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Psychology > Chapter 7: Memory > Flashcards

Chapter 7: Memory Flashcards

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1
Q

memories are reconstructive or reproductive?

A

reconstructive
-we actively reconstruct our memories using the cues/info available to us when we try to recall an event
-we don’t passively reporduce our memories

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2
Q

memory

A

the retention of information over time

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3
Q

memory paradox

A

the same memory mechanisms that serve us well in most circumstances can sometimes cause harm in others

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4
Q

memory illusion

A

a false but subjectively compelling memory

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5
Q

hyperthymestic syndrome

A

condition in which an individual processes a superior autobiographical memory
-also called highly superior autobiographical memory

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6
Q

what do individuals with autism lack?

A

specialized memory abilities
-but there are impressive exceptions; they possess remarkable memory capacities

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7
Q

what are the 3 types of memory

A

-sensory memory
-short-term memory
-long-term memory

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8
Q

how do the 3 types of memory differ?

A

-span (how much info they can hold)
-duration (how long a period of time that type of memory can hold info)

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9
Q

sensory memory

A

-fleeting
-brief storage of perceptual info before it is passed to STM

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10
Q

2 functions of sensory memory

A

-collects + briefly holds for possible further processing
-percieves the world as a continuous stream of events, rather than visual auditory snapshots

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11
Q

iconic memory

A

visual sensory memory

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12
Q

iconic store

A

-visual
-explains eidtic/photographic memory

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13
Q

how long does iconic store take?

A

1 second

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14
Q

is photographic memory part of sensory memory?

A

no- it is already past sensory memory but is supported by it

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15
Q

echoic memory

A

auditory sensory memory

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16
Q

echoic store

A

auditory

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17
Q

how long does echoic store take?

A

5-10 seconds

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18
Q

short-term memory

A

retains information for limited durations

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19
Q

what is short-term memory closely related to?

A

working memory

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20
Q

working memory

A

our ability to hold onto info we’re currently thinking about, attending to, or actively processing

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21
Q

how long does short-term memory hold?

A

no longer than 20 seconds

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22
Q

magic number

A

the digit span of most adults’ STM is between 5 and 9 digits, with an average of 7 digits

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23
Q

how to increase the duration of short-term memory

A

-maintenance rehearsal
-elaborative rehearsal

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24
Q

maintenance rehearsal

A

repeating the stimuli in their original form

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25
Q

elaborative rehearsal

A

elaborate on the stimuli we need to remember by linking them in some meaningful way

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26
Q

is maintenance or elaborative rehearsal preferred?

A

elaborative

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27
Q

how to increase the memory span of the short-term memory?

A

chunking

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28
Q

chunking

A

-organization of information into meaningful groups
-allows us to extend the span of the STM

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29
Q

decay

A

fading of information from STM

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30
Q

interference

A

-our memories get in the way of each other
-loss of information from memory because of competition from additional incoming information

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31
Q

proactive interference

A

-interference with acquisition of new information due to previous learning of information
-the old is interfering with the new

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32
Q

retroactive interference

A

-interference with retention of old info due to the acquisition of new info
-the new interfering with the old

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33
Q

proactive or retroactive interference?

an experienced tennis player starts to play racquetball but finds his tennis swings getting in the way of his learning how to swing a racquetball racquet

A

proactive

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34
Q

proactive or retroactive interference?

I moved from NC to FL a few years ago. Now I can only remember my FL home address + completely forgot about my NC home address.

A

retroactive

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35
Q

3 ways memories may be encoded

A

-visual encoding (through imagery)
-acoustic encoding (through sound)
-semantic encoding (through meaning)

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36
Q

STM or LTM?: visual encoding

A

STM

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37
Q

STM or LTM?: acoustic encoding

A

STM

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38
Q

STM or LTM?: semantic encoding

A

LTM

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39
Q

long-term memory

A

-a relatively enduring retention of memory through semantic encoding
-includes facts, experiences, + skills acquired over time
-has a huge capacity + retains info from minutes to years

