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YEAR 2 Cognition > Episodic and Semantic memory > Flashcards

Episodic and Semantic memory Flashcards

1
Q

What is an episodic memory?

A

Memory for specific events located at a specific point in time

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2
Q

Memory for specific events located at a specific point in time

This is known as…?

A

Episodic memory

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3
Q

What is semantic memory?

A

Memory for facts

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4
Q

Memory for facts

This is known as…?

A

Semantic memory

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5
Q

Define Episodic memory

a. Memory for specific events located at a specific point in time

b. Memory for facts

A

a. Memory for specific events located at a specific point in time

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6
Q

Define Semantic memory

a. Memory for specific events located at a specific point in time

b. Memory for facts

A

b. Memory for facts

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7
Q

Which memory is known as “mental time travel”?

a. Episodic
b. Semantic

A

a. Episodic

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8
Q

Which memory is known as backward to relive earlier
episodes?

a. Episodic
b. Semantic

A

a. Episodic

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9
Q

Which memory is known as forward to anticipate & plan future events?

a. Episodic
b. Semantic

A

a. Episodic

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10
Q

Which memory is known as no mental time travel?

a. Episodic
b. Semantic

A

b. Semantic

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11
Q

Which memory does this apply to?

E.g.: World knowledge; vocabulary; rules etc.

a. Episodic
b. Semantic

A

b. Semantic

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12
Q

Which memory does this apply to?

Short delay: information is recalled in episodes

a. Episodic
b. Semantic

A

b. Semantic

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13
Q

Which memory does this apply to?

Long delay: the same information is integrated into semantic memory

a. Episodic
b. Semantic

A

b. Semantic

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14
Q

Information is recalled in episodes

This is known as…?

a. Short delay
b. Long delay

A

Short delay

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15
Q

The same information is integrated into semantic memory

This is known as…?

a. Short delay
b. Long delay

A

b. Long delay

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16
Q

Which memory is similar to a time machine?

A

Episodic memory

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17
Q

Which memory is based on knowledge?

A

Semantic memory

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18
Q

List 2 ways semantic and episodic memories are different

A

They are functionally different:

1) Different types of information

2) Different experiences

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19
Q

Describe the neuropsychological evidence supporting the claim that semantic and episodic memory systems are different

List 3 points

A

1) Spiers, Maguire, and Burgess (2001) —-> 147 cases of amnesia

2) Substantial or even dramatic loss of episodic memory

3) Semantic memory effects more variable and generally smaller

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20
Q

1) Spiers, Maguire, and Burgess (2001) —-> 147 cases of amnesia

2) Substantial or even dramatic loss of episodic memory

3) Semantic memory effects more variable and generally smaller

What is this an evidence of?

A

Semantic and episodic memory systems are different

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21
Q

Damage to the ____ (and the ______) affects episodic memory far more than semantic memory

A

a. Hippocampus
b. Medial temporal lobe

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22
Q

Damage to the hippocampus (and the MTL) affects _______ memory far more than ________memory

A

a. Episodic
b. Semantic

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23
Q

Hippocampal amnesia may affect ___________ more, than ____________

A

a. Acquisition of new semantic memories

b. Retrieval of old (remote) semantic memories

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24
Q

______________ may affect acquisition of new semantic memories more, than retrieval of old (remote) semantic memories

A

Hippocampal amnesia

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25
Q

What do Semantic Dementia patients struggle with?

A

Severe loss of concept knowledge but intact episodic memory (and intact cognitive abilities)

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26
Q

Severe loss of concept knowledge but intact episodic memory (and intact cognitive abilities)

This is known as…?

A

Semantic Dementia

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27
Q

Semantic Dementia patients have damage to 2 regions in the brain

What are they?

A

1) Anterior frontal lobes

2) Anterior temporal lobes

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28
Q

Damaged anterior frontal and anterior temporal lobes

Patients with these damages are diagnosed with…?

A

Semantic Dementia

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29
Q

Impaired access to facts and knowledge about the world

This is known as…?

A

Semantic deficit

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30
Q

What is semantic deficit?

A

Impaired access to facts and knowledge about the world

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31
Q

Inability to store new personal event and/or access to episodic detail. To somebody’s past

This is known as…?

A

Episodic deficit

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32
Q

What is episodic deficit?

