Chapter 8 Remembering and Judging Flashcards

1
Q

What type of memories do we consciously try to remember and recall

A

explicit memories

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2
Q

The influence of experience on behaviour, even if the individual is not aware of those
influences

A

implicit memories

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3
Q

episodic memory

A

information about events we have personally experienced

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4
Q

remembering _______ is a good example of semantic memory

A

what the word chocolate means

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5
Q

A ___________ is a measure of explicit memory that involves bringing information
from memory that has previously been remembered

A

recall memory test

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6
Q

which type of memory is tested on a multiple-choice test

A

recognition

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7
Q

What is the measure of memory that assesses how much more quickly information is
processed or learned when it is studied again after it has already been learned but then
forgotten

A

relearning

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8
Q

What is procedural memory

A

type of implicit memory that stores information about how to do things

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9
Q

your changes in behaviour as a result of experiences that have happened frequently or
recently is best known as

A

priming

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10
Q

Information is held very briefly (less than a second) in this stage of memory

A

sensory memory

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11
Q

If our brain determines that information is important enough to grab our attention
then it will move into _______

A

short term memory

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12
Q

____ are the processes that we use to make sense of, modify, interpret, and store
information in short-term memory

A

working memory

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13
Q

Which of the following is the correct order for how information remains available to
us (i.e., the stages of memory)

A

sensory memory –> short-term memory –> long-term memory

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14
Q

The process of organizing information into smaller groupings, thereby increasing the
number of items that can be held in short-term memory is best known as

A

chunking

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15
Q

The fact that learning is better when the same amount of study is spread out over
periods of time than it is when it occurs closer together or at the same timeThe
processes used to encode, store, and retrieve information over time is known as

A

spacing effect

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16
Q

overlearning

A

Continual practice and study even when it is thought that the material has
been mastered

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17
Q

You have two weeks until your next exam. Which of the following is the best way to
plan your study time to maximize the amount you remember

A

studying one hour every other day for 10 days before the exam

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18
Q

The failure to retrieve a word from memory, combined with partial recall and the
feeling that retrieval is imminent is known by psychologists as the _____________
effect

A

tip of the tongue

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19
Q

Why does someone who learns information in a bad mood recall more information
when they are in a bad mood

A

because of state-dependent learning

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20
Q

When given a list of words to remember, Ryley finds that he has a tendency to better
remember stimuli that are presented early in a list. What is the best name for this
effect?

A

primacy effect

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21
Q

This type of interference occurs when learning something new impairs our ability to
retrieve information that was learned earlier

A

retroactive interference

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22
Q

This type of interference occurs when earlier learning impairs our ability to encode
information that we try to learn later

A

proactive learning

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23
Q

prototypical example of a category

A

robins and sparrows for the category of birds

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24
Q

What is the term for patterns of knowledge in long-term memory that help us organize
information

A

schemas

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25
Q

Which part of my brain is probably damaged if I am unable to recognize basic objects
around my house

A

hippocampus

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26
Q

Bryson remembers nothing before his concussion happened, meaning he has
________ amnesia. If he were unable to learn new things, he would have ________
amnesia

A

retrograde and anterograde

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27
Q

Looking for evidence to back up the way you already feel about something is an
example of

A

confirmation bias

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28
Q

When people’s schemas prevent them from using an object in new and nontraditional
ways

A

functional fixedness

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29
Q

Errors in memory that occur when new information influences existing memories is
called

A

misinformation effect

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30
Q

Olivia predicts that she would will be very nervous during a class presentation and is
certain that she will faint. What is this an example of

A

overconfidence

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31
Q

Paul flips a coin 5 times, and “heads” occurs each time. He then predicts that “tails”
will be next. What is this an example of?

A

representative heuristic

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32
Q

Melissa is stuck in traffic and says to her friend that “traffic is the worst in my area!”
What is this an example of

A

availability heuristic

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33
Q

John, a talented sprinter, finished second in the race by a fraction of a second. He kept
thinking about what could have happened if he had trained a bit harder or if he hadn’t
stumbled at the start. What type of thinking is John engaging in

A

counterfactual

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34
Q

According to eyewitness testimony research, which of the following increases the
likelihood of identification errors

A

when eye-witnesses are asked to identify a perpetrator from a race other than their own

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35
Q

A(n) _________ memory is a memory of an event that never actually occurred. It is
implanted by experimental manipulation or other means

A

false

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36
Q

memory

A

the ability to store and retrieve information over time

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37
Q

cognition

A

the process of acquiring and using knowledge

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38
Q

hyperthymesia

A

people able to remember an abnormally large amount of their life experiences in vivid detail

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39
Q

false memory studies suggest

A

once false memories are implanted its difficult to tell them apart form true ones

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40
Q

3 categories of memory processes

A

encoding
storage
retrieval

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41
Q

semantic memory

A

knowledge of facts and concepts about the world

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42
Q

recall task

A

examine ability to pull information from your memory without aids

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43
Q

recognition task

A

examine ability to recognize previously learned information from choices

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44
Q

relearning task

A

assesses how much quicker information is processes when learned again after being forgotten

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45
Q

classical conditioning

A

learning often without effort or awareness to associate neutral stimuli with another stimulus

46
Q

2 types of sensory memory

A

iconic and echoic

47
Q

simple memory

A

brief storage of sensory information

48
Q

iconic memory

A

visual sensory memory
lasts about 1/4s

49
Q

echoic memory

A

auditory sensory memory
lasts about 4s

50
Q

short term memory

A

small amounts of information that is temporarily kept for a few seconds to a minute

51
Q

central executive

A

part of working memory that directs attention and processing

52
Q

working memory

A

what processes, makes sense of, modifies, interprets, and stores information in the STM