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40
Q

semantic memory

A

our knowledge of facts about the world

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41
Q

episodic memory

A

recollection of events in our lives

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42
Q

permastore

A

type of long-term memory that appears to be permanent

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43
Q

how do LTM + STM differ

A

in memory capacity, duration, + mistake types

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44
Q

how many stimuli can STM hold at a time

A

7-9

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45
Q

when does STM vanish

A

after only 20 seconds or less

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46
Q

describe STM errors

A

acoustic
-misremembering hearing “noodle” vs “poodle”

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47
Q

describes LTM errors

A

semantic
-misremebering “poodle” as “terrier”

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48
Q

explicit memory

A

conscious

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49
Q

implicit memory

A

not conscious

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50
Q

branches of explicit memory

A

-episodic memory
-semantic memory

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51
Q

branches of implicit memory

A

-procedural memory
-priming

52
Q

episodic memory

A

personal experiences

53
Q

semantic memory

A

facts about the world

54
Q

procedural memory

A

how to do things

55
Q

priming

A

ability to identify a stimulus more easily after previous exposure

56
Q

encoding

A

the process of getting info into our memory bank
-attention + mnemonics

57
Q

next-in-line effect

A

poor memory for what the person immediately before you said

58
Q

storage

A

the process of keeping information in memory

59
Q

schema

A

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

60
Q

retrieval

A

finding it when you need it

61
Q

levels of processing of encoding

A

the more deeply we process info, the better we tend to remember it

62
Q

level of visual processing/encoding

A

most shallow

63
Q

level of phonological processing/encoding

A

somewhat less shallow

64
Q

level of semantic processing/encoding

A

deepest

65
Q

forms of encoding

A

-mnemonic
-pegword
-method of loci
-keyword
-music

66
Q

mnemonic

A

a learning aid, strategy, or device that enhances recall

67
Q

pegword

A

using rhyme ot recall ordered lists of words

68
Q

method of loci

A

-relying on images
-locations to aid memorization

69
Q

keyword

A

mostly used when using relevant words in a native language to remember the vocabulary in another language

70
Q

music

A

putting material to be learned to a familiar melody

71
Q

3 ways of measuring memory

A

-recognition
-recall
-relearning

72
Q

recognition

A

selecting previously remembered info from an array of options

73
Q

recall

A

generating previously remembered information

74
Q

relearning

A

having studied something, no need to take as much time to refresh our memories of it

75
Q

primacy effect

A

recall information presented at the beginning better

76
Q

recency effect

A

recall information presented at the end better

77
Q

serial position curve

A

graph depicting both primacy + recency effects on people’s ability to recall items on a list

78
Q

Ebbinghaus’ forgetting curve

A

-the law of distributed vs massed practice
-we tend to remember things better in the long run when we spread our learning over long intervals than when we pack it into short intervals

79
Q

distributed vs massed practice

A

studying info in small increments over time (distributed) vs in large increments over a brief amount of time (massed)

80
Q

retrieval cues

A

any type of hint/association that helps you retrieve something from the LTM

81
Q

TOT phenomenon (tip of the tongue)

A

experience of knowing that we know something but being unable to access it

82
Q

encoding specificity

A

we are more likely to remember something when the conditions present at the same time we encoded it are also present at retrieval

83
Q

context-dependent learning

A

superior retrieval when the external context of the original memories

84
Q

state-dependent learning

A

superial retrieval of memories when the organism is the same physiological or psychological state as it was during encoding

85
Q

context or state-dependent learning?

I remember vocabular better when I am tested in the language lab of Dr. King where I learned the vocab initially

A

context-dependent learning

86
Q

context or state-dependent learning?

I remember the book details better when I am having a cup of coffee because I was having a cup of coffee when I was reading the book initially

A

state-dependent learning

87
Q

where are memories of different features of experiences stored?

A

in different brain regions

88
Q

long-term potentiation (LTP)

A

a gradual strengthening of the connections among neurons by repetitive stimulation over time
-neurons that fire together wire together

89
Q

what does long-term potentiation enhance?