A

Inability to store new personal event and/or access to episodic detail. To somebody’s past

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33
Q

Semantic deficit is affected by damages to 2 regions of the brain

What are they?

A

1) Anterior frontal lobe
2) Anterior temporal lobe

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34
Q

Episodic deficit is affected by damages to 2 regions of the brain

What are they?

A

1) Hippocampus
2) Medial temporal lobe

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35
Q

Are Episodic and Semantic memory systems …?

a. Codependent
b. Independent

A

b. Independent

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36
Q

True or False?

Many long-term memories consist of only episodic memories

A

False

Many long-term memories consist of a mixture of episodic and semantic aspects

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37
Q

True or False?

Episodic and Semantic memory dynamically interact and affect each other

A

True

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38
Q

Chunking and organising the elements of a long list of items (numbers in this case) may lead to worse encoding

True or False?

A

False

Chunking and organising the elements of a long list of items (numbers in this case) may lead to better encoding

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39
Q

Who investigated the recall of complex materials (e.g., drawings and folk tales)?

A

Bartlett

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40
Q

Who examined recall errors?

A

Bartlett

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41
Q

Unlike Ebbinghaus, Bartlett stressed participants’ …?

A

Effort after meaning

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42
Q

Who stressed participants’ effort after meaning?

A

Bartlett

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43
Q

Who gave meaning to studied materials as a better way of organising thought and eventually memory?

A

Bartlett

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44
Q

Bartlett gave meaning to studied materials as a …?

A

Better way of organising thought and eventually memory

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45
Q

Rather than study the gradual accumulation of information over successive learning trials, what did Bartlett prefer to do?

A

He preferred to use the errors that his participants made as a clue to the way in which they were encoding and storing the material

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46
Q

Define Schemas

A

Structured representation of knowledge about the world, events, people or actions

AKA = A longterm structured representation of knowledge that was used by the rememberer to make sense of new material and subsequently store and recall it

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47
Q

Structured representation of knowledge about the world, events, people or actions

This is known as..?

A

Schemas

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48
Q

A longterm structured representation of knowledge that was used by the rememberer to make sense of new material and subsequently store and recall it

This is known as…?

A

Schemas

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49
Q

What can schemas be used for?

A

They can be used to make sense of new material, to store and later recall them

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50
Q

What can be used to make sense of new material, to store and later recall them?

A

Schemas

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51
Q

What are schemas influenced/determined by?

A

Social and cultural factors

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52
Q

In Bower, Black, and Turner’s (1979) study, how many respondents reported these common events when going to a restaurant:

  • Sit down
  • Look at menu
  • Order
  • Eat
  • Pay bill
  • Leave
A

73%

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53
Q

In Bower, Black, and Turner’s (1979) study, 73% of respondents reported these common events when going to a restaurant:

List 6 main events

A
  • Sit down
  • Look at menu
  • Order
  • Eat
  • Pay bill
  • Leave
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54
Q

In Bower, Black, and Turner’s (1979) study, 73% of respondents reported these common events when going to a restaurant:

  • Sit down
  • Look at menu
  • Order
  • Eat
  • Pay bill
  • Leave

What other events did 48% of respondents also mention? List 9

A
  • Enter restaurant
  • Give reservation name
  • Order drinks
  • Discuss menu
  • Talk
  • Eat appetizer
  • Order dessert
  • Eat dessert
  • Leave a tip
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55
Q

In Bower, Black, and Turner’s (1979) study, how many respondents reported these common events when going to a restaurant:

  • Enter restaurant
  • Give reservation name
  • Order drinks
  • Discuss menu
  • Talk
  • Eat appetizer
  • Order dessert
  • Eat dessert
  • Leave a tip
A

48%

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56
Q

Describe the results of Bartlett’s War of the Ghosts experiment

A

The War of the Ghosts (Native American folk tales), in which several features were incompatible with European expectations (or those of Americans unfamiliar with the North American Indian culture).

Hence, the supernatural aspect of the story was often omitted and people committed many errors and distortions when they asked
to recall these

In their recall made the story more coherent and omitted details

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57
Q

In Bartlett’s War of the Ghosts experiment, people made the story more coherent and omitted details when asked to recall the story

These distortions were more consistent with …?

A

Their own semantic knowledge

Simply = Features of the story that were puzzling to the readers were rationalised by distorting them to fit their expectations

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58
Q

In Bartlett’s War of the Ghosts study, recalled stories from people were…?

