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Dual Credit Psycology > Chapter 7 > Flashcards

Chapter 7 Flashcards

1
Q

Memory

A

An active system that receives information, organizes, stores, and them retrieves it from storage

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2
Q

Processes of Memory

A

Encoding, Storage, Retrieval

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3
Q

Encoding

A

Convert sensory information to a usable form in the brain’s storage systems

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4
Q

Storage

A

Holding information for a period of time

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5
Q

Retrieval

A

Getting information from storage into usable form

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6
Q

Three Models of Memory

A

Information-processing model, Levels-of-processing model, Parallel distributed processing model

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7
Q

Information-processing model

A

Input, processing, output model of memory storage (sometimes call computer model)

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8
Q

Levels-of-processing model

A

Information more “deeply processed,” or processed according to its meaning is remembered better

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9
Q

Parallel distributed processing model (PDP)

A

Memory processes take place at the same time over a large network of neural connections.

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10
Q

Atkinson-Shiffrin Model

A

Consists of three different, interacting memory systems known as sensory (SM), short-term (STM), and long-term memory (LTM)

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11
Q

Sensory Memory

A

Holds information from the senses for a period of time ranging from only a fraction of a second to about two seconds.
- Visual- lasts just long enough to keep whatever you are viewing from disappearing when you blink your eyes (1/4 to 1 sec)
- Auditory - memory lasts about 2-4 seconds

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12
Q

Short Term Memory

A

called working memory

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13
Q

Short Term Memory

A
  • Uses selective attention
  • Codes information according to sound
  • Holds 7 items for from 12-30 seconds or 4 items
  • Attending to a sensory stimulus moves it to STM
  • Displacement
  • Chunking
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14
Q

Short-Term Memory (STM)

A

Maintenance Rehearsal and Elaborative Rehearsal

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15
Q

Rehearsal

A

Repeating information to keep in STM

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16
Q

Maintenance Rehearsal

A

Repeating over and over until no longer needed
Can lead to storage of information in LTM (long-term memory)

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17
Q

Elaborative Rehearsal

A

Relating new information to something known

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18
Q

Long-Term Memory

A

Unlimited capacity that contains a person’s permanent or relatively permanent memories

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19
Q

Declarative and or Explicit Memory

A

Episodic and Semantic Memory

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20
Q

Episodic Memory

A

Events as they have been subjectively experienced

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21
Q

Semantic Memory

A

General knowledge or objective facts and information
- stores facts, information, and personal life events

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22
Q

Non-declarative or Implicit Memory

A

Stores motor skills, habits, and simple classically conditioned responses (unconscious)
Cerebellum

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23
Q

Organization of Long-Term Memory

A

Clustering
- relating items from categories
- helps remember it better

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24
Q

Semantic Network Model

A
  • Mental links form between concepts
  • common properties provide a basis for mental links
  • shorter paths between two concepts = stronger association in memory
  • not actual brain structure
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25
Q

Encoding Long-Term Memories

A

Elaborative Rehearsal:
- encodes into a form that can be retrieved later
- focuses on the meaning of information to help encode and transfer in to long term memory
- relates to informations to other information you already know

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26
Q

Forgetting

A

The inability to retrieve information

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27
Q

Retrieval

A

Process of accessing/retrieving stored information in LT memory

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28
Q

A Retrieval Cue

A

A clue, prompt, or hint that helps trigger recall of a memory

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29
Q

Retrival Problems

A

The difference between information that is stored in LTM versus information that you can access

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30
Q

Serial Position Effect

A

tendency to recall items at the beginning or end of a list, better then middle

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31
Q

What are the three kinds of memory tasks?

A

Recognition, Recall, Relearning

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32
Q

Recognition

A

Identifying material as familiar
- requires you to to recognize, not recall

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33
Q

Recall

A

Producing required information by searching memory

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34
Q

Relearning

A

Retention expressed as the percentage of time saved when material is relearned

35
Q

What are some types of retrieval cues?

A

Mood Congruent Memory, State Dependent Memory

36
Q

Mood Congruent Memory

A
  • tendency to recall experiences consistent with your current mood
  • emotions/moods are retrieval cues
37
Q

State Dependent Memory

A
  • what is learned in one state, state acts as cue
  • same physical surrondings
38
Q

Reconstruction

A

Event pieced together from a few highlights

39
Q

Schemas

A

Used to reconstruct memories

40
Q

Schemas (Top-Down Processing)

A

Framework of knowledge and assumptions.
- influences encoding and recollection
- may or may not be accurate
- shorter more consistent with your viewpoint
- unclear features adapt to expectations
- positive bias
- tend to remember better memories
- promotes current emotional well-being

41
Q

False Memory Syndrome

A

Creation of false memories through suggestion
- hypnosis
- can’t be created for just any kind of memory
- must be plausible or made plausible

42
Q

Repressed Memories

A

Controversy initially surrounded sex abuse victims and idea

43
Q

Imagination Inflation

A

Unfounded confidence in a false or distorted memory caused by vividly imagining the pseudo event

44
Q

Misinformation Effect

A

When erroneous information received after an event leads to distorted or false memories of the event

