Chapter 8: Remembering and Judging Flashcards
memory
the ability to store and retrieve information over time
cognition
the processes of acquiring and using knowledge.
Explicit memory
knowledge or experiences that can be consciously remembered.
Episodic memory
type of explicit memory:the firsthand experiences that we have had (e.g., recollections of our high school graduation day or of the fantastic dinner we had in New York last year).
Semantic memory
type of explicit memory: our knowledge of facts and concepts about the world (e.g., that the absolute value of −90 is greater than the absolute value of 9 and that one definition of the word affect‖ is ―the experience of feeling or emotion‖).
recall memory test
a measure of explicit memory that involves bringing from memory information that has previously been remembered.
recognition memory test
a measure of explicit memory that involves determining whether information has been seen or learned before
relearning (or savings)
assess how much more quickly information is processed or learned when it is studied again after it has already been learned but then forgotten.
Implicit memory
the influence of experience on behavior, even if the individual is not aware of those influences
Procedural memory
type of implicit memory: our often unexplainable knowledge of how to do things.
classical conditioning effects
type of implicit memory: which we learn, often without effort or awareness, to associate neutral stimuli (such as a sound or a light) with another stimulus (such as food), which creates a naturally occurring response, such as enjoyment or salivation
priming
type of implicit memory: changes in behavior as a result of experiences that have happened frequently or recently.
word fragment test
One measure of the influence of priming on implicit memory
Sensory memory
the brief storage of sensory information.
Visual sensory memory
is known as iconic memory. Participants had access to all of the letters in their iconic memories, and if the task was short enough, they were able to report on the part of the display he asked them to. decay very rapidly
Auditory sensory memory is known as echoic memory
echoic memories can last as long as 4 seconds
eidetic imagery (or photographic memory‖)
iconic memory seems to last longer
Short-term memory (STM)
the place where small amounts of information can be temporarily kept for more than a few seconds but usually for less than one minute
working memory
the processes that we use to make sense of, modify, interpret, and store information in STM
central executive
the part of working memory that directs attention and processing. The central executive will make use of whatever strategies seem to be best for the given task
Maintenance rehearsal
the process of repeating information mentally or out loud with the goal of keeping it in memory.
chunking.
the process of organizing information into smaller groupings (chunks), thereby increasing the number of items that can be held in STM
long-term memory (LTM),
memory storage that can hold information for days, months, and years
Encoding
the process by which we place the things that we experience into memory
elaborative encoding
process new information in ways that make it more relevant or meaningful
self-reference effect
powerful evidence that the self-concept helps us organize and remember information. The next time you are studying for an exam, you might try relating the material to your own experiences. The self-reference effect suggests that doing so will help you better remember the information
spacing effect
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 time
distributed practice
practice that is spread out over time. This is a better practice
massed practice
practice that comes in one block
overlearning
continuing to practice and study even when we think that we have mastered the material
Retrieval
the process of reactivating information that has been stor in memory.
Context-dependent learning
an increase in retrieval when the external situation in which information is learned matches the situation in which it is remembered.
remembering,
state-dependent learning refers to superior retrieval of memories when the individual is in the same physiological or psychological state as during encoding.
primacy effect
a tendency to better remember stimuli that are presented early in a list
recency effect
the tendency to better remember stimuli that are presented later in a list
serial position curve
People are able to retrieve more words that were presented to them at the beginning and the end of the list than they are words that were presented in the middle of the list.
