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PSYC 104 - Introductory Psychology I > Chapter 7 > Flashcards

Chapter 7 Flashcards

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1
Q

Memory

A

-the retention of information over time

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2
Q

Memory Illusion

A

-false but subjectively compelling memory

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3
Q

The Paradox of Memory

A

-our memory is amazing in some cases but terrible in others

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4
Q

When recalling an event, we actively ______ an event rather than passively _________ it.

A

reconstruct; reproduce

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5
Q

Hyperthymestic Syndrome

A

-aka highly superior autobiographical memory
-when people can recall every detail of every day in perfect clarity

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6
Q

Sensory Memory

A

-brief storage of perceptual information before it is passed to short-term memory

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7
Q

Iconic Memory

A

-visual sensory memory

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8
Q

Echoic Memory

A

-auditory sensory memory

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9
Q

Span

A

-how much information each system can hold

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10
Q

Duration

A

-how long the system can hold the information

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11
Q

Why is sensory memory important?

A

-acts as a buffer area
-buys our brains time to process incoming sensations
-fill in blanks

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12
Q

Who studied sensory memory extensively in 1960?

A

George Sperling

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13
Q

Method of Partial Report

A

-used by Sperling
-showed 12 letters
-presented a high, medium, or low tone to signal which of the 3 rows of letters to report

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14
Q

What did Sperling find?

A

-iconic sensory memory lasts about a second

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15
Q

Eidetic (Photographic) Memory

A

-hold a visual image in their mind with such clarity they can describe it perfectly
-very rare

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16
Q

What might explain Eidetic memory?

A

-unusually long sensory memory duration

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17
Q

How long do echoic memories last?

A

5-10 seconds

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18
Q

Short-Term (working) Memory

A

memory system that retains information for limited durations

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19
Q

Why is it call a working memory?

A

-it is information we are currently thinking about/ actively working with

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20
Q

What is the estimated duration of short-term memory?

A

no greater than 20 seconds (without control processes)

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21
Q

Control Processes

A

-things we can do to keep refreshing into in STM do it doesn’t disappear
-ie. repeating words over and over

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22
Q

The Peterson’s STM Experiment

A

-give a list of items to remember
-give a distractor task
-ask them to recall the list

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23
Q

Decay

A

fading of information from memory over time

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24
Q

Interference

A

loss of information from memory because of competition from added information

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25
Q

Proactive Interference

A

interference with acquisition of new information due to previous learning of information

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26
Q

Retroactive Interference

A

interference with retention of old information due to acquisition of new information

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27
Q

Magic Number

A

-the span of STM according to George Miller
-7 +/- 2 items
-due to learning

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28
Q

Digit Span Test

A

-test of the magic number
-most adults can remember 5-9 items

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29
Q

Chunking is a way to _________ STM ________.

A

increase; capacity

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30
Q

Chunking

A

group items into larger bits to extend span of STM

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31
Q

Rehearsal

A

-repeating information to extend the duration of STM retention
-promotes likelihood to transfer to LTM

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32
Q

Maintenance Rehearsal

A

repeating stimuli in their original form to retain STM

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33
Q

Elaborative Rehearsal

A

linking stimuli to each other in a meaningful way to retain STM

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34
Q

_________ rehearsal usually works better than __________ rehearsal.

A

Elaborative; maintenance

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35
Q

Levels of Processing

A

depth of transforming information, which influences how well we remember it

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36
Q

LOP says the more __________ we engage, the more we will remember.

A

meaningfully

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37
Q

Shallow LOP

A

-worst level
-ie. visual processing is the most shallow

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38
Q

Deep LOC

A

-best level
-ie. semantic (meaning related) is the deepest

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39
Q

Long-Term Memory

A

-relatively enduring
-can last from minutes to years
-stored regarding facts, experiences, skills

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40
Q

LTM/STM (choose) has a much larger capacity.

A

LTM

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41
Q

LTM/STM (choose) has a much longer duration.

A

LTM

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42
Q

What are errors in LTM usually due to?

A

-mistakes related to semantic/meaning
-ie. poodle vs. terrier

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43
Q

What are errors in STM usually due to?

A

-acoustic; mixing up info based on a similar sounding item
-ie. poodle vs. noodle

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44
Q

Permastore

A

-type of LTM that appears to be permanent

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45
Q

Serial Position Effect (Curve)

A

-U-shaped relationship between a word’s position in a list and its probability of recall

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46
Q

Primacy Effect

A

tendency to remember words at the BEGINNING of a list especially well

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47
Q

Recency Effect

A

tendency to remember words at the end of a list especially well

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48
Q

von Restorff Effect

A

tendency to remember stimuli that stick out over other stimuli

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49
Q

Explicit Memory

A

-subdivision of LTM
-recalled intentionally, with conscious awareness
-ie. semantic and episodic

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50
Q

Implicit Memory

A

-subdivision of LTM
-not deliberately remembered or consciously reflected on
-ie. procedural, priming, conditioning, habituation

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51
Q

Semantic Memory

A

our knowledge of the facts about the world

52
Q

Episodic Memory

A

recollection of events in our lives

53
Q

Procedural Memory

A

memory for how to do things (motor skills and habits)

54
Q

Priming

A

our ability to identify a stimulus more easily or more quickly after we’ve encountered a similar stimulus

55
Q

Encoding

A

process of getting information into our memory banks

56
Q

Storage

A

the process by which information is maintained over time

57
Q

Retrieval

A

the recall or reconstruction of information from LTM for use

58
Q

Encoding

A

-process of getting information into our memory banks

59
Q

Encoding is linked with ________

A

attention

60
Q

___________ hinders encoding

A

distraction

61
Q

Next-in-line Effect

A

-explained by encoding
-preoccupied about what you were thinking that you didn’t pay attention to what the other person was saying

62
Q

Mnemonic

A

-a learning aid, strategy, or device that enhances recall

63
Q

How do mnemonics operate?

A

by enhancing encoding

64
Q

First-letter Technique

A

-a mnemonic technique
-create an acronym using the first letter of each to-be-remembered item in a list
-ie. Roy G. Biv

65
Q

*Visual Based Mnemonics

A

-bizarre and interactive imagery

66
Q

Pegword Method

A

-used to remember lists
-memorizing the list of items that rhyme and then associating newly remembered items

67
Q

Method of Loci

A

-memory strategy which relies on using visual mental imagery of places
-putting to-be-remembered items in visualized space

68
Q

Storage

A

process of keeping information in memory

69
Q

Schema

A

organized knowledge structure or mental model that we’ve stored in memory

70
Q

What does a schema assist with?

A

interpreting new situations and reducing the amount of info we need to store

71
Q

Script

A

-a special type of schema where the order of events is set
-ie. in a restaurant

72
Q

Oversimplification

A

-a memory error as a result of a schema
-produce memory illusions

73
Q

Retrieval

A

reactivation or reconstruction of experiences from our memory stores (from LTM to conscious awareness)

74
Q

Many memory errors are a failure in _____, not ______.

A

retrieval; encoding

75
Q

Retrieval Cues

A

hints that make it easier for us to recall information

76
Q

3 Ways to Measure Retrieval

A
  1. recall testing
  2. recognition testing
  3. relearning
77
Q

Recall

A

generating previously remembered information ie. Short Answer Questions

78
Q

Two Steps in Recall

A

-generating an answer
-determining whether it seems correct

79
Q

Recognition

A

selecting previously remembered information from an array of options ie. multiple choice questions

80
Q

Relearning

A

-reacquiring knowledge that we’d previously learned but largely forgotten over time

81
Q

Relearning: Ebbinghaus

A

-concluded the second time you learn something it is always faster
-called it “savings”

82
Q

Ebbinghaus: Law of Disturbed vs. Massed Practice

A

-Disturbed: studying information in small increments over time
-Masses: studying in large increments over shorter amount of time

83
Q

Is disturbed or massed more effective?

A

disturbed leads to more effective retrieval

84
Q

Tip-of-the-tongue (TOT) Phenomenon

A

experiencing of knowing that we know something but not being able to access it

85
Q

What does TOT express?

A

an error with retrieval rather than encoding

86
Q

Encoding Specificity

A

phenomenon of remembering something better when the conditions under which we retrieve (test) info is the same as which we encoded it (studying)

87
Q

Context-Dependent Learning

A

-superior retrieval of memories when the external context of the original memories matches the retrieval context
-ie. divers studying on land vs. underwater

88
Q

State-Dependent Learning

A

-superior retrieval of memories when the organism is in the same physiological or psychological state as during encoding
-internal
-ie. studying when sad vs. happy and taking test sad vs. happy

89
Q

Engram

A

physical trace of each memory in the brain

90
Q

Assemblies

A

-organized groups of neurons in the brain
-a suggestion where engrams are located

91
Q

Long-term Potentiation (LTP)

A

the gradual strengthening of the connections among neurons from repetitive stimulation

92
Q

What change does LTP have?

A

-more neurotransmitters in presynaptic vesicles
-more receptor sites for these NTs in postsynaptic neurons

93
Q

How does neuron activation change?

A

-less stimulation needed for more action potentials

94
Q

Where is LTP prominent?

A

-hippocampal neurons
-amygdala
-neocortex

95
Q

What does LTP show?

A

engrams do not exist and memories are instead diffusely stored

96
Q

Hippocampus

A

-plays a crucial role in memory
-doesn’t store memories itself
-activated to strengthen neural connections
-needed for encoding

97
Q

What is the biggest storage in the brain?

A

prefrontal cortex

98
Q

Generalized Amnesia

A

-losing all memory of their past life
-very rare

99
Q

Amnesia Recovery

A

occurs slowly, if at all

100
Q

Retrograde Amnesia

A

loss of information that happened in the past

101
Q

Anterograde Amnesia

A

-an inability to form new long-term memories
-most common type

102
Q

Where do emotional memories originiate?

A

amygdala and hippocampus

103
Q

Amygdala & Emotional Memory

A

helps recall emotions associated with fear

104
Q

Hippocampus & Emotional Memory

A

helps us recall the event itself

105
Q

Patient SM

A

-amygdala damage
-remembered facts about the fear-producing experience but not the fear

106
Q

Patient WS

A

-hippocampal damage
-remembered the fear but not the facts about the experience

107
Q

When does memory deterioration usually begin?

A

after age 65, but not always

108
Q

What is the most frequent cause of dementia?

A

Alzheimer’s Disease

109
Q

Alzheimer’s Disease

A

-results in memory and language loss
-consistent with cortical tissue loss
-no cure

110
Q

Dementia

A

severe memory loss

111
Q

Memory span increases until age…

A

12

112
Q

Meta-memory

A

knowledge about our own memory abilities and limitations

113
Q

Infantile Amnesia

A

inability of adults to remember personal experiences that took place at an early age

114
Q

Why do infants lack a sense of self?

A

partially developed hippocampus

115
Q

Flashbulb Memory

A

emotional memory that is extraordinarily vivid and detailed

116
Q

Source Monitoring Confusion

A

lack of clarity about the origin of a memory

117
Q

Wishful Thinking Bias

A

leads people to make source monitoring errors

118
Q

Cryptomnesia

A

failure to recognize that our ideas originated with someone else

119
Q

Suggestive Memory Technique

A

procedure that encourages patients to recall memories that may or may not have taken place

120
Q

Misinformation Effect

A

creation of fictitious memories by providing misleading information about an event after it takes place

121
Q

Misleading Post-event Information (MPI)

A

the misleading information that forced you to make a false recollection

122
Q

Can we implement false memories?

A

usually if the information is plausible and contains some truth

123
Q

Eyewitness Testimony

A

-far from accurate especially when the other person is a different race, they talk to other witnesses, catch only a brief glimpse, are stressed, weapon involved

124
Q

Weapon Focus

A

when a crime involves a weapon, people focus on the weapon rather than the perpetrators appearance

125
Q

Cognitive Interviewing

A

a procedure to interview witnesses that is based on what is known about memory retrieval and errors

126
Q

Elements of Cognitive Interviewing

A

-no interrupting witnesses
-multidimensional
-benign questions that may be a retrieval cue
-gather statements quickly
-rely on reports right after event
-use other forms of evidence too

PSYC 104 - Introductory Psychology I (12 decks)

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