Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYA01 > chapter 8: memory > Flashcards

chapter 8: memory Flashcards

1
Q

refers to both the structures and processes involved in both the storage and retrieval of information

A

memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

typically refers to our recollection of a specific event

A

a memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

a way of describing the processes involved in memory using terms and phrases that relate them to looking around in physical or virtual space

A

search metaphor

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

How did Plato and Aristotle describe memory

A

they described memory as a wax tablet
- experiences pressed into the tablet, creating shapes and patterns of writing
- out task is to search over the tablet and find the correct written passage when we try to remember (search metaphor)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

how has the metaphor of memory transformed

A

earlier metaphors - rooms of a house, a library, a purse
recent metaphors - oriented toward computers and recording devices (virtual space)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

the inability to remember something (couldn’t find it in our mental space”

A

failure of search

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

why search metaphor isn’t the best explanation

A

it can’t explain why we have trouble remembering things we’ve seen hundreds of times, if a memory is like an object it should be findable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

describes how we primarily use memory to cobble together a useful response using both what we know and the situation around us

A

reconstruction metaphor

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

why is the reconstruction metaphor better

A

rather than searching specifically for an information, you create a useful response given the situation at hand and what you’ve stored (adaptive response)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

models that talk about how memories are formed and retrieved, draws comparisons between human memory and how a computer processes information

A

information-processing models

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

the process of how information is initially learned

A

encoding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

the problem the brain must solve to transform an experience into a memory

A

encoding problem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

the process of maintaining information about an event over time (how information is physically represented in the brain)

A

storage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

the problem the brain must solve to maintain information in the brain over time, whether short or long

A

storage problem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

a system that keeps information translated by the senses briefly active in a relatively unaltered, unexamined form.
allows us to perceive the world as a unified whole rather than a series of staggered images and sounds (iconic and echoic memories)

A

sensory memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

a system that actively holds onto a limited amount of information at the front of the mind so we can manipulate and process it (short-term or working memory)
often compared to RCM in a computer in a computer-driven metaphor

A

immediate memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

three main properties of immediate memory

A

representation, duration, and capacity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

described in terms of how the information is represented or “coded”

A

representation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

the mental experience of hearing yourself talk “in your head”, taken as evidence for verbal representation in immediate memory

A

inner voice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

evidence for the existence of inner voice?

A

errors people make in immediate recall (sound-alike errors)
proves that immediate memory are primarily auditory because we sound-alike errors are more common than look-alike errors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

the mental experience of seeing something using your imagination, taken as evidence for visual representation in immediate memory

A

inner eye

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

how do we know inner eye exists

A

when a mental image in bigger, it’s easier to answer questions about the image, which applies to real images as well, tells us that mental imagery operates similarly to actual imagery

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

how long a memory system can contain information before it is forgotten (indefinite with rehearsal but only three seconds or so without rehearsal)

A

duration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

the process of repeating information to yourself, “re-hearing” information over and over again

A

rehearsal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

how much information can be held in a memory system at any one time, typically considered to be whatever you can rehearse in roughly 2 seconds

A

capacity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

the number of items that can be kept active in immediate memory at one time

A

memory span

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

a process of arranging information into compact meaningful sections so that they can be more easily rehearsed in immediate memory

A

chunking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

a model of immediate memory that emphasizes its role as a system for manipulating information in consciousness

A

working memory model (Baddeley’s model)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

two places where information is managed in working memory model

A

phonological loop and visuospatial sketchpad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

where auditory and verbal information is temporarily stored and manipulated

A

phonological loop

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

representation of the inner eye in the model, represents a place where visual and spatial information is stored and manipulated

A

visuospatial sketchpad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

a hypothetical portion of the working memory model that directs the activities of working memory, including the phonological loop, the visuospatial sketchpad, and the flow of information between working and long-term memory

A

central executive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

how many seconds does the amount of information in immediate memory begin to drop off precipitously

