chapter seven Flashcards
1
Q
encoding
A
the acquisition and transfer of information into long term memory
2
Q
elaborative rehearsal
A
- processing information based on meaning or connections to other information
- leads to encoding
3
Q
maintenance rehearsal (rote rehearsal)
A
- silent repetition to oneself
- often used to keep information in short term memory
- not effective at encoding
4
Q
level of processing theory
A
- craik and lockhart
- proposed that the extent of processing an item (depth of processing) will determine its likelihood of being remembered
5
Q
levels of processing
A
- shallow
- intermediate
- deep
6
Q
shallow (levels of processing)
A
- involves physical characteristics
- i.e. the appearance of a word
- decay is fast
7
Q
intermediate (levels of processing)
A
- phonemic (sound of words) features
- i.e. how a word sounds/rhymes with another word
- decay is intermediate
8
Q
deep (levels of processing)
A
- semantic meanings of the information
- i.e. is the word a type of animal? food?
- decay is slow
9
Q
bower and winzenz (levels of processing theory)
A
- found that visualizing an image of paired associates results in better recall than rote rehearsal
10
Q
leshikar et al. (levels of processing theory)
A
- found a self-reference effect which is:
- recalling words that one judged as a description of theirselves or not was better than when it was judged as a common/uncommon word
11
Q
slameka and graf
A
- found a generation effect where:
- participants are better to recall word pairs if they generated the second word in the pair than merely reading pre-generated word pairs
12
Q
retrieval cue
A
- a stimulus that helps one recall information
- i.e. the word “doctor” can help cue the retrieval of a related word such as “nurse”
13
Q
organized information in retrieval…
A
- helps facilitate recall in long term memory
- i.e. tables, graphs, flow charts
14
Q
testing effect (retrieval)
A
- karpick and roediger
- found that routine testing results in better performance
- i.e. regularly quizzing yourself on material you’ve already learned
15
Q
6 steps on effective studying
A
- elaborate
- generate and test
- organize
- take breaks
- avoid “illusions of learning”
- long-hand-note taking is superior to laptop note taking
16
Q
spacing effect
A
better memory when studying during short sessions rather than cramming
17
Q
illusions of learning
A
- ease of reading does not mean better memory for the material
- familiarity effect: recognition of material does not mean comprehension of it
- highlighting text: no difference in memory for people who highlight and people who don’t
18
Q
free recall
A
participants recall information
19
Q
cued recall
A
- participants are provided with retrieval cues to help with recall
- better performance than free recall
20
Q
principle of encoding specificity
A
- successful retrieval depends on how much the conditions at encoding match the conditions at retrieval
- i.e. listening to classical music studying vs. during the text = better recall
21
Q
transfer-appropriate processing
A
- successful task performance is dependent on whether the cognitive processes during encoding is transferred to the retrieval stage, and is appropriate for the current responding
- i.e. studying words by looking at pictures that represent them and then being asked to remember the words on a test by being shown just the pictures
22
Q
consolidation
A
process of making memories resistant to disruption (forgetting)
23
Q
synaptic consolidation
A
- process of strengthening connections between neurons after learning, helping to stabilize new memories quickly
- leads to long term potentiation (LTP)
24
Q
long term potentiation (LTP)
A
the strengthening of synaptic transmission
25
systems consolidation
neural circuits involving the hippocampus and cortex are reorganized over months to years
26
hebb (synaptic consolidation)
- proposed that synaptic changes reflect learning and memory
- experiences change synaptic structure, neural firing rate, and the amount of NTs released
27
two models that describe systems consolidation
- standard model of consolidation (earlier)
- multiple trace model of consolidation
28
standard model of consolidation
- there is a weakening of connections, they disappear, which means the ones left get stronger
- link to graded amnesia
29
graded amnesia
memory loss where recent memories are more likely to be forgotten than older ones after an injury or trauma because older memories have had more time to strengthen their cortical connections making them more resistant to disruption
30
multiple trace model of consolidation
- emphasizes that memories are created and stored as multiple traces that can change over time, rather than fixed in one location
- when you recall a memory, you create a new version of it, which helps explain why they're flexible/can be inacurate
31
gilboa et al. (consolidation)
- found brain activity in the hippocampus when retrieving recent and remote episodic memories
- remote (long-term) memories more strongly associated with prefrontal cortex than recent memories
32
consolidation and sleep
- gais et al. proposed sleep enhances consolidiation
- paired associated: english-german words
- sleep condition: slept within 3 hours of studying
- awake condition: stayed awake for 10 hours after studying
- found that sleep enhances consolidation OR those in sleep condition experience less interference
33
wilhelm et al. (consolidation)
- found that the expectation to recall information enhanced memory
- experimented with matching pairs of cards
- expected condition: told they would be tested on memorizing cards
- unexpected condition: told they would be tested on another test
- results showed that memories we consider important (expect to remember) are strengthened by consolidation
34
reconsolidation
- memory is fragile after retrieval and thus, requires to be consolidated again
- during reconsolidation, the memory can be modified or eliminated
35
rat reconsolidation experiment
- researchers classical conditioned rats to associate a tone with a shock, making them create a fear memory
- after the memory was formed, they replayed the tone to make sure the fear memory was recalled
- when the memory was recalled, they injected rats with anisomycin (blocks protein synthesis which prevents reconsolidation)
- when the tone was replayed again, rats did not freeze to the tone, showing that the memory was not reconsolidated properly after anisomycin injection
