chapter eight (memory)

Question 1

memory

Answer 1

processes that allow us to record and retrieve information/experiences

Question 2

memory as information processing three processes

Answer 2

encoding- translating into neutral code
storage- retained over time
retrieval- pulled back out

Question 3

stages

Answer 3

1. external events
2. sensory memory
3. short term memory
4. long-term memory

Question 4

three stage model of memory

Answer 4

1. sensory memory
2. working(short term) memory
3. long-term memory

Question 5

separate and interacting components

Answer 5

tempory and long lasting

does not correspond to specific brain structures

Question 6

sesnory memory

Answer 6

first stage of memory

all sensory input

visual(iconic) or audiotory (echoic)

short lasting: held for very brief amount of timiei

Question 7

working and short term memory

Answer 7

what you are currently thinking

viscual encoding (mental image)

phonological encoding (sounds)

semantic encoding (meaning)

liimited duration

limited capaity( 1-7 items)

chunking increases capacity

Question 8

chunking

Answer 8

organizing items into familaar units

often occurs automatically

acronyms (bedmas)

Question 9

long-term memory

Answer 9

durable stored memories

storage capacity unlimited

ltm can endure for a lifetime

Question 10

types long term memory

Answer 10

declarative (can be verbalized- factual knowledge)

episodic(personal experience)

semantic (general factual knowledge)

Question 11

procdedural (non delarative memory)

Answer 11

reflected in skills and actions

some classically conditioned responses

Question 12

explicit memory

Answer 12

consciencous or intentional memory retrieval

Question 13

implicit memory

Answer 13

memory influences behvaiour but…

no conscious awareness

seen in priming tasks

Question 14

deep processing

Answer 14

encoding meaning (deep processing)

memory of information is affected by how you store it (semanitc vs acoustic)

self-reference effect

we recall information best when can relate it to ourselves

encoding specificity

we learn information together with its context

match encoding and retrieval conditions

Question 15

strategies for studying

Answer 15

maintaince rehearsal

reading chpaters and reviewing class notes

highlighting

elaborative rehearsal

deep level of processing

cue cards for key terms

answer online questions (provide feedback)

make your own questions and answer

self reference effect

contect-dependent learning

match encoding (study) and retrieval (test) condition

location (where you study)

mix it up

food/drink

music/tv

Question 16

mnemoinic devices

Answer 16

memory aids (make information unquiely organized)

hiearchies

chunking

acrocymns

distrubuted practice effect

short (45 minute) study session

reduces interference

Question 17

dual coidng theory

Answer 17

easier with concrete object (movies

more diffcult with abstract concepts (jealously)

Question 18

forgetting why do we forget?

Answer 18

encoding failure

lack of attention

lack of deep processing

eg. failure to encode details that are nor important

Question 19

inference theory

Answer 19

proactive inference

past material interferes with recall of newer

retroactive inference

new informatioin interferes with abilty to recall old inofrmation

Question 20

decay of memory trace

Answer 20

long term physical tace in nervous system fades over time

Question 21

motivated forgetting

Answer 21

based on freudian concepts

eg. repression of anxiety-arousing memories

Question 22

conversial

Answer 22

diffcult to verify

Question 23

amnesia

Answer 23

retrograde

memory loss for events before amnesia

anterograde

memory loss for events after amnesia

alzheimer’s disease

sereve retrograde/anterograde amnesia

infantile amnesion

memory loss for early childhood experiences

typically for events before ages ¾