53
Q

maintenance rehersal

A

process of repeating information mentally or out loud

54
Q

long term memory

A

memory storage that can hold information for days, months or years

55
Q

to be successful in keeping things in LTM

A

they must be encoded, stored, and retrieved

56
Q

elaborate encoding

A

process new information in ways that make it more relevant or meaningful

57
Q

example of elaborate encoding

A

looking at Freud and imagining him as a child because he studied childhood experiences

58
Q

forgetting curve

A

information we have learned drops off rapidly with time

59
Q

state dependent learning

A

superior retrieval of memories when the individual is in the same psychological state as during the encoding

60
Q

context dependent learning

A

match in the external situation between learning and remembering

61
Q

example of context dependent learning

A

studying for a test in a student lounge instead of at home because students will be around you making noise

62
Q

example of state dependent learning

A

studying while caffeinated means you should be caffeinated while taking an exam for better results

63
Q

serial position curve

A

people are able to retrieve more words presented at the beginning or end of a list than words in the middle

64
Q

primacy effect

A

better at remembering stimuli presented early in a list

65
Q

recency effect

A

better at remembering stimuli presented later in a list

66
Q

retroactive interference

A

learning something new impairs ability to retrieve info learned earlier

67
Q

retroactive interference example

A

learning a new phone # making it harder to remember the old one

68
Q

proactive inference

A

when earlier learning impairs ability to encode information that we try to learn later

69
Q

proactive inference example

A

your old PIN # makes it hard to remember your new one

70
Q

spreading activation

A

activation of one element of a category in the LTM activates other associated elements

71
Q

category prototype

A

member of the category that is most average or typical

72
Q

category prototype example

A

when asked to think or a bird you think of a robin before an ostrich

73
Q

example of a schema

A

-being respectful in public
-shaking someone’s hand
-seeing elderly people as fragile and needing extra care

74
Q

long term potentiation

A

strengthening of the synaptic connections between neurons as result of frequent stimulation

75
Q

consolidation

A

period of time which LTP occurs and in which memories are stored

76
Q

glutamate

A

neurotransmitter and amino acid (glutamic acid) most important in memory

77
Q

hippocampus

A

helps encode information about spatial relationships and the context in which events were experienced and the associations among memories

78
Q

cerbellum

A

responsible for implicit memories

79
Q

amygdala

A

handles emotional memories mostly those involved with fear

80
Q

amnesia

A

memory disorder that involves the inability to remember information

81
Q

retrograde amnesia

A

more severe for memories that occurred just before trauma

involved with long-term potential and consolidation process

82
Q

anterograde amnesia

A

inability to transfer information from short-term memory into long-term memory

problems forming new memories

83
Q

cognitive processes and memory

A

cognitive processes play a significant role in memory such as attention, rehearsal, and organization of memory

84
Q

cognitive biases

A

errors in memory or judgment that are caused by the inappropriate use of cognitive processes

85
Q

source monitoring

A

ability to accurately identify the source of the memory

86
Q

example of source monitoring

A

recalling a childhood memory of seeing a friendly dog on the street but being uncertain if it was real or a vivid dream

87
Q

sleeper effect

A

attitude change that occurs over time when we forget the source of the information

88
Q

example of the sleeper effect

A

on Instagram you see a crazy story that you believed until you see that its from a fake news site

89
Q

confirmation bias

A

tendency to verify and confirm existing memories rather then challenge or disconfirm them

90
Q

experiment done by Loftus and Palmer in 1974

A

showed 3 groups a video of a car crash and then asked them each how fast the cars were going when they hit, smashed, and contacted each other

91
Q

overconfidence

A

tendency for people to be too certain about their ability to accurately remember events and to make judgments

92
Q

flashbulb memory

A

vivid or emotional memory of an unusual event that people believe they remember very well

93
Q

heuristics

A

information processing strategies that are useful in many cases but may lead to errors when misapplied

94
Q

representativeness heuristics

A

base our judgments on information that seems to represent or match what we expect to happen while ignoring other relevant information

95
Q

example of representativeness heuristics

A

because someone is wearing a suit and tie and holding a briefcase they may be a lawyer

96
Q

availability huristics

A

the tendency to make judgements of the frequency or likelihood that an event occurs on the basis of the ease with which it can be retrieved from memory

97
Q

availability heuristics example

A

hearing about a plane crash on the news and deciding not to get on your plane ride home form Mexico

98
Q

salience

A

information which is attention-grabbing is more likely o be noticed and remembered

99
Q

example of salience

A

deciding whether to get an apple or android. google says android is better with camera and battery but your friend says apple is better so you get an apple

100
Q

cognitive accessibility

A

extent to which knowledge is activated in memory and thus is likely to be used in cognition and behaviour

101
Q

example of cognitive accessibility

A

deciding whether to go to NYC or Calgary on your trip. You have heard lots about NYC and not lots about Calgary so you decide to go to NYC without do research on the other place

102
Q

counterfactual thinking

A

tendency to think about and experience events according to what might have been

103
Q

example of counterfactual thinking

A

being sad after getting silver because you could have gotten gold

104
Q

self reference effect

A

material is better remembered if it is linked to thoughts about ourselves

105
Q

self reference effect example

A

remembering the word ambitious when describing it according to you then just reading the definition

106
Q

forgetting curve example

A

studying and remembering 90% of material and a month later only remembering 10%

107
Q

confirmation bias example

A

if someone believes all politicians are dishonest and only seek out information that supports this belief

108
Q

example of functional fixedness

A

seeing a chair only as a seat and not a stool used to reach high shelves

109
Q

misinformation effect example

A

after a car accident is someone says you crashed you will think its worse then if you said you bumped

110
Q

overconfidence example

A

feeling confident you remember everyone name at a party but when you get there you realize you have forgotten most of them