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Psychology 1000 > Chapter 8: Memory > Flashcards

Chapter 8: Memory Flashcards

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1
Q

A set of processes in the brain allowing us to accsess information.

  • Involves 3 basic activities:
  • Encoding
  • Storage
  • Retrieval
A

Memory

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2
Q

1 of 3 Basic activities of memory

Getting information into memeory in the first place. How our brain organizes information to make sure we can use it when we need it again.

A

Encoding

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3
Q

Encoding of information with little concious awareness of effort.

  • Time, space, or frequency
  • Still have to pay attention (less apparent), no costs to task switching
A

Automatic Processing

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4
Q

Encoding of information through careful attention and concious effort. Intentional ad conscious attention. Needed for learning new information, more effective.

  • Cheryll cant walk and drink water at the same time
  • Cant talk on the phone while someone else is trying to have a conversation with you.
A

Effortful Processing

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5
Q

Type of Encoding

Cognitive representation of information or an event based on the meaning of the information. Linking information together based on shared meaning.

  • We group things that are similar: Gestalt principles
  • More connection = better ability to remember it
A

Semantic Codes

  • Research suggests semantic codes (deeper processing) result in better memory than visual or acoustic codes.
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6
Q

Type of Encoding

Cognitive representations of information or an event based on the image.

A

Visual Codes

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7
Q

Type Of Encoding

Cognitive representations of information or an event based on the sounds of the words. Attaching a song or ryhtmic beat to something.

A

Acoustic (Phonological) Codes

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8
Q

Better memory for information that relates to the self. If you can relate it to your life, you are more likely to remember it.

A

Self-reference

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9
Q

1 of 3 Basic activities of memory

Retaining memories for further use.

A

Storage

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10
Q

Suggests information moves among 3 memory stores during encoding, storage, and retrieval. Is analogus to a computer. One at a time through different levels. Information must pass through 3 stages, or systems of mental functioning to be put in memory.

Stages include:
- Sensory Memory (SM)
- Short-term Memory (STM)
- Long-term Memory (LTM)

A

Atkinson-Shiffrin Model

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11
Q

Message is fleeting. Holds everything we see (iconic), hear (echoic), taste, touch, and smell for a few seconds or less. Assumed to have large capacity. If all goes well this information will move along to the next stage.

  • Very large capacity, near infinite, for a little bit of time.
  • If we want information to make it back to us, has to go to short-term.
A

Atkinson-Shiffrin Model: Sensory Memory

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12
Q

Temporary storage lasting between 15-30 sec. Finite amount of information that it can hold, has limits. If we want to keep the information, we have to go over it. Subject to interference.

A

Atkinson-Shiffrin Model: Short-term Memory

Rehersal: attending to information to move it from STM to LTM.
- Memory trace decay = 18 sec

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13
Q

Unlimited and forever lasting storage. Organized by concepts or semantic networks.

  • Spreading Activation: Ripple effect
A

Atkinson-Shiffrin Model: Long-term Memory

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14
Q

Predominant model used right now. No specific area of the brain that holds memory. Working memory: workspace, the reason you can keep something in your mind while doing something else.

A

Baddeley and Hitch Model

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15
Q

Main concept of the Baddeley and Hitch Model. Holds information for 30 seconds; capacity of 5-9 items. Has 3 subsystems.

A

Working Memory

Subsystems Include:
- Central Executive
- Phonological Loop and Visuospatial Sketchpad
- Episodic Buffer

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16
Q

Working Memory Subsystem

Supervisory role, monitors and coordinates the working memory system.

A

Central Executive

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17
Q

Working Memory Subsystem

Processes spoken and written information (“little voice”) and keeps track of images and spatiial locations (“inner eye”).

  • On average
  • Work on different modalities of info
A

Phonological Loop and Visuospatial Sketchpad

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18
Q

Working Memory Subsystem

Links information from the other parts of working memory and creates links to time and order and links to long-term memory.

