Chapter 6- Memory Flashcards
Myths about memory:
- memory is not a THING (abstract, hard to observe)
- memory is not A thing (correlated to all senses)
- memory can be affected (other sources, self fufilling prophecy)
Does intelligence determine memory?
No
Encoding
making sense out of an experience to remember it to store it, transforming experience
ex:) coding a computer
Storage
maintaing information
ex:) saving/storing the file
Retrieval
Bringing to Mind
ex:) Searching for the file when you need it
What is the point of the cardboard box analogy?
represents ENCODING (encoding the info gets the right stuff into the box)
can memory be influenced?
Yes (surroundings, emotions, beliefs)
Sensory memory
all memory starts with an input, that input goes into sensory memory (it has a HUGE capacity, small/short duration)
George Sperling
do people receive the whole of a visual scene? Yes, but we forget it before we can even remember it
Sperling-> visual scene
Iconic memory
visual memory, (fast decaying -> 1 second)
ex:) iconic->photo->visual memory
Echoic memory
auditory memory (fast decaying-> 5 seconds)
ex:) echo->sound->auditory memory
primacy effect
you remember things at the very beginning (like on a grocery list)
recency effect
remembering things at the very end (like on a grocery list)
serial position curve
people remember the beginning and the end, forget the middle
short term memory
memory that decays after 15-30 seconds
rehearsal
repetition that makes information stick in your head
decay
when learned material dies/leaves the brain
interference
distraction during memorization that makes it difficult to recall information
George Miller
people could remember 7 (+/- 2) separate individual digits (recent research says it is lower now, 4 +/- 1)
“Killer numbers”
chunking
putting small groups of letters/numbers together to remember them
ex:) ANIFCTBTCBCINA
FBI, CIA, CNN, ABC, TNT
working memory process
1.input
2.sensory memory, phonological loop and visuospatial battle over central executive
3.long term memory
phonological loop
verbal and auditory information
visuospatial sketchpad
visual and spatial information
central executive
focuses attention between phonological and visuospatial
Association Network Theory (ANT)
the more associations/connections you make with something you want to memorize, the more likely you will remember it (quantity of association)
ANTs have associations/friends
semantic encoding
the quality of the association that you make is important, the better it will stick (quality of association)
“Special encoding”
visual imagery encoding
making a visual scenario to remember things from a familiar place you know
ex:) Br Merrit making a scene at his apart with eggs, butter, chocolate chips and sugar to remember ingredients he had to buy
organizational encoding
group things that have similarities/relationships and group them together
survival related encoding
remembering where things are is related to survival instinct even when disoriented
elaborative rehearsal
putting things in your own words to remember a topic
Ways to encode
visualize, mnemonics, teach someone else, organize info, test yourself
explicit declarative memory
Consciously recalling facts and information (semantic and episodic)
semantic memory
facts, data, concepts
episodic memory
details and feelings tied to events
implicit/nondeclarative memory
information we memorize unintentionally or do without thinking (ex: muscle memory)
priming
early exposure to information leads to an increased response
Procedural Memory
Procedure of something starting explicit until it becomes implicit
Hard and consciously thinking about it to easy and natural
failure to retrieve/tip of the tongue phenomenon
when you struggle to retrieve a piece of information
retrieval is used to take things out of ___________ memory
long term
free recall
when you can recall something without any cues/clues (ex: essay question)
retrieval cues
when you can recall information with the help of a cue (ex: multiple-choice questions)
encoding specificity
external/environmental cues affect how you learn and recall information (study and test in similar places)
state-dependent learning
internal cues affect how you learn and remember information (ex: emotions, mindset)
flashbulb memories
emotionally vivid memories (can be happy or traumatic)
source monitoring
attributing things to the wrong source bc your mind is in a fragile state (ex: the lady thought she was attacked by the game show host)
misinformation effect
the kind of questions you are asked about a memory can lead to different ways we remember an experience
storage decay
memory gets lost among other memories
proactive interference
old learning interferes with new learning
retroactive interference
new learning interferes with old learning
retrograde amnesia
loss of past memories (recent past, not your whole childhood)
