Chapter 7 Key Terms, Summary & Review Questions Flashcards
chunking
grouping items into meaningful sequences or clusters
consolidation
converting a short-term memory into a long-term memory
cued recall
method to test memory by providing significant hints about the material
declarative memory
memory we can readily state in words
episodic memory
memory for specific events in your life
executive functioning
cognitive process that governs shifts of attention
explicit memory (or direct memory)
a memory that someone can state, recognizing it as a memory
free recall
describing what you remember, as you do on essay tests
implicit memory (or indirect memory)
an influence of some experience on what you say or do even though you might not be aware of the influence
information-processing model
concept that information enters a system that in turn processes, codes, and stores it
long-term memory
relatively permanent store
memory
retention of Information
priming
exposing someone to an experience that facilitates thinking of or recognizing something else
procedural memory
knowledge of how to do something
recognition
method of testing memory by asking someone to choose the correct item among options
savings method (or relearning method)
method of testing memory by comparing the speed of original learning to the speed of relearning
semantic memory
knowledge of principles and fact
short-term memory
temporary storage of recent events
source amnesia
forgetting where or how you learned something
working memor
system for working with current information
Emotional arousal enhances memory storage by increasing the release of which hormones?
A-Insulin and glucagon
B-Testosterone and estradiol
C-Cortisol and epinephrine
D-Thyroid hormone and parathyroid hormone
C-Cortisol and epinephrine
Other things being equal, you remember a list of words best if you think about them in what way?
A-How the items might relate to important events in history
B-How hard it would be to manufacture each item
C-Which store you would have to visit to purchase each item
D-How well the items could aid you in a survival situation
D-How well the items could aid you in a survival situation
According to the depth-of-processing principle, what should you do to improve your chances of remembering something later?
A-Repeat the information to be remembered as many times as possible.
B-Strengthen synapses near the center of your brain.
C-Associate the information with your own interests and experiences.
D-First memorize a list of places and then associate each item on a list with one of those places.
C-Associate the information with your own interests and experiences.
According to the encoding specificity principle, how should you study if you want to remember something for a lifetime?
A-Do all your studying in the same location, such as one place in the library.
B-Study something over and over, all at one time, until you master it.
C-Study something in a variety of times and place.
C-Study something in a variety of times and place.
If you want to do well on the final exam in this course, what should you do now?
A-Continue reviewing this chapter over and over again.
B-After you finish this chapter, review some of the earlier chapters in the book.
B-After you finish this chapter, review some of the earlier chapters in the book.
Old people remember events from young adulthood better than those from middle adulthood. One explanation is that memories continue to consolidate, year after year. What is another explanation?
A-Old people don’t want to remember their middle adult years.
B-Memories from middle adulthood are stored in a different part of the brain.
C-Memories of young adulthood formed more strongly at the time.
C-Memories of young adulthood formed more strongly at the time.
If you studied a list such as “candy, sour, sugar, dessert, salty, taste,…” thoroughly instead of hearing it just once, would you be more likely or less likely to include “sweet,” which isn’t on the list?
A-More likely
B-Less likely
C-About equally likely
B-Less likely
As discussed in Chapter 5, children who fail to display “theory of mind” seem to assume that if they know something, everyone else would know it too. Which of the following phenomena is similar to that assumption?
A-Encoding specificity principle
B-Hypermnesia
C-Hindsight bias
D-Depth-of-processing principle
C-Hindsight bias
Interference.
When someone learns several similar sets of material, the earlier ones interfere with retrieval of later ones by proactive interference. The later ones interfere with earlier ones by retroactive interference. Interference is a major cause of forgetting.
The “recovered memory” versus “false memory” debate.
Some therapists have used hypnosis or suggestions to try to help people remember painful experiences. Many researchers doubt the accuracy of those recovered memories. Suggestions can induce people to distort memories or report events that did not happen.
Amnesia after damage to the hippocampus.
H. M. and other patients with damage to the hippocampus have great difficulty storing new long-term declarative memories, especially episodic memories, although they form normal short-term, procedural, and implicit memories.
Role of the hippocampus.
The hippocampus serves many functions in memory. One is to bind together all the details and context of an event. In the absence of a healthy hippocampus or after the information in the hippocampus weakens, one is left with only the “gist” of the event.
Damage to the prefrontal cortex.
Patients with damage to the prefrontal cortex give confident wrong answers, known as confabulations. Most confabulations were correct information earlier in the person’s life.
Alzheimer’s disease.
People with Alzheimer’s disease, a condition that occurs mostly after age 60 to 65, have a variety of memory problems, although procedural memory is more intact than explicit, declarative memory. Their problems stem largely from impairments of arousal and attention.
Infant amnesia.
Most people remember little from early childhood, even though preschoolers have clear recollections of experiences that happened months or even years ago. The apparent explanation is that infants rapidly form new neurons in the hippocampus, facilitating rapid learning. However, the turnover of neurons means that many old ones are replaced, leading to forgetting.
