Chapter 7 Psych Flashcards
The cognitive revolution
the study of internal mental processes became an acceptable target for research
The Atkinson-Shiffrin (or multi-store) model of memory:
stimulus - sensory organs - sensory memory - short-term memory -& Long-term memory
- information is rehearsed
- some information is encoded into long-term memory
sensory organs
senses, eyes/ears etc.
sensory memory
limitless, but short lived
short-term memory
lasts 30 seconds 7 + - 2 items
long-term memory
unlimited, but not always accessible
iconic memory
visual sensory store (no more than 1 second)
echoic memory
auditory sensory store (no more than 5 second)
the whole report condition
flashing letters at someone then asking them to report them back (can usually report 3-4 letters of the 12)
the partial report condition
hearing a tone while looking at letters to decide which row to report. (people can report back 3-4 letters out of 4)
attention
helps select a portion of the sensory memory for further processing
change blindness
showing someone a change in a picture, easier when presented simotainiously
chunking
letters places randomly vs. connecting to larger units (FBIUSATGIF)
the serial position effect
if given a long list of words you’re most likely to remember the first few and last few
primary effect
remembering the first few words in a list
recency effect
remembering the last few words in a list
proactive interference
after hearing the first few words this makes it hard to remember other information
retroactive interference
information presented later makes it hard to remember stuff from before
short-term memory
working memory & rehearsal (repeating in head)
phonological loop
for keeping sound-based information active with rehearsal
the word length effect
easier to remember short words
visuospatial sketchpad
for representing visual information and where objects are in space understanding traffic flow
feature binding
seeing something as a whole rather than a collection of features
episodic buffer
for representing combined auditory, visual, and knowledge from long-term memory store
central executive
for coordinating the functions of the 3 storage systems and directing attention to sensory inputs
declarative memory
memories that involve our conscious minds and that we can describe verbally
non-declarative memory (or implicit)
memory for previously learned skills and association that guide our thoughts feeling and actions automatically and unconsciously
episodic memory
memory for specific autobiographical events in ones life
semantic memory
general knowledge about the world that does not accessing the details of any particular life experience (knowing the difference between a leprechaun and an elf)
edouard claparede
shook the amnesia lady hand with pin
procedural memory
knowledge about how to preform actions (ex. dance routines)
priming
involves an unconscious influence of an experience on our subsequent thoughts or behaviours
Donald Hebb
‘cells that fire together, wire together’
Long-term potentiation
when neurons across the brain fire at the same time, the bond between them get stronger
consolidation
the capacity to remember an event over the long-term release on a binding together of strong connections between the pattern of neural firing that is associated with that experience
H.M (Henry Molaison)
had brain surgery to stop his epilepsy but as a result suffered from amnesia
Anterograde Amnesia
in inability to remember any event occurring after some brain altering experience
retrograde amnesia
not remembering experiences that occurred for some period of time before the brain trauma or surgery
encoding
information is converted for storage
storage
information is retained in memory
retrieval
information is recovered from memory when needed
rote learning
merely repeating information over and over again with the goal of remembering it for long-term
Craik & Watkins study
- when participants said numbers, then repeated a word a few times, then say the numbers again.
- the amount of time repeating the word had no effect on the likelyhood of remembering them
mindless repitions and rote learning is also called
maintanence rehearsal
maintenance rehearsal
supports keeping information active in working memory, but is a poor way of achieving long-term remembering
elaborative rehearsal
thinking about the information we ant to remember later in as many ways as possible at the level of meaning
shallow processing
thinking about the process of the word
intemediate processing
thinking about what the word sounds like
deep processing
thinking about the meaning of the word
self-reference effect
thinking about information in a way that related to ourselves and our other personal experience
survival processing
thinking about information in a way that relates to personal survival
recognition
identifying something that you’ve experienced
recall
requires bringing to mind details about a prior experience
retrieval cues
ex. matches make you think about fire
encoding specificity
successful remembering depends on the degree of match between the current situation & the event that we are tying to remember
context dependent memory
remembering memories of a place when you are there
state-dependent learning
ex. studying while high, take test while high
mood-dependent learning
remembering will be more successful when a persons mood is the same while testing while it was while studying
the role of emotion in remembering
higher emotion leads to better learning
Neilson and Colleagues Study
shown a list of words then one group a pic of surgery and other instruction on how to brush your teeth. surgery pic helped remember more
flashbulb memory
events so emotional and shocking that you will never forget any detail (not true, less accurate after time) (ppl feel more confident talking about these memories)
Hermann Ebbinghaus
- first to discover forgetting curve
- studied his own memory of mixing words
Mnemonics
methods for making information memorable (do kids play cards on family game sunday)
Elaborative rehearsal
the more you think about something the more likely you are to remember it
guided imagery
a technique meant to help individuals remember and event from earlier in their life by having them imagine what that type of event might have been like
imagination inflation
the more a person imagines what an event would be like, the more likely why will be to become convinced that the imagined event actually happened to them
schemas
general knowledge in memory about what features are typical for certain types of situations
Deese- Roediger- Mcdermott ( or DRM) effect
people will think they saw a word on the list when they didn’t. ex. all words associated with sleeping but the word sleep wasn’t there but they think they saw it
The misinformation effect
when biasing questions can alter an eyewitnesses memory for the event that they witnessed ex. stop sign, yield sign. ex. car ‘smashed’ ‘hit’
Bruck and Ceci study
junior cleaning or not then asked children different questions. tell adults what they want to hear