A

3 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

memory systems that we use to store and recall information over extended periods of time (practically limitless in total storage capacity)

A

long-term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

three types of long-term memory

A

episodic, semantic, and procedural memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

autobiographical memories that are based on life events, whose contents pertain to specific events (episodes)

A

episodic memories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

memories whose contents relate to specific facts and pieces of meaningful information not based on personal experience (useful for language and other general knowledge)

A

semantic memories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

memories who contents pertain to how something is done (recalls the process)

A

procedural memory

39
Q

refers to a process of actively manipulating information in immediate memory to meaningfully connect it to other information already stored in long-term memory

A

elaborative rehearsal

40
Q

involves making meaningful connection to existing knowledge (encodes information semantically, based on meaning) more effective in remembering information

A

deep processing

41
Q

encoding information based on only its surface characteristics

A

shallow processing

42
Q

types of elaborations

A
  • imagery: associating an information with an image already stored in your memory (creating a vivid imagination)
  • organization: remembering information using categorical or organizational strategies
  • distinctiveness: enhancing memory emphasizing differences among items that initially seem highly similar
  • self-reference: interprets information in relation to oneself
43
Q

which two type of elaboration are recommended to use in combination with one another

A

organization and distinctiveness

44
Q

cons of each elaboration methods

A
  • imagery: information encoded isn’t an exact representation of an object, it’s more abstract
  • organization: often leads to mistakes within the category
  • distinctiveness: time-consuming, difficult to remember large amounts of information
  • self-reference: more difficult with more detailed material, less effective for people from more collectivist cultures
45
Q

what are the four strategies to structure the encoding process to ensure effective learning

A
  • the use of spacing
  • the use of mnemonics
  • the use of techniques that fit well with the functions of out brains
  • the use of retrieval practice
46
Q

“cramming”, refers to the repeated exposure to or study of to-be-remembered information over a very short period of time or without gaps between repetitions (isn’t effective for longer term)

A

massed practice

47
Q

the observation that learning is most robust when repeated exposure to or study of to-be-remembered material occurs over a longer timeframe (improves episodic, semantic, and procedural memory)

A

spacing effect

48
Q

techniques used to improve memory that provide a framework for one to engage in kinds of meaningful processing outlines for encoding and recall

A

mnemonics

49
Q

a mnemonic technique based around a catchy rhyme, creating mental associations between items to be remembered and items that are already associated with numbers

A

peg-word technique

50
Q

a mnemonic memory strategy to help people remember new information in sequential order, involves using imagined physical locations to aid memory (dates back to ancient Rome and Greece) (mind palace)

A

method of loci

51
Q

a mnemonics memory strategy that provides us with cues to the to-be-remembered information’s organizational structure

A

phrases, acronyms, and initializations

52
Q

a subfield of memory research focused on investigating how the brain is designed to learn and remember given evolutionary considerations

A

adaptive memory

53
Q

what did memory researchers discover from adaptive memory

A
  • information processed for its relevance to our own survival leads to high levels of later recall
  • living, animal things are more memorable than non-living, inanimate things
54
Q

a popular method for memorizing long random numbers and decks of playing cards

A

person-action-object (PAO) strategy

55
Q

“testing effect”, the phenomenon that the repeated retrieval of information is more useful for long-term memory than other tasks, such as the repeated reading of the same information (effective for later recall in longer term)

A

retrieval practice

56
Q

the problem the brain must solve to recover information from long-term memory

A

retrieval problem

57
Q

pieces of information in the present that help us remember events from the past
- central to remembering
- can be specific or broad
- thought to be the reason why elaboration works so well at improving memory

A

cues

58
Q

remembering previously learned information without any other context to aid in remembering

A

free recall

59
Q

remembering previously learned information with the aid of a clue or information that helps provide context

A

cued recall

60
Q

the idea that retrieval cues are only useful as long as they match the original context of how to-be-remembered information was originally learned

