Chapter 7 - Memory Flashcards
What are the three memory systems and how long do they span?
Sensory; few seconds
Short-term; 10-15 seconds, up to 20 seconds
Long-term; few days to an entire life time
Compare and contrast the two types of rehearsal?
Both repeat information in an attempt to keep it alive in our short-term memory
Maintenance: repeating the stimuli in the same form; no attempts in changing the stimuli in any way
Elaborative: attempts at changing stimuli by linking it to relevant meanings, usually takes more effort; an attempt to link something to another, and to understand the relationship between it; usually better than maintenance at retaining information
Define memory illusion.
False but subjectively compelling memory
What is chunking and why is it useful?
It organizes material into meaningful groups
-makes it easier to recall a list as it reduces the amount of things one has to remember and can link the ‘chunks’ to something meaningful
What are the two types of interferences and how do they differ?
Retroactive: learning something new interferes with the old learnings
Proactive: earlier learning gets in the way of new learning
Describe the levels of processing theory.
The levels of memory processing describe how memory is stored and retained in LTM, and how it is retrieved back. The three steps are:
- Encoding: getting the memory into our minds. Information must be converted in a way that our memories can use. Failure to properly encode information usually ends up with memory failure.
- Storage: keeping information in our memory. Properly storing information allows for easier access to it when needed. Schemes are useful in this case, as they can help organize knowledge in structures or mental models by relating our memories.
- Retrieval: getting the information out of our LTM. Forgetting is a result of failure to retrieve something from the LTM.
Explain and apply the levels of processing theory to predict the best study strategies.
Encoding: use different ways for memorizing information. Though sticking to the maintenance rehearsal method may seem adequate enough for something short-term, it may not be ideal for long-term memory. Using the elaborative method can help with better memory encoding, as it forces one to put effort in the memorization.
Storage: usage of schemas will help with this. Relating information to another can ease with the retrieval process.
Differences between LTM and STM.
STM can hold ~7-9 stimuli, LTM can hold a lot more (500 sets of Encyclopedia Brtiannica)
STM vanishes after ~20 seconds, LTM can last years, up to a lifetime
Mistakes–LTM mistakes are semantic (based on the meaning of the info; poodle –> terrier), STM is acoustic (based on the sound of info; noodle –> poodle)
Difference between primacy and recency effect?
Primacy is tendency to remember words at the beginning of list, recency at the bottom
What are the four types of LTM?
Semantic memory (knowledge of facts around the world) Episodic memory (recollection of event in our lives) Explicit memory (intentionally recalling a memory in which we have conscious awareness for) Implicit memory (memories we don't deliberately remember or reflect on consciously) e.g. steps to unlocking front door
Compare and contrast the two subtypes of LTM.
Explicit memory: the process of recalling information internally, usually involves memories of something you already know and remember. This may include facts about a certain subject (semantic) or personal experiences such as your first birthday (episodic). The latter type of explicit memory varies between people, as it requires one’s recollection of their personal experiences. Semantic, however, can be the same among people, as it usually involves facts, like those learned in school.
Implicit memory: a process of recalling information we don’t remember deliberately. We don’t put any conscious effort on our part when recalling some information. A subtype of implicit memory would be procedural memory, which is referred to the motor skills or habits memory. We don’t know how to explain a certain motion, only know how to show it. For instance, it would be hard to explain to someone how to tie their shoes. We tend to rely on motions and movements to exemplify such action. Another subtype is priming, which is our ability to identify stimulus more easily or more quickly when we’ve previously encountered similar stimuli. For example, if someone were to say the word ‘queen’, we would think of the word ‘king’ since we’ve previously associated the two together. We made no real conscious effort in thinking about that word.
Ways to help consolidate info to LTM at each level of processing
Encoding is the practice of getting info into LTM requires attention (aware or not), from sensory to working memory Enhancing encoding provides a deeper level of processing. Techniques such as elaborative rehearsal and semantic processing should be used, as well as mnuemonics, learning devices or strategies to improve recall Storage is the process of keeping info in LTM; interpretations and expectations; affects retrieval
Define procedural memory
Memory for how to do things, including motor skills and habits
Define priming
Our ability to identify a stimulus more easily or more quickly after we’ve encountered similar stimuli
How are encoding and attention related?
In order to encode something (get info to our memory bank), you must attend to it.
