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PSYCH 2010 > Chapter 7 // Human Memory > Flashcards

Chapter 7 // Human Memory Flashcards

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1
Q

Watching something and paying attention to it /Identifying t he details to begin preparing for memorization.

A

Four Memory Steps: Perception

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2
Q

Getting the memory ready for storage / Usually a verbal code.

A

Four Memory Steps: Encoding

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3
Q

Getting the memory into the brain / Groups of neurons that fire together.

A

Four Memory Steps: Storage

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4
Q

Getting the memory back when you need to use it. Can be frustrating during a test when you know the item but cant retrieve it from your brain

A

Four Memory Steps: Retrieval

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5
Q

Uses structural encoding (weakest form, remembering physical characteristics such as size/shape).

A

Shallow Processing

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6
Q

Uses phonemic encoding (middle form, remembering sounds of words such as rhymes).

A

Intermediate Processing

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7
Q

Uses semantic encoding (strongest form, remembering the word by its meaning).

A

Deep Processing

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8
Q

Know how encoding may be enriched.

A

1) Elaboration
2) Visual Imagery
3) Self Referent Encoding

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9
Q

Linking a stimulus to other information at the time of encoding. Phobias are caused by classical conditioning + your fear of spiders.

A

Elaboration

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10
Q

Forming a visual image in your head to remember a word. Picturing someone juggling to remember the word juggle.

A

Visual Imagery

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11
Q

Deciding how or whether information is personally relevant. The word love is important if you are in love.

A

Self- Retreating Encoding

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12
Q

o Takes in info that is passed from the sensory memory
o Very limited, can only take in about 5-9 unrelated items
o Can stay for 20 seconds if unused
o Relating information can be grouped together to fill only one STM slot
o Rehearsal can increase time in the STM or pass on to the LTM

A

Atkinson and Shiffrin Model: Short Term Memory

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13
Q

o Almost unlimited capacity

o Duration is almost unlimited

A

Atkinson and Shiffrin Model: Long Term Memory

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14
Q

o Takes in hundreds/thousands of pieces of memory every day
o Goes in as the way that they were formed
o Held for less than 1 second and then tossed back out
o Paying attention moves the memory forward

A

Atkinson and Shiffrin Model: Sensory Memory

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15
Q

Clear memories are kept from an important event that does not die away.

A

Flashbulb Memory

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16
Q

Featured Studies Relating to Flashbulb memory.

A

Methods: Students at Duke were split into three randomly assigned groups, each were tested on Sept 12 about 9/11 but group 1 was retested one week after 9/11; group 2 was retested six weeks after 9/11; group 3 was retested 32 weeks after 9/11
Procedure: asked to describe their memory about 9/11 and when retested the two tests were compared
Results: there was no appreciable difference in consistency between participants’ flashbulb memories of 9/11 and their everyday memories over time but consistency declined over time at about the same rate for both types of memories
Discussion: the authors concluded that flashbulb memories fade gradually over time, even though people subjectively feel that these memories are especially vivid and accurate.

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17
Q

The tendency to remember similar or related items in groups (even if the items were not presented that way)—conceptual hierarchy is a multilevel classification system based on common properties among items (example: minerals, metals/stones, etc.)

A

Clustering and Conceptual Hierarchies

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18
Q

An organized cluster of knowledge about a particular object or event abstracted from previous experience with the object or event. Example: college students have schemas for what professors’ offices are like—people would put desk, chairs, books, filling cabinet when in the picture there was only one chair, a wine bottle, etc.

A

Schemas

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19
Q

Consists of nodes representing concepts, joined together by pathways that link related concepts.

A

Semantic Networks

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20
Q

Assume that cognitive processes depend on patterns of activation in highly interconnected computational networks that resemble neural networks. Consists of a large network of interconnected computing units, or nodes, that operate much like neurons.

A

Connectionist Network and Parallel Processing Models

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21
Q

The Importance of Cues

A

Memories can be jogged with information (first letter of the word)

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22
Q

The Importance of Context

A

Putting yourself back in the situation to try to remember what happened or what you need.

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23
Q

When one recalls an event that they witnessed but enter misleading post-event information.

A

The Misinformation Effect

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24
Q

Making attributions about the origins of memories. Remembering that you read an article in the New York Times rather than Rolling Stone.

A

Source Monitoring

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25
Q

The process of deciding whether memories are based on external or internal sources. If something happened or you only think it happened.

A

Reality Monitoring

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26
Q

Having to retrieve the memory on your own (used in tests during fill in the blank/essays where there is no additional help)

A

Recall

27
Q

Present the information in any order that you wish.

