mode of encoding and mode of retrieval are the same
incidental learning
learning situation in which the learner is unaware that a test will occur
maintenance rehearsal
a process of rehearsal whereby items are kept in mind but not processed more deeply
elaborative rehearsal
process whereby items are not simply kept in mind, but are processed either more deeply or more elaborately
intentional learning
learning when the learner knows that there will be a test of retention
subjective organization
a strategy whereby a learner attempts to organize unstructured material so as to enhance learning, building bigger and bigger chunks
ericsson and kintsch 2006
developed the concept of long term working memory. Refers to the development of structures in long-term memory that are then actively used for temporary storage. Ex memorizing digits of pie every day, eventually learn a lot but if stop using it, losing it
Ericsson and Delaney (1999)
short term working memory assumes the same system is used for many different tasks
