Chapter 7 - Encoding, Retrieval, and Consolidation Flashcards
Maintenance Rehearsal
rehearsing information without making meaningful connections; not an effective way of encoding information and unlikely to be retrieved later.
Elaborative Rehearsal
rehearsing information while making meaningful connections; very effective.
Levels of Processing Theory
Fergus Craik and Robert Lockhart (1972)
memory depends on the depth of processing that an item receives
Shallow processing
little attention to meaning, as when a phone number is repeated over and over or attention is focused on a word’s physical features such as whether it is printed in lower- case or capital letters
Deep processing
involves close attention and elaborative rehearsal that focuses on an item’s meaning and its relationship
to something else
Paired-associate learning
a list of word pairs is presented; those who visualized the pairs were more likely to remember it than those who just repeated the words.
Self-reference effect
linking words to yourself; memory is better if you are asked to relate a word to yourself
Generation effect
information is better remembered from one’s own mind than read; generating new ideas.
Retrieval Cue
a word or other stimulus that helps a person remember information stored in memory
3 Factors that Aid Encoding
connections; creation; organization
Retrieval practice effect
practicing retrieval of information is more effective than studying
Effective Studying
Elaborate; Generate and Test; Organize; Take Breaks; Avoid “Illusions of Learning”; Be An “Active” Note-Taker
Spacing effect
advantage for short study sessions; research shows that memory performance is enhanced if sleep follows learning
Encoding specificity
we encode information along with its context; ex. studying in a quiet room and retrieving answers in quiet rooms work well together.
State-dependent learning
learning that is associated with a particular internal state, such as mood
or state of awareness
Transfer-appropriate processing
better performance when the type of processing matches in encoding and retrieval; ex. want to do rhyming-based encoding for a rhyming test not meaning-based encoding.
Donald Hebb Theory
learning and memory are represented in the brain by physiological changes that take place at the synapse; structural changes in the synapse when a stimulus reappears.
Long-term potentiation (LTP)
enhanced firing of neurons after repeated stimulation.
Standard model of consolidation
memory unfolds according to the sequence in the hippocampus; Connections between the cortex and the hippocampus are initially strong and connections between cortical areas are weak, as time passes, connections between the hippocampus and cortex weaken and connections between cortical areas become stronger, eventually, only intercortical connections remain
retrograde amnesia
loss of memory for events that occurred before the injury
graded amnesia
amnesia tends to
be most severe for events that happened just before the
injury and to become less severe for earlier events
multiple trace model of consolidation
hippocampus remains in active communication with the cortical areas
Reconsolidation
when a memory is retrieved (remembered), it becomes fragile, like it was when it was originally formed, and that when it is in this fragile state, it needs to be consolidated again
Temporal context model (TCM)
expectations that people have based on past experiences; the context within which learning and retrieval occur and assumes that old contexts can become associated with new memories.
Anterograde Amnesia
The disruption of memory for events occurring after brain
injury; that is, acquiring new long-term memories
REDD
Rehearsal - Maintenance vs. Elabroative
Effects - Generation + Self-reference
Depth Processing - Shallow vs. Deep
Dependents - Context (Environmental) vs. Internal State