A

Episodic Buffer

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19
Q

Suggests that information is represented in the brain as a pattern of activation across entire neural networks. New pieces of information immediately join with other (already acquired) information and grow networks of information.

  • Memory should be viewed like a network
  • Dominated memory research
  • Activates related neurons
A

Parallel Distributed-Processing Theory

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20
Q

Memory with conscious recall.

Declarative

2 major classifications:
- Episodic memory
- Semantic memory

A

Explicit Memory

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21
Q

Classification of Explicit Memory

Events we have personally experienced. Typically reported as a narrative (hence declarative). What, when, where, types of events. You tell it like a story, it is personal to you. Also called Autobiographical Memory.

Ex: highschool graduation, birth of first child.

A

Episodic Memory

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22
Q

Classification of Explicit Memory

Knowledge of words and concepts. Typically reported as facts. Facts, general knowledge, logic.

Ex: bananas are yellow, spiders have 8 legs, there are 12 months in a year.

A

Semantic Memory

  • Different from semantic cues
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23
Q

Memory without conscious recall. Cannot consciously recall; you can’t remember the moment when you learned the places of keys on a keyboard.

A

Implicit Memory

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24
Q

Memory for how we do something. Skilled action like tying your shoes or riding a bike.

A

Procedural Memory

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25
Q

Exposure to a stimulus affects later behaviour. Words, pictures, sounds. Prime the brain to recall specific things.

  • Cheryll showed us the animal/faces photos
A

Priming

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26
Q

Knowledge of words and concepts. Often unknowingly linked to other stimuli such as images, sounds, or smells.

  • ! represents excitment
  • Good On Ya strawberries and cream lip balm
A

Conditioning

27
Q

1 of 3 Basic activities of memory

Recapturing memories when you need them. Kind of ‘search’ process where the memory is scanned for information.

A

Retrieval

  • Researchers are not sure how we retrieve memory
28
Q

Words, sights, or other stimuli that remind us of the information we need to retrieve from our memory.

A

Retrieval Cues

29
Q

Memory tasks in which people are asked to produce information using no or few retrival cues.

  • Retrieval cues help us remember
  • Different performance based tasks that can help us recall information
A

Recall Tasks

30
Q

Memory taks in which people are asked to identify whether or not they have seen a particular item before. Information is given to you, do you recognize it?

Ex: Multiple choice, the answer is there, do you recognize it?

A

Recognition Tasks

31
Q

Learning information that you have previously learned. Do I still know how to ride a bike? You get on and quickly…..

A

Relearning

  • Relearn content faster than the first time you learned it
  • Tons of research tells us that recognition is easier and stays in our memory longer.
32
Q

The original location where you first learned a concept or idea, rich with retrieval cues that will make it more likely to recall that information later if you are in that same location or context.

  • returning to an old school, or back home =. We experience a flood of memories asociated with that place.
A

Context Dependant Learning

33
Q

Memory involving a location (physical space) for specific information or an event.

  • Memory palaces inhance memory. Tie info to familiar spaces.
A

Spatial Learning

  • Non human animals rely on spatial memory for survival.
  • Food, predators, safe spaces, mating
34
Q

Memory loss due to disease or trauma

A

Amnestic

35
Q

Ongoing inability to form new memories after an amnesia-inducing event. Head injuries are a common cause, often damage to hippocampus. May be able to form new procedural memories.

A

Anterograde Amnesia

36
Q

Inability to remember things that occured before an organic event. Episodic memories are impacted. Can’t remember anything before the accident but can remember afterward.

A

Retrograde Amnesia

37
Q

Can’t remember something if it was never stored/was not encoded properly

A

Encoding Failure

38
Q

Forgetting, distortion and intrusion are all…

A

Memory Errors

39
Q

Loss of information from the long-term memory.

A

Forgetting

  • Ebbinghaus’ forgetting curve
40
Q

The fading of memories over time

A

Transience

41
Q

Suggests that memories fade over time due to neglect or failure to accsess over long periods of time. 50% loss after 20 mins and 70% loss after 24 hours. Based on the notion that memories leave a memory trace.

  • Doesnt account for relearning
A

Decay Theory

42
Q

Occurs due to breaks or lapses in attention.

  • May be encoded, but not stored
A

Absentmindedness

43
Q

When you can’t get accsess to stored information.

  • So stressed it didnt get encoded, could not have rehearsed it enough, etc.
A

Blocking

44
Q

Fail to record where the information originally came from. Know it, don’t know why or how you know it.

A

Misattribution

45
Q

When memory is affected by information from someone else. Also, when the effects of misinformation from external sources lead to false memories.

Cousin story example

Contruction - Reconstruction

A

Suggestibility

46
Q

After exposure to an event, additional and possibly inaccurate information can distort the memory of the orginal event. Important for eye witness testimonies.

A

Loftus’ Misinformation Effect Paradigm

47
Q

Recall of false autobiographical memories. Entire events, not just details. Remembering things that happened to them that never happened.

  • Recall Freudian notions of repression
  • Hypnosis or guided imagery techniques
A

False Memory Syndrome

48
Q

Your own feelings and views of the world can distort memories. Jamal and Howard: who is the basketball player and who is the engineer?

  • Sterotype, ego centric, and hindsight
A

Bias

49
Q

Involuntary recall unwanted or unplesant memories.

  • PTSD
  • Song you cant get out of your head
A

Persistence

50
Q

Old information blocks memory of new information.

A

Proactive Interference

51
Q

New information blocks memory of old information.

  • Old information does not always interfere with new information
  • learning similar sports
  • bilingual people
A

Retroactive Intereference

52
Q

Ability to remember content in the future. Planning, send that birthday card, and take my meds.

A

Prospective Memory

  • Older people see a greater decline in prospective memory as opposed to Retrospective memory.
53
Q

Ability to remember content from the past. Did I already send that card? Did I already take my meds?

  • Hippocampus starts shrinking in early 20s
A

Retrospective Memory

54
Q

Severe memory problems combined with losses in at least one other cognitive function, such as abstract thinking or language. The most common type of neurodegenerative disorder.

A

Dementia

  • More than 70 forms of dementia have been identified
55
Q

Most common form of dementia (2/3). Usually beginning with mild memory problems, lapses of attention, and problems in language, and progressing to difficulty with even simple tasks and recall of long-held memories.

  • Cannot make clear diagnoses until after death.
  • Problems with language is a great indicator because theres not a lot of evidence to show that language deteriorates with age.
A

Alzheimers Disease

56
Q

Twisted protein fibres found within the cells of the hippocampus and certain other brain areas.

A

Neurofibrillary Tangles

57
Q

Sphere-shaped deposits of a protein known as beta-amyloid that form in the spaces between cells in the hippocampus, cerebral cortex, and certain other brain regions, and some near blood vessels.

  • Means its interrupting neural communication because its blocking,
A

Senile Plaques

58
Q

If a part of the brain involved in memory is damaged, another part of the same area will takeover.

  • Neuroplasticity
A

Equipotentially Hypothesis

59
Q

Suggests that strong emotions form strong memory and weak emotions form weak memory. Strong emotional experiences cause the release of neurotransmitters (glutamate) and stress hormones.

A

Arousal Theory

60
Q

Detailed and near permanent memories of an emotionally significant event or of the circumtances surrounding the moment we learned about the event. 911, Covid, Princess Dianas death.

  • Emotional content can be less remebered when under sedation.
A

Flashbulb memories

61
Q

Learn through repetition. No easier way than to just know the answer. Ex: Times tables.

A

Rote Learning

62
Q

Connecting new information to existing (stored) information and create a narrative.

  • Putting content into your own words.
A

Elaborative Rehersal

63
Q

Grouping bits of information together to enhance ability to hold that information in working memory. Allows us to encode more information and store more in working memory.

A

Chunking

64
Q

Techniques used to enhance the meaningfullness of information as a way of making them more memorable.

A

Mnemonic Devices

Psychology 1000 (4 decks)

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