45
Q

Source Confusion

A

Forgetting or misremembering the true source of a memory

46
Q

Schema Distortion

A

False or distorted memories caused by the tendency to fill on missing memory details with information that is consistent with existing knowledge about a topic

47
Q

False Familiarity

A

Increased feelings of familiarity due to repeatedly imagining an event

48
Q

Blending Fact and Fiction

A

Using vivid, authentic details to add to the legitimacy and believability of a pseudo event

49
Q

Suggestion

A

Hypnosis, guided imagery, or other highly suggestive techniques that can inadvertently or intentionally create vivid false memories

50
Q

False Memories

A

Failure to distiguish real memories (external source) self-generated thoughts (internal source)

51
Q

Proactive

A

Interfering material learned before target material is

52
Q

Retroactive

A

Interfering material learned after target material is

53
Q

Decay Theory

A

Passage of time leads to forgetting
Doesn’t explain all instances of forgetting

54
Q

Tip-of-the-Tongue

A

Effortful retrieval of known information
Can retrieve some information but not all

55
Q

Prospective Memory

A

Remebering to do something in the future
- content : remebering what to do
- timing : remebering when to do it
- absentmindedness

56
Q

Amnesia

A

Anterograde amnesia and retrograde amnesia

57
Q

Anterograde Amnesia

A

Inability to store new information and events

58
Q

Retrograde Amnesia

A

Inability to retrieve past information and events

59
Q

Long-Term Potentiation (LTP)

A
  • increased efficiency of neural transmission at synapses lasts for hours or longer
  • doesn’t take place unless sending and receiving neurons are activated at the same time
  • receiving neuron must be depolarized when the stimulation occurs
  • the more often neurons fire together, stronger the memory
60
Q

Explicit Memory

A

Hippocampus, frontal lobes, amygdala

61
Q

Implicit Memory

A

Hippocampus, temporal lobes, cerebellum

62
Q

Hormones and Memory

A

The strongest and most lasting emotions are usually fueled by emotion
- Cahill and McGaugh two pathways for forming memories
- Ordinary memories of information.
- Memories fired by emotional arousal
- Adrenal glands release epinephrine into the bloodstream
- Fight or flight response imprints powerful and enduring memories about threatening situations
- Amygdala activates during emotional episodes and may explain the
intensity and durability of flashbulb memories
- High levels of the stress hormone cortisol interfere with memory
- Estrogen improves working memory, Hypothalamus, efficiency, and the development and maintenance of synapses in the brain
* Therefore, as well known, women have better memory for daily detail

63
Q

Study Tips - Encoding

A
  • give undivided attention
  • processes deeply
  • make associations
  • use imagery
  • use chunking (group together)
  • encode early and often
64
Q

Study Tips - Rehearse

A
  • redo notes
  • talk to others
  • test yourself
  • ask yourself questions
  • rest and eat well
65
Q

Improving Memory

A

Organization, Overlearning, Spaced Practice, Recitation

66
Q

Autobiographical Memories

A
  • learn from our experience
  • develop sense of identity
  • bond with others
67
Q

Memory and Aging

A
  • an indicator of brain functioning
  • activity inoculates against mental decline
  • both physical and mental activities are important
68
Q

Research has found it is much better to group items in categories in short-term memory. This is called:

A

chunking

69
Q

What was the cause of Steve Titus’s death?

A

Heart Attack

70
Q

The forgetting curve developed by Ebbinghaus demonstrates:

A

that much of what we forget is lost relatively soon after we originally learn the information

71
Q

In a research study, subjects viewed a crash involving two cars in an intersection. Four sets of subjects were asked different questions about the speed of the cars in the accident. Which group reported the highest speed? The ones asked how fast they were going when:

A

they smashed into the other

72
Q

The brain’s part _______ critical to new memory formation discovered in the case H.M is:

A

the hippocampus

73
Q

Wrongful convictions occur most frequently due to

A

eyewitness misidentification

74
Q

When we vividly recall the car accident which occurred on vacation last year, you are involving what long-term memory component?

A

episodic memory

75
Q

We forget memories due to lack of use and they gradually fade over time defines which theory?

A

decay

76
Q

Tess now keeps most of her texts in the assigned locker this year. When looking for her biology textbook, Tess first looks in her backpack where she used to keep all her books before the school began assigning lockers after the pandemic this year. This is probably due to:

A

proactive interference

77
Q

Forgetting due to encoding failure means

A

for some reason, it was never put in longterm at all

78
Q

Memory with lack of awareness is called

A

implicit

79
Q

Sarai readily read the three chapters covered in the test the night before the exam. The Ebbinghaus curve would predict which of the following?

A

she would rapidly forget most of what she read

80
Q

A memory model describing how long-term memories is organized

A

semantic network

81
Q

Conrad recalls specific, vivid details, of the day he graduated from high school. This is an example of:

A

flashbulb memory

82
Q

When learning the guitar music of a popular song, Zana has learned the first and last portions pretty well but is still struggling with the middle third. This exemplifies the following:

A

serial position effect

83
Q

The context effect on memory is the influence of

A

outside environment cues

Dual Credit Psycology (4 decks)

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