Cognition Flashcards
Information-processing model of memory
like a computer
3 parts to it
1. Encode the info [like typing it into a document] [or cataloguing and identifying a new book]
2. Store the info [like saving a document] [or placing a book on a shelf]
3. retrieve the info [like getting it from the hard drive] [or retrieving a book from the shelf]
effortful processing
giving thought and paying attention to new infromation
automatic processing
stimuli that are encoded without any effort
parallel processing
used by the brain to encode multiple things simultaneously
Deep Processing
consciously adding meaning or making connections with information we are taking in
ex. B words
shallow processing
not deep, no meaning attached/lack of placement in a relevant context responsible for forgetfulness
ex. A word
maintenance rehearsal
simple repetition to encode what we are taught
shallow processing
Elaborative rehearsal
Sullivan is SUCH a fan
needs you to think about the meanings or uses of some concept
Chunking
group things into more manageable groups
telephone numbers, social security numbers
schemas
cognitive frameworks based on previous experiences which help fill the gaps in our memory
constructive memory/confabulation
Build things into our memory that were not part of reality
ex. librarian— male or female??
adding the word sleep
adding things to the story
visual encoding
memorize a mental picture
remember what a word likes like or where it is on the page
ex: remember the appearance of one of the dwarves
acoustic encoding
remember the word rhymes with something/feel for rhythm or sound
ex. of an error remember dumpy/bumpy, not grumpy
semantic encoding
remember synonyms but not the word itself
ex.of an error remember a really smart dwarf but not doc
mnemonics
linking part of what we want to remember to something already known
ex. remember Cliff the person by picturing his face as or on a cliff #Rushmore
Method of loci
tie a set of images of things you want to remember to a familiar place and then walk through it, retrieving info as you go
Peg Word
use peg words to create an image and then use already memorized words to recall images by seeing the words
ex. one is a bun, two is a shoe………
hang a word on these, such as hairbrush or whatever, especially action
spacing effect/distributed learning
spread out learning/studying
self-referencing
use connections to your own life to better encode info
overlearning
continue rehearsal even if you have mastered a topic to ensure long-term retention
Atkinson-Shiffrin Model
different storage mechanisms, the sensory register, short-term memory, and long-term memory
most accepted
sensory register/sensory memory
allows us to take in ALL SENSORY INPUT very brief functioning,
most just observed and then given no attention, not encode and lost
iconic memory
remember half of an array of letters that is flashed or a single line
there for a moment, but fading as it is being recited
just visual sensory memory
echoic memory
auditory sensory memory
hear and register things, even if not listening, but only for a short period of time
how many items can short term memory hold?
7 +/- 2
George Miller
discovered the 7+/-2 pieces of information that could be held
Magic number of short term capacity
7 +/- 2
STM/Working memory
very limited, lasts about 20 seconds and can only hold about 7 +/- 2 pieces of info at a time
Long-term memory
limitless in terms of capacity
Episodic Memory
Memory for a specific event or period of time in one’s life. Allow us to relive experiences
Semantic Memory
memory for information
facts and ideas
Presidents
Procedural Memory
Memory for specific actions, such as riding a bicycle, tying one’s shoes, or swimming
most enduring types of memories.
Flashbulb Memories
a type of episodic memory
detailed memories of emotionally charged events
vividly recalled
Classic examples have people remember exactly what they were doing when something major occurred
not necessarily always accurate
encoding specificity principle
retrieve information best when we can recreate the environment.conditions we learned information in
context dependent memory
more likely to recall information if in the same physical area of in a similar context as when the material was encountered
state and mood dependent memory
one is more likely to remember something if in a similar emotional/physical state as you were when it occurred
state dependent memory
witness something during fight or flight remember details better during fight or flight
drugs
alcoholic driving home
mood congruent memory
when you are sad, remember a bunch of sad stuff [all by myself] and when you are happy remember happy stuff
eidetic imagery/memory
photographic memory
very rare
precise and long lasting memory
tip of the tongue phenomenon
know the memory is there but can’t quite get it out
Recall
fill in the blank or definitions recall fro memory
Recognition
multiple choice test, select something, prompted, cues
implicit memory/nondeclarative/procedural
“remember” something without knowing we do
LTM
ex. riding a bike
parts of the brain other than the hippocampus, including cerebellum
explicit memory/ declarative memory
consciously declared
LTM
hippocampus
serial position effect
tend to remember first and last things best
primacy effect
remember things at the beginning best/better than middle
recency effect
remember things at the end better than the middle
semantic distinctiveness
catch one’s attnetion because they do not fit the schema of the list
these things are not like the others
ex. Artichoke
eyewitness recall
recollection of info personally experienced
Elizabeth Loftus
works with eyewitness testimony
framing of question/asking leading questions
“Which hand was the gun in?”- not even established that one was there
misinformation effect
alter one’s own memories by supplying them with misleading or inaccurate info
Imagination Inflation
bike story added in one after LOFTUS
Forgetting Curve
Hermann Ebbinghaus
the drop in recall, base maintained over long term
proactive intereference
something form the past inhibits your attempts to recall more recent material
sophmore locker combo inhibits learning junior year one
change email/pass recently
retroactive interference
new information works backwards to erase old memories
junior year combo now gets in the way of soph
changed pass a long time ago and no longer remember original
repression
Freudian bury traumatic thoughts so deeply we forget existence recount trauma through therapy controversial suggestibility comes into play
sketch pad
part of WM, more specifically part of central exec
visual memories and spatial images/materials
episodic buffer
store personal memories, episodes in our lives
Part of WM, more specifically part of central exec
phonological loop
frequently store images to words
can make mistakes/confuse letter [d for t]
part of WM, more specifically part of central exec
central executive
part of WM
manages incoming info/oversees WM
3 parts
elaborative rehearsal
oranize info to remember it
ex. give it a visual
acrostic
Context
washing clothes demo
attaching a simple heading/subjeading makes us remember better
mnemonics
techniques to help us improve memory
categorization
a type of mnemonic
ex. shopping list
study guide
auto-trader
acronym
a type of mnemonic ex. DSAT FPOT SOHCAHTOA CIA FBI
acrostics
a type of mnemonic
Dear King Philip Cam Over From Germany Singing
Never Eat Shredded Wheat
interactive images
a type of mnemonic ex. hippo on campus trying to remember where class is Amy G's dala ripped so she was sad
Methods of loci
a type of mnemonic
ex. memorizing 1st 10 presidents qith houses on street
has to do with locations/places
shopping list on the beach
positive transfer of learning
skill in one area helps to learn something else
French and SPanish
Tricycle to Bicycle
gymnastics to cheerleading
negative transfers of learning
skills in one area interfere with no learning
driivng in US vs UK
soccer to track
skiing vs. snowboarding
