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Developmental Psychology > Chapter 8: Memory & Information Processing > Flashcards

Chapter 8: Memory & Information Processing Flashcards

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1
Q

Learning, experience, or information that has been recorded, stored and can be recalled.

A

Memory

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2
Q

Which ever-so-briefly (less than a second) holds the abundant sensory information—sights, sounds, smells,
and more—that swirls around us.

A

Sensory register

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3
Q

Holds a limited amount of information, perhaps only four chunks, for a short period of time.

A

Short-term memory

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4
Q

Believed to be a relatively permanent and seemingly unlimited store of information.

A

Long-term memory

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5
Q

Process of remembering.

A

Encoding
Consolidation
Storage
Retrieval

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6
Q

Input information.

A

Encoding

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7
Q

Stabilizing and organizing the information to facilitate long-term storage.

A

Consolidation

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8
Q

2 types of consolidation.

A

Synaptic consolidation
System consolidation

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9
Q

Occurs in the minutes or hours after
initial learning.

A

Synaptic consolidation

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10
Q

Takes place over a longer period of time.

A

System consolidation

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11
Q

Holding information in a long-term memory store.

A

Storage

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12
Q

The process of getting information out when it is needed.

A

Retrieval

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13
Q

3 types of retrieval.

A

Recognition memory
Cued recall memory
Recall memory

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14
Q

Recognizing

A

Recognition memory

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15
Q

A hint or cue helps facilitate memory
retrieval.

A

Cued recall memory

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16
Q

Requires active retrieval without the aid of cues.

A

Recall memory

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17
Q

Conscious and active processing of incoming information; mental “scratchpad” that temporarily stores information while actively operating on it.

A

Working memory

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18
Q

Directs attention and controls the flow of information supervisor of the working-memory system.

A

Central executive

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19
Q

Briefly holds auditory information such as words or music.

A

Phonological loop

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20
Q

3 types of short-term memory storage.

A

Phonological loop
Visual-spatial sketchpad
Episodic buffer

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21
Q

Holds visual information such as
colors and shapes.

A

Visual-spatial sketchpad

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22
Q

Links auditory and visual information.

A

Episodic buffer

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23
Q

Occurs unintentionally, automatically, and without awareness.

A

Implicit memory (nondeclarative memory)

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24
Q

Involves deliberate, effortful recollection of events.

A

Explicit memory (declarative memory)

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25
Q

Levels of processing in long-term memory.

A

Shallow processing
Deep processing

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26
Q

Encoding information based on basic
auditory or visual levels.

A

Shallow processing

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27
Q

Encoding information semantically, based on actual meaning if the word.

A

Deep processing

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28
Q

Creating new episodic memories.

A

Hippocampus

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29
Q

Plays a critical role in connecting the
hippocampus to other parts of the brain.

A

Entorhinal cortex

30
Q

Involved in forming emotionally charged memories.

A

Amygdala

31
Q

Areas of brain involved implicit memory.

A

Procedural memory - striatum

32
Q

Areas of brain involved in explicit memory.

A

Medial temporal lobe of the brain

33
Q

Use of the information-processing system to achieve a goal or arrive at a decision.

A

Problem solving

34
Q

Learning not to respond or decrease of response to a repeated stimulus. (boredom)

A

Habituation

35
Q

Early memories are cue-dependent
and context-specific.

A

Operant conditioning

36
Q

A-not-B task

A

Object search

37
Q

Infants overcoming obstacles to achieve desired goals.

A

Problem solving

38
Q

Repeating of items that they are trying to learn and remember.

A

Rehearsal

39
Q

Classifying items into meaningful groups.

A

Organizing

40
Q

2 types of organizing.

A

Clustering
Chunking

41
Q

Actively creating meaningful links
between items to be remembered.

A

Elaboration

42
Q

Inability to use or benefit from
the strategies.

A

Mediation deficiency

43
Q

Capability to use the strategy that was taught, but unable to produce them on their own.

A

Production deficiency

44
Q

Capability to produce a strategy, but unable to benefit from it.

A

Utilization deficiency

45
Q

Knowledge of memory and to monitoring and regulating memory processes.

A

Metamemory

46
Q

Knowledge of the human mind and of the range of cognitive processes.

A

Metacognition

47
Q

An individual’s knowledge of a content area to be learned.

A

Knowledge base

48
Q

Episodic memories of personal events.

A

Autobiographical memory

49
Q

Few autobiographical memories of events that occurred during the first few years of life.

A

Childhood (infantile) amnesia

50
Q

With age, we are increasingly likely to rely on gist or fuzzy memory traces, which are less likely to be forgotten and are more efficient than verbatim memory traces in the sense that they take less space in memory.

A

Fuzzy-trace theory

51
Q

Also known as General Event Representations (GERs): sequence of actions related to an event and guide future behaviors in similar settings.

A

Scripts

52
Q

Reporting of events witnessed or
experience.

A

Eyewitness memory

53
Q

Stated that children progress through broad stages of cognitive growth.

A

Piaget

54
Q

Determines what information about a problem children take in and what
rules they then formulate to account for this information.

A

Rule assessment approach

55
Q

Development of problemsolving skills is a matter of knowing a variety of strategies.

A

Overlapping waves theory

56
Q

Events of great importance to the self will be remembered better than less important events.

A

Personal significance

57
Q

An event has been consistently associated with better recall if it is unique.

A

Distinctiveness

58
Q

Events associated with either highly
negative or highly positive emotions are recalled better than events that were experienced in the context of more neutral emotions.

A

Emotional intensity

59
Q

People recall more information from their teens and 20s from any other
time except the near present.

A

Reminiscence bump

60
Q

Stories of our lives that we tell over and over again.

A

Life script

61
Q

Participants were taught strategies of
organization, visualization, and association to remember verbal material.

A

Memory training

62
Q

Participants were taught strategies
for detecting a pattern in a series of letters or words.

A

Reasoning training

63
Q

Participants learned to complete visual search tasks in increasingly less time, and they were trained to divide their attention between two tasks.

A

Speed training

64
Q

These participants served as a control
group.

A

No training

65
Q

Participants are shown a collection of items and asked to find out, using few questions as possible, which item the experimenter has in mind.

A

Twenty questions task

66
Q

Best problem-solving strategy, one that rule out more than one item.

A

Constraint-seeking questions

67
Q

Middle-aged adults often outperform young adults.

A

Real-life or everyday problems

68
Q

Framework to understand how older adults may cope with and compensate for their diminishing cognitive resources.

A

Selective optimization with compensation (SOC)

69
Q

Focus on a limited set of goals and the skills most needed to achieve them.

A

Selection

70
Q

Practice those skills to keep them sharp.

A

Optimization

71
Q

Develop ways around the need for other skills.

A

Compensation

Developmental Psychology (6 decks)

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