Chapter 8: Memory Flashcards
memory
persistence of learning over time through storgae and retrieval
encoding
changing incoming sensory stimuli into form for usage and storage
automatic processing
processing info w/out effort
effortful processing
requires attention and effort
semantic coding
encode meaning of word and relate it to similar words
visual encoding
encoding of images
acoustic encoding
encoding of sounds
-membering fav song
semantic coding gives __ memory than visual or acousitc coding
better
self-reference effect
info that relates to oneself is remembered batter
storage
maintenance of encoded info ever time
stage model of memory
often used to explain the basic structute and fucntion of memory (atkinson/shiffrin)
sensory memory
brief storage of incoming sensory information
iconic memory
sensory memory for visual information
echoic memory
sensory memory for auditory info
- nasking someone to repate but heard processes it by the tume they say it again
we attend to __ asoects of sensiry memory
certain; not all at once
shorterm memory
info currrently aware of; thinking about\
- miller’s magic: 7 +/- 2 (7 pieces of info)
- most info stored in active mem kept for ~ 20-30 seconds
working mem
processes used to temp store, organize, manipuklate information, (short term)
rehearsal
conscious rfepetition of info to be remembered (short term)
longterm mem
continuning stirage of info (outside conscious awareness)(can kast entire life)(always learn new info)
explicit mem
intentionakky trying to remem something (long term)
declarative mem
consciuslt recall/explain info (long term)
episodic mem
lomg term mem of specific events
- episodes form life like diary entries (explicit mem)
semantic mem
fact, concepts, names, and other general info (not tied to specific time or place)(explicit mem)
implicit mem (nondeclarative mem)
dont purposely try to remem
- both unconscious and unintentional
- not able to easily put into words
procedural mem
how to perform a specific task
priming
being exposed to info makes related info easier to remem/process
emotionakl condiitoning
learned emotional rxn to various stimuli
-many of our fears have been classically conditioned
retrieval
bringing stored memorires into conscious awareness
recall
access info previouslt learbed w/ minimal cues (retrieval)
recognition
indentifyin info previously learned (retrieval)
relearning
relatively quiker accquisition of info previously learned (retrieval)
lashleys search for the engram
specific part of brain where mem is stored
localized
stored in a specific area of brain
- decided that memoris are not localized but instead spread thoughout cerebral cortex
equipotentiality hypothesis
if part of one area involved in memory of brain is damaged, another part of the smae area can take over that memory function
amygdala
stress hormones cuase amygdala to activiate memiry traces in frontal lobes/basal ganglia increase activity in areas that help form memories
(why we tend to remem events that ahev strong that help emotional component more vividly)
flashbulb memories
a clear mem of an emotionaly significant moment/event
more we remem something, more __ likely to creep in from other sources of information
errors
_ mem are stored using your frontal lobes and hippocampus
explicit mem
mem consolidation
eventual movement of explicit memories from hippocampus to cerebral cortex
__ helos us consoliate memory
sleep
- while we sleep hippocampus process memories so they may be retrieved later
cerebellum/prefrontal cortex
cere records implicit mems while prefront cortex is need for explicit memories
neurotransmitters
epinephrine, dopamine, seratonin, glutamtem and actylcholine critical for development of new memories
traumatic brain injury
skull makes sudden collison w/ another object (frontol/temporal lobes)
amnesia
loss of mem due to brain injury/trauma
anterograde amnesia
loss of mem for events after injury
- generally from surgucal injury/diseases
retrograde amnesia
loss of mem for events before injury
- old; retro memories last
memory construction/reconstruction
formationtion of new memories/process of retrieving old memories
- fill in details in process of remem
- get gist mostly; some details are wrong
suggestibility
effets of misinfo from external sources leading to creation of false memories
eyewitness misidentification
rates higher than ppl think
misinfo effect paradigm
incorporating misleading info into one’s memory of an event
types of forgettig
loss of info from long term memory
encoding failure
info never made it to long term mem in 1st place
transience
accesibility of mem decreases ofver tome
storage decay
theory siggests that over time, these mem traces begin to fade/disappear
absentmindedness
forgetting causes b y lapses in attention (arent guven the right cues to help retrieve it)
- forgetting why walked into room
blocking
accessability of info is temp blocked
- a good cue for one person may not be a good cue for another
tip of the tongue experience
feel certain info is stored in ,mem but unable toaccess it/retrieve it
kids exceptionally suscptible
cant remem where they got an idea
source misattribution aka source amnesia
ppl forget when/where/how they got obtained info
bias
mem distorted by crrent belief systems
persistance
inability to forget undesireable memories
interference
some memories compete and interfere w/ other memories
proactive interference
old mem makes it more diff/impossible to remem a new memory (projects into future - new hard to retrieve)
retroactive interference
new mem interferes w/ ability to remem old memory (retreats into past - old hard to retrieve)
motivatged forgetting
actively work to forgte memories especially traumatic/disturbing
suppression
conscious form of forgetting
- memory still there - trying not to think of it
repression
unconscious form of forgetting
- memory is gone
chunking
process of taking indiv units of info (chunks) and grouping them into larger units
elaborative rehearsal
think about meaninhof new info and relate it to info already in memory (thiking it through)
mnemonic devices
memory aid, especially those that use vivid imagery and organizational devices
method of loci
imagine places of familarity to help you memorize
massed vs distributed practice - spacing effect
tendency for distributed study/practice to yield better long term retention than is acheived through massed study/practice
distributed, aka spaced practice
encoding in several instances spread out over time