A

Free Recall

28
Q

Having to recall the information in a correct order (history).

A

Serial Recall

29
Q

Choices are in front of us (multiple choice test)

A

Recognition

30
Q

Know Herman Ebbinghaus and his forgetting curve.

A
  • Ebbinghaus learned lists of paired syllables and then would try to recall #2 while only seeing #1
  • Human forgetting is curved over time
  • Very rapid in the beginning and then slowly declines
  • Sleep shows the same pattern, but the forgetting is less severe
  • Ebbinghaus’ information is exaggerated because the syllables have nothing to be compared to.
31
Q

If the information is not encoded properly it is more likely to be forgotten (if a student simply skims over the textbook while paying more attention to the TV).

A

Human Forgetting: Ineffective Encoding

32
Q

Something happens to the memory trace (like an old color photo it fades and blurs)

A

Human Forgetting: Decay Theory

33
Q

Forgetting things because we confuse one memory with another.

A

Human Forgetting: Interference Theory

34
Q

When the previously learned information interferes with the retention of new information.

A

Proactive Interference

35
Q

When new information impairs the retention of previously learned information/ Learning the test material and then learning something new.

A

Retroactive Interference

36
Q

Not being able to recall a memory at a certain time.

A

Human Forgetting: Retrieval Failure

37
Q

The value of a retrieval cue depends on how well it corresponds to a memory code.

A

Encoding Specificity Principle

38
Q

When the initial processing of information is similar to the type of processing required by the subsequent measure of retention. Semantic processing is better than phonemic for certain words.

A

Transfer Appropriate Processing

39
Q

Forgetting things that we don’t want to think about.

A

Human Forgetting: Motivated Forgetting

40
Q

Keeping distressing thoughts and feelings buried in the unconscious. Actually proven that it is harder to remember these things.

A

Repression (Recovered Memories)

41
Q

Pro of Recovered Memories

A

Many people who have been raped will deny that it happened years later.

42
Q

Con of Recovered Memories

A

People are told that their problems are the result of other things.

43
Q

Know the role of Neural Circuitry in Memory.

A

Alterations in synaptic transmission.

44
Q

“Memories may create unique, reusable pathways in the brain along which signals flow.”

A

Richard Thompson

45
Q

Synapses become closer together and strong.

A

Eric Kandel

46
Q

Affect memory store by modulating activity in the amygdala.

A

Adrenal Hormones

47
Q

A long-lasting increase in neural excitability at synapses along a specific neural pathway.

A

Long-Term Potentiation (LTP):

48
Q

A long-lasting decrease in neural excitability at synapses along a specific neural pathway.

A

Long-Term Depression (LTD)-

49
Q

Involves the loss of memories for events that occurred prior to the onset of amnesia.

A

Retrograde Amnesia

50
Q

The loss of memories for events that occur after the onset of amnesia.

A

Anterograde Amnesia

51
Q

Accounts for much long-term memory through consolidation.

A

Hippocampus

52
Q

A hypothetical process involving the gradual conversion of information into durable memory codes stored in long-term memory.

A

Consolidation

53
Q

Seems to be critical for formation of learned fears.

A

Amygdala

54
Q

Stores memories.

A

Cerebral Cortex

55
Q

Important in working memory.

A

Prefrontal Cortex

56
Q

Involves the loss of memories for events that occurred prior to the onset of amnesia.

A

Retrograde Amnesia

57
Q

The loss of memories for events that occur after the onset of amnesia.

A

Anterograde Amnesia

58
Q

Handles factual information.

A

Declarative Memory

59
Q

Memory of how to do things.

A

Procedural Memory

60
Q

Chronological recollections of personal experiences.

A

Episodic Memory

61
Q

General knowledge that is not tied to the time when the information was learned.

A

Semantic Memory

62
Q

Remembering to perform actions in the future.

A

Prospective Memory

63
Q

Remembering events from the past or previously learned information.

A

Retrospective Memory

64
Q

Know the Personal Application “Improving Everyday Memory.”.

A
  • Mnemonic devices: strategies for enhancing memory
  • Overlearning: refers to continued rehearsal of material after you first appear to have mastered it.
  • Serial-position effect: occurs when subjects show better recall for items at the beginning and end of a list than for items in the middle
  • Link method: involves forming a mental image of items to be remembered in a way that links them together
  • Method of loci: involves taking an imaginary walk along a familiar path where images of items to be remembered are associated with certain locations

PSYCH 2010 (4 decks)

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