A

-enhances the release of glutamate into the synaptic cleft
-activates postynaptic receptors for NMDA + AMPA, resulting in enhanced learning

90
Q

where is the hippocampus located

A

embedded in the temporal lobe

91
Q

hippocampus

A

plays a critical role in forming lasting memories, especially sptial memory + explicit memory of event facts

92
Q

explicit memory

A

memories we recall intentionally + of which we have conscious awareness

93
Q

implicit memory

A

memories we don’t deliberately remember/reflect on consciously

94
Q

procedural memory

A

subtype of implicit memory; memory for how to do things, including motor skills + habits

95
Q

priming

A

subtype of implicit memory; our ability to identify a stimulus easier/quicker after we’ve encountered similar stimuli

96
Q

prefrontal cortex

A

one of the major “banks” of memories

97
Q

amygdala

A

helps us recall emotions associated with fear-provoking events

98
Q

what is the emotional component of memories

A

amygdala

99
Q

what is the factual component of memories

A

hippocampus

100
Q

generalized amnesia

A

loss of details of previous life
-rare

101
Q

retrograde amnesia

A

loss of some memories of our past
-not common

102
Q

anterograde amnesia

A

loss of the capacity to form new memories

103
Q

what causes anterograde amnesia

A

brain damage

104
Q

H.M.’s case

A

removing the left + right hippocampi for seizure treatment resulted in anterograde amnesia

105
Q

infantile amnesia

A

the inability of adults to retrieve accurate memories before an early age (before age 3)

106
Q

memory deterioration in Alzheimer’s diesase

A

-memory loss begins with recent events, with memories of the distant past being the last to go
-Alzheimer’s brain contains many senile plagues + neurofibrillary tangles, which contribute to the loss of the synapses + death of cells in the hippocampus + cerebral cortex
-degeneration + death of acetylcholine neurons in the forebrain
-enlargement of the ventricles + severe loss of the cortex in areas involved in language + memory

107
Q

memory spans decrease/increase with age

A

increase

108
Q

what age does the magic number become 7

A

12 or so

109
Q

conceptual understanding decreases/increases with age

A

increases

110
Q

what skills do children develop

A

enhanced meta-memory skills

111
Q

meta-memory

A

knowledge about our own memory abilities + limitations

112
Q

flashbulb memories

A

-emotional memories that are so extraordinarily vivid + detailed
-seem so vivid that people appear to recount them in remarkable, even photographic detail

113
Q

phantom flashbulb memory

A

false flashbulb memories

114
Q

do flashbulb memories change over time?

A

yes

115
Q

source monitoring

A

our efforts to identify the origins/sources of the memory
-can result in false beleifs about events one claims to have experienced

116
Q

source monitoring confusion

A

a lack of clarity about the origin of a memory

117
Q

imagination inflation

A

imagining an event inflates confidence in the likelihood that it occurred

118
Q

cryptomnesia

A

hidden memory whereby we mistakenly forget that one of our ideas originated with someone else

119
Q

suggestive memory techniques

A

procedures that encourage patients to recall memories that may or may not have taken place

120
Q

**

misinformation effect

A

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

121
Q

lost in the mall study summary

A

demonstrates that we can implant elaborate memories of a made-up event that never happened

122
Q

describe how they tested the lost in the mall study

A

-Loftus + her colleagues asked the relatives of 24 participants to describe events that they experienced in childhood -> they presented the participants with a book that contained the details of 3 events reported along with a fourth that they verified never occurred, being lost in a mall as a child -> some participants claimed to distinctly remember being lost in a mall as a child

-even when researchers have told participants they implanted the memories, many continue to insist that the memories are genuine
-using suggestive questions/statements, researchers have successfully implanted memories

123
Q

distributed vs massed study

A

spreading out study time; review notes + textbook in increments rather than cramming

124
Q

testing effect

A

put down what you’ve read + test yourself frequently on the material

125
Q

elaborative rehearsal

A

connect new knowledge with existing knowledge rather than simply memorizing facts or names

126
Q

levels of processing

A

-work to process ideas deeply/meaningfully + avoid taking notes word for word from instructor’s lectures/slides
-try capturing the info in your own words + using other concepts from the course

127
Q

mnemonic learning

A

the more reminders/cues you can connect from your knowledge base to new material, the more likely you are to recall new material

Psychology (15 decks)

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