Chapter 6 Memory Flashcards

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1
Q

What did Hermann Ebbinghaus discover?

A

The forgetting curve (using nonsense syllables)

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2
Q

When is recall highest according to the forgetting curve?

A

Right after a list is first learned

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3
Q

When is the rate of forgetting highest according to the forgetting curve?

A

Within the first few hours

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4
Q

What can slow the rate of forgetting (other than time)?

A

Re-learning the information

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5
Q

Who does the Forgetting curve apply to?

A

Seemingly all of animal kingdom

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6
Q

What is the serial position effect?

A

The idea of primacy and recency, discovered by Ebbinghaus

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7
Q

Define Primacy

A

Items presented early are recalled very frequently

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8
Q

Define Recency

A

Items presented late were recalled very frequently

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9
Q

What was psychology’s response to memory after Ebbinghaus?

A

Disinterest (except for classical conditioning) until George Miller in the 1950s

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10
Q

What did Atkinson & Shiffrin discover (1968)?

A

3 component structure of memory

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11
Q

What are the three components of memory according to Atkinson & Shiffrin?

A

Sensory store, short-term store, and long-term store

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12
Q

Why is the 3 compartment model making a comeback?

A

Neuroimaging

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13
Q

Define Sensory Memory

A

ongoing activation based on sensation & perception

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14
Q

Where does visual sensory memory occur?

A

In the visual cortex of the occipital lobe

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15
Q

Where does auditory sensory memory occur?

A

Perceptual regions in the cortex in the temporal lobe

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16
Q

Define Iconic memory store

A

Brief memory buffer that can effectively hold all information in the visual display

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17
Q

Define echoic memory store

A

brief memory buffer that works as an echo for auditory stimuli

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18
Q

Why are the 3 other main senses not documented to have buffers?

A

They probably do, but they are harder to study systematically

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19
Q

Define short term memory

A

intermediate system that handles transfer between sensory and long-term memory

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20
Q

How is short-term memory moved to long-term memory

A

It is attended to or rehearsed until it is solidified

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21
Q

What is our capacity for short term memory?

A

4 +/- 1 (used to think 7 +/- 2 and 30-60 secs)

22
Q

What is the visual/structural level of processing?

A

Remembering the look and appearance of an object

23
Q

What is the acoustic level of processing?

A

How the words sound and being able to rehearse those sounds

24
Q

What is the semantic level of processing?

A

Understanding what the information means/ how it fits into current cognitive framework

25
Q

What is the weakest level of processing?

A

visual/structural processing

26
Q

what is the deepest level of processing?

A

semantic processing

27
Q

Define Working Memory

A

Our ability to temporarily store and manipulate information from our environment

28
Q

What does working memory encompass

A

Mental math, mental rotation, reading comprehension, and problem solving

29
Q

Who developed the most enduring and influential model of working memory?

A

Baddeley and Hitch (1974)

30
Q

What does the Baddeley and Hitch model of working memory include?

A

Phonological loop, visuospatial sketchpad, central executive

31
Q

Which two types of memory are virtually interchangeable?

A

Short-term memory and working memory

32
Q

Define visuospatial sketchpad

A

storage that allows for cognitive maps/shapes/images

33
Q

Define phonological (or Articulatory) loop

A

Storage that allows for verbal information and rehearsal

34
Q

Define central executive

A

system that controls the two storage units

35
Q

According to Baddeley’s model, how is visual and auditory stimuli memorized?

A

separately (and very well). But visual information will interfere with visual memory and auditory with auditory memory

36
Q

What are the benefits to Baddeley and Hitch’s working memory model?

A

it’s simple and predicts many laboratory findings

37
Q

What are the drawbacks to Baddeley and Hitch’s working memory model?

A

not well supported; doesn’t account for sensory experiences besides vision/hearing; doesn’t account for abnormal memory

38
Q

What is Kane & Engle’s Working memory model?

A

Working memory is focused attention and fluid intelligence

39
Q

What were the findings from Cowan (1993, 1999)?

A

short-term memory is activated long-term memory; working memory is the ability to activate long-term memory

40
Q

What is attention’s role in memory?

A

It acts as a spotlight

41
Q

What were the findings from Postle (2006)?

A

the prefrontal cortex works as a switchboard selecting which network we attend to

42
Q

Define Long-Term Memory

A

Spreading activation– as we invoke one memory, we invoke others nearby

43
Q

What happens to associated memory when regarding attended stimuli?

A

Associated memories become increasingly available

44
Q

Define Priming

A

The history of a stimulus makes you more likely to respond a certain way

45
Q

What were the findings in the Meyer and Schvaneveldt (1971) study?

A

when pairs of words had an associated relationship, participants were faster at judging whether the words were real; evidence of priming

46
Q

Define the power law of learning

A

Memory performance improves with practice; increasing practice has diminishing returns

47
Q

Define long-term potentiation

A

The more a memory is accessed, the stronger the connections between neurons related to that memory

48
Q

Where does long-term potentiation occur?

A

the hippocampus and cortical areas

49
Q

What is the “use it or lose it” rule?

A

If memories are not retrieved, we begin to lose access to them as those neural connections weaken

50
Q

Define flashbulb memories

A

Memories with vivid detail

51
Q

What does research say about flashbulb memories?

A

our confidence in our retrieval ability is increased, but the actual memory is about the same as everyday events (they fade with time)