A

encoding specificity principle/encoding-retrieval match

61
Q

the observation that engaging in similar processes at both encoding and retrieval tends to enhance recall on a final test

A

transfer-appropriate processing

62
Q

remembering that occurs consciously and with intent

A

explicit memory

63
Q

remember that occurs without conscious realization or intent

A

implicit memory

64
Q

how do we assess implicit memory performance

A

it is assessed by determining whether a person’s actions or responses are influence by previous experience, without specifically asking the person to recall the experience

65
Q

what did Danial Schacter refer memory errors as

A

the seven sins of memory, which comes in two types: errors of omission and errors of commission

66
Q

memory errors where information cannot be brought to mind

A

error omission

67
Q

memory errors where wrong or unwanted information is brought to mind

A

error of commission

68
Q

three types of errors of omission

A

transience, absent-mindedness, and blocking

69
Q

“forgetting”, a description for how sometimes we are unable to retrieve information because it has been forgotten due to the interference of information we have processes in the meantime (due to lack of appropriate cues to aid recall)

A

transience

70
Q

the theory that memories fade away due to the passage of time (can’t explain the vast majority of forgetting)

A

decay

71
Q

the inability to retrieve information due to the influence of newer, similar information

A

retroactive interference

72
Q

the inability to retrieve information due to the influence of older, similar information

A

proactive interference

73
Q

a description of how memories sometimes are simply unavailable because of a failure to encode them (due to lack of attention or a failure to elaborately rehearse the information)

A

absent-mindedness

74
Q

a description for how not enough distinctive cues are available to help us recover a specific information (the information is blocked when cues does not effectively reinstate the original encoding conditions)

A

blocking

75
Q

a state when someone cannot remember a piece of information but have a powerful feeling that they know exactly what they are trying to remember

A

tip-of-the-tongue (TOT) state

76
Q

four types of errors of commission

A

misattribution, suggestibility, bias, and persistence

77
Q

occurs when we incorrectly recall the source of the information we are trying to remember

A

misattribution

78
Q

a description of a feeling that one has already experienced a sequence of events (can’t remember the source of the information)

A

déjá vu

79
Q

memories for the details surrounding events that are both surprising and particularly significant (susceptible to errors)

A

flashbulb memories

80
Q

a description for how memories can sometimes be altered by context in which they are remembered to better fit the current context

A

suggestibility

81
Q

a phenomenon in which misleading information alters a subsequent memory, typically an eyewitness account

A

misinformation effect

82
Q

how to prevent suggestibility

A

questioners should ask neutrally worded questions that don’t make any assumptions about what happened

83
Q

the result of the therapist unintentionally guiding clients to imagine events that had never occured

A

repressed memories

84
Q

a description of how memories can change as a result of the influence of knowledge and beliefs

A

bias

85
Q

a highly organized sets of facts and knowledge about specific kinds of information (highly useful for remembering) (information could be overgeneralized or exceptions to the schemas leading to bias)

A

memory schemas

86
Q

a description of how memories are sometimes retrieved when they are not wanted (typically negative or traumatic memories) (PTSD)

A

persistence

87
Q

how is forgetting helpful

A

helps us smooth over unpleasant events in our lives and helps us to keep in mind only relevant information

88
Q

an exceptionally rare medical condition that leads to near perfect autobiographical recall (remembering everything) (larger amygdala and far more connection to the hippocampus)

A

hyperthymesia

89
Q

memory loss due to physical damage or problems in the brain

A

amnesia

90
Q

the loss of memories prior to a specific traumatic event or other conditions

A

retrograde amnesia

91
Q

the inability to make new memories into long-term memory (due to specific brain damage to the hippocampus)

A

anterograde amnesia

92
Q

Henry Molaison

A

suffered from severe seizure and was treated by removing his hippocampus, he had both retrograde and anterograde amnesia

93
Q

what is not responsible for the sin of transience

A

decay/time, information that occurs in the time that elapses is

PSYA01 (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions