Chapter 8 Flashcards
retrograde amnesia
loss of memory for information and events occurring prior to the incident that caused the amnesia
memory
our ability to store and later retrieve information about past events
information processing approach
emphasizes the basic mental process involved in attention, perception, memory and decision making
sensory register
which ever-so-briefly (seconds at most) holds the abundant sensory information that swirls around us
Short-term memory
holds a limited amount of information, perhaps five to seven items for a short period of time
long-term memory
believed to be a relatively permanent and seemingly unlimited store of information
encode
get it into the system - if it does not get in, it cannot be remembered
consolidation
information is processed and organized in a form suitable for long-term storage
storage
holding information in a long-term memory store
retrieval
the process of getting information out whenit is needed
recognition memory
recalling something by picking it out of different options (multiple choice)
recall memory
active retrieval without the aid of cues (essay)
cues recall memory
you are given a hint or clue to help recall something
working memory
mental “scratch pad” that temporarily stores information while actively operating on it. What is on your mind at that moment
central executive
directs attention and controls the flow of information; supervisor of working memory system
implicit memory
occurs unintentionally, automatically, and without awareness
explicit memory
involves deliberate, effortful recollection of events; tested through traditional recognition and recall tests
semantic memory
general facts
episodic memories
specific experiences
anterograde amnesia
no longer able to make new memories
hippocampus
region of the medial temporal lobe responsible for making memories
problem solving
use of the information processing system to achieve a goal or arrive at a decision
executive control process
guide the selection, organization, manipulation and interpretation of information
parallel processing
carrying out multiple cognitive activities simultaneously (listening to a lecture and taking notes)
deferred imitation
the ability to imitate a novel act after a delay which clearly requires memory ability
habituation
learning to not respond to repeated stimulus
preservation errors
children continue to use the same strategy that was successful in the past despite the strategy’s current lack of success
rehearsal
the repeating of items children are trying to learn and remember
organization
classifying items into meaningful groups
elaboration
actively creating meaningful links between items to be remembered
mediation deficiency
children cannot spontaneously use or benefit from strategies, even if they are taught how to use them
production deficiency
children can use strategies they are taught but do not produce them on their own
utilization deficiency
children spontaneously produce a strategy but their task performance does not yet benefit from using the strategy
metamemory
knowledge of memory and to monitoring and regulating memory processes (knowing what you memory limits are)
metacognition
knowledge of the human mind of the range of cognitive processes (knowing that you are better at learning algebra than a language)
knowledge base
An individual’s knowledge of a content area to be learned
autobiographical memories
episodic memories of personal events; crucial part of understanding who we are
childhood amnesia
they have few autobiographical memories of events that occurred during the first couple years of their life
scripts/general event representations (GERs)
represent the typical sequence of actions related to an event and guide future behaviors in similar settings
eyewitness memory
the reporting of events witnessed or experienced
rule assessment approach
determines what information about a problem children take in and what rules they then formulate to account for this information (children fail to solve problems because they fail to see critical parts of a problem)
overlapping waves theory
the developing of problem solving skills is a matter of knowing and using a variety of strategies - gaining experience over time and becoming better at problem solving
mild cognitive impairment
adults experiencing significant memory problems (ie. forgetting important appointments)
