Chapter 8 Flashcards
Working memory
Newer understanding of short-term memory that focuses on conscious, active processing of information auditory and visual-spatial information, and of information retrieval of long-term memory
The relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences
Long-term memory
Activated memory that holds a few times briefly, such as seven digits of a phone number while dialing, before the information is stored or forgotten
Short-term memory
The immediate, very brief recording of sensory information in the memory system
Sensory memory
Retrieval
The process of getting information out of memory storage
Storage
The retention of encoded information
Encoding
The processing of information into the memory system-for example, by extracting meaning
Memory
The persistence of learning over time through the storage and retrieval of information
Recall
A measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the blank test
Recognition
A measure of memory in which the person need only identify items previously learned, as on a multiple-choice test
Relearning
A measure of memory that assesses the amount of time saved when learning material again.
Explicit memory
Memory of facts and experiences that one can consciously know and “declare” (also called declarative memory)
Effortful processing
Encoding that requires attention and conscious effort
Automatic processing
Unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings
Implicit memory
Retention independent of conscious recollection (also called nondeclarative memory)
What are the two basic functions of working memory?
(1) Active processing of incoming visual and auditory information, and (2) focusing our spotlight of attention
What two new concepts update the classic Atkinson-Shiffrin three-stage information-processing model?
(1) We form some memories through automatic processing, w/out our awareness. The Atkinson-Shiffrin model focused only on conscious memories. (2) The newer concept of a working memory emphasizes the active processing that we now know takes place in Atkinson-Shiffrin’s short-term memory stage
A momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second
Iconic memory
A momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds
Echoic memory
Chunking
Organizing items into familiar, manageable units; often occurs automatically
Mnemonics
Memory aids, especially those techniques that use vivid imagery and organizational devices
The tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice
Spacing effect
Testing effect
Enhanced memory after retrieving, rather than simply rereading, information. Also sometimes referred to as a retrieval practice effect or test-enhanced learning
Shallow processing
Encoding on a basic level based on the structure or appearance of words
Deep processing
Encoding semantically, based on the meaning of the words; tends to yield the best retention
Hippocampus
A neural center located in the limbic system; helps process explicit memories for storage
What is the difference between automatic and effortful processing, and what are some examples of each?
Automatic processing occurs unconsciously (automatically) for such things as the sequence of frequency of a day’s events, and reading and comprehending words in our own language. Effortful processing requires attention and awareness and happens, for example, when we work hard to learn new material in class, or new lines for a play
At which of Atkinson-Shiffrin’s three memory stages would iconic and echoic memory occur?
Sensory memory
Which strategies are better for long-term retention: cramming and rereading material, or spreading out learning over time and repeatedly testing yourself?
Although cramming may lead to short term gains in knowledge, distributed practice and repeated self-testing will result in greater long term retention
if you try to make the material you are learning personally meaningful, are you processing at a shallow or deep level?Which level leads to greater retention?
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