Chapter 8

Question 1

Memory

Answer 1

the persistence of learning over time through the encoding, storage, and retrieval information

Question 2

What are the three ways to measure retention

Answer 2

Recall, Recognition, Relearning

Question 3

Recall

Answer 3

bringing previously learned information into conscious awareness
ex) fill in the blank

Question 4

Recognition

Answer 4

correctly identifying previously learned information when exposed to it again, as in a multiple-choice test

Question 5

Relearning

Answer 5

the individual shows how much time/effort is saved when learning material for the second time

Question 6

The retention (forgetting) curve

Answer 6

a study of verbal memory
we retain more when our learning involves more time and repetition
we remember more than we recall

Question 7

How does memory work? (3 parts)

Answer 7

Encoding, Storage, Retrieval

Question 8

Encoding

Answer 8

the information gets into our brains in a way that allows it to be stored

Question 9

storage

Answer 9

the information is held in a way that allows i to later be retrieved

Question 10

retrieval

Answer 10

reactivating and recalling the information, producing it in a form similar to what was encoded

Question 11

Three-stage model of memory

Answer 11

1. Sensory input is recorded as fleeting sensory memory
2. Information is processed in short-term memory
3. Information is encoded into long-term memory for later retrieval

Question 12

Updates to the three-stage model

Answer 12

1. some information skips the first two stages and enters long-term memory automatically
2. we can’t focus on all the sensory information received, so we select information that is important to us and actively process sit into our working memory

Question 13

Explicit memories

Answer 13

conscious facts and experiences encoded through conscious, effortful processing

Question 14

implicit memories

Answer 14

form through automatic processes and bypass conscious encoding track

Question 15

Automatic processing and implicit memories

Answer 15

Space, time, frequency

Question 16

iconic memory

Answer 16

fleeting visual memory

Question 17

echoic memory

Answer 17

auditory memory

Question 18

capacity of short-term memory

Answer 18

limited in capacity, seven bits of information can be stored +/- 2

Question 19

Working memory

Answer 19

• capacity varies by age and distractions at time of memory tasks
• young adults have more working memory compared to children and older adults
• large working memory capacity tends to aid information retention, after sleeping and creative problem solving
• regardless of our age we do better and more efficient work when we are focused without distractions on one task at a time

Question 20

levels of processing

Answer 20

verbal information is processed at different levels which affect long-term retention

Question 21

shallow processing

Answer 21

encodes on a very basic level or a more intermediate level

Question 22

deep processing

Answer 22

encodes semantically based on word meaning

Question 23

semantic memory

Answer 23

explicit memory of facts and general knowledge

Question 24

episodic memory

Answer 24

explicit memory of personally experienced events

Question 25

brain regions that process explicit memories

Answer 25

frontol lobes
hippocampus

Question 26

Hippocampus

Answer 26

• registers and temporarily holds elements of explicit memories before moving them to other brain regions for long-term storage
• damage disrupts formation and recall of explicit memories

Question 27

Cerebellum

Answer 27

• formation of implicit memories
• forms and stores implicit memories created by classical conditioning
• damage to cerebellum disrupts forming conditioned reflexes

Question 28

Basal Ganglia

Answer 28

• deep brain structures involved in motor moment
• facilitate formation of our procedural memories

Question 29

Emotion and memory

Answer 29

• emotions like stress, excitement, can strengthen memories
• stronger memory in response to emotional situations = adaptive
• emotion-triggered stress hormones increase glucose production which signals to the brain that something important has happened
• the amygdala boosts activity and proteins in the brain’s memory areas

Question 30

Parts of brain and memory

Answer 30

Explicit = frontal lobes and hippocampus
Implicit = cerebellum and basal ganglia
Amygdala = emotion-related memory formation

Question 31

priming

Answer 31

retrieval cue
- activation of existing memory by a stimulus
- activation = often unconscious, of particular associations in memory

Question 32

context-dependent memory

Answer 32

ability to recall is improved when in the same context as the initial experience

Question 33

encoding specificity principle

Answer 33

cues and contexts specific to a particular memory will be most effective in helping us recall it

Question 34

state-dependent memory

Answer 34

recall improved when encoding and retrieval of a memory happen in the same emotional or biological state
- difficult to remember happy times when depressed

Question 35

Serial position effect

Answer 35

tendency to recall best the last and first items in a list

Question 36

recency effect

Answer 36

immediately after a list of words is read or seen, people recall the last items in a list better
- last items held in short term memory

Question 37

Primacy effect

Answer 37

when exposure to a list is followed by a long delay, people recall the first items on a list better
- the attention is on the first items, short term memory doesnt help because there is a long delay

Question 38

Encoding failure

Answer 38

information is never encoded into long-term memory
- some memories cannot be encoded without effort
- encoding failure leads to forgetting

Question 39

Storage Decay

Answer 39

memories decay if they are not used
- information is at first rapidly forgotten
- after a period of time, the forgetting levels off

Question 40

Retrieval failure

Answer 40

information is retained in memory but cannot be accesses
- tip-of-the-tongue

Question 41

proactive interference

Answer 41

the disruptive effect of prior learning on recall of new information
- forward acting

Question 42

Retroactive interference

Answer 42

the disruptive effect of new learning on the recall of old information
- backward acting

Question 43

memory construction

Answer 43

while tapping our memories, we filter or fill in missing pieces to make our recall more coherent

Question 44

misinformation effect

Answer 44

incorporating misleading information into one’s memory of an event
- doctored childhood photos

Question 45

memory construction errors

Answer 45

source amnesia and deja vu

Question 46

source amnesia

Answer 46

involves faulty memory of how, when, or where information was learned or imagined

Question 47

deja vu

Answer 47

“ive experienced this before”
- suggests cues from the current situation may unconsciously trigger retrieval of an earlier experience

Question 48

motivations

Answer 48

intrinsic, extrinsic, self-efficacy, control of learning beliefs

Question 49

Intrinsic motivation

Answer 49

doing something because of challenge, curiosity or mastery

Question 50

extrinsic motivation

Answer 50

doing something for reasons such as grades or rewards

Question 51

control of learning beliefs

Answer 51

you believe that your efforts will result in positive outcome

Question 52

self-efficacy

Answer 52

self appraisal of your ability and confidence to accomplish a task

Question 53

chunking

Answer 53

organizes items into a familiar manageable unit

Question 54

mnemonics

Answer 54

memory trick that connects information to existing memory strengths such as imagery or structure

Question 55

hierarchies

Answer 55

complex information broken down into braod conepts and further divided into categories and subcategories

Question 56

spacing effect

Answer 56

information is better retained when rehearsal is distributed over time