A

Westernised

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59
Q

What was one of the criticisms of Bartlett’s War of the Ghosts study?

A

He provided vague instructions to the Ps

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60
Q

After being asked to read a confusing passage, in absence of a title, participants recalled around ______ different units (ideas)

A

2.8

61
Q

After being asked to read a confusing passage, supplied with a title “Washing clothes”, participants recalled around ______ different units (ideas)

A

5.8

62
Q

Did Ps recall more different units (ideas) after reading a confusing passage when given a title or without given a title?

A

When given a title

63
Q

Ps recalled more different units (ideas) after reading a confusing passage when given a title

What does this suggest about previous schematic knowledge?

A

Previous schematic knowledge is beneficial for later recall as it helps comprehension of the passage and organisation of its elements

64
Q

Previous schematic knowledge is beneficial for later recall because…?

A

It helps comprehension of the passage and organisation of its elements

Simply = Previous schemas help us organise new info for easier recollection

65
Q

Sulin and Dooling (1974) tested Bartlett’s theory, including his assumption that …?

A

Systematic, schema-driven errors will be greater at a long retention interval than after a short delay

Because schematic information lasts longer in memory than more detailed information in the text

66
Q

Bartlett argued that systematic, schema-driven errors will be greater at a long retention interval than after a short delay

Why is this?

A

Because schematic information lasts longer in memory than more detailed information in the text

67
Q

Describe Sulin and Dooling’s (1974) experiment investigating the role of schemas

List 3 points

A

1) Presented some Ps with a story about Gerald Martin: “Gerald Martin strove to undermine the existing government to satisfy his political ambitions … He became a ruthless, uncontrollable dictator.

2) Other Ps were given the same story but the main actor was called Adolf Hitler.

3) All Ps were tested with the sentence/asked if they heard this sentence in the story: “He hated the Jews particularly and so persecuted them.”

68
Q

In Sulin and Dooling’s (1974) experiment investigating the role of schemas:

1) Presented some Ps with a story about Gerald Martin: “Gerald Martin strove to undermine the existing government to satisfy his political ambitions … He became a ruthless, uncontrollable dictator.

2) Other Ps were given the same story but the main actor was called Adolf Hitler.

3) All Ps were tested with the sentence/asked if they read this sentence in the story: “He hated the Jews particularly and so persecuted them.”

Describe the results (List 2 points)

A

Ps who were told the story was about Adolf Hitler were much more likely to believe incorrectly they had read the sentence, “He hated the Jews particularly and so persecuted them” after a long delay (1 week)

But there were no differences between the groups after a short delay (5 mins)

69
Q

Participants who were told the story was about Adolf Hitler were much more likely to believe incorrectly they had read the sentence, “He hated the Jews particularly and so persecuted them” after a long delay (1 week)

But there were no differences between the groups after a short delay (5 mins)

What do these results suggest about schematic knowledge?

A

Their schematic knowledge about Hitler distorted their recollections of what they had read at a long retention interval but not at a short one.

Simply = Schematic knowledge may affect memory especially at longer intervals.

70
Q

Schematic knowledge may affect memory especially at ______ intervals.

a. Shorter
b. Longer

A

b. Longer

71
Q

Describe Carmichael et al.’s (1932) study on the role of meaning in memory

List 4 points

A

1) Ps were presented with the visual stimuli figures for subsequent recall

2) Each figure/item was sufficiently ambiguous as to fit two different verbal labels, for example a beehive or a hat.

3) Ps were either given verbal labels from word list 1 or word list 2

4) Ps were asked to draw the stimuli from memory

72
Q

In Carmichael et al.’s (1932) study on the role of meaning in memory:

1) Ps were presented with the visual stimuli figures for subsequent recall

2) Each figure/item was sufficiently ambiguous as to fit two different verbal labels, for example a beehive or a hat.

3) Ps were either given verbal labels from word list 1 or word list 2

4) Ps were asked to draw the stimuli from memory

Describe the results of this study

A

Ps drawings were strongly influenced by the label they had been given

Simply = Ps given verbal labels from word list 1 were more likely to draw the stimuli figures based on the words in that particular list

73
Q

Describe Bower, et al.’s (1975) study investigating the role of meaning on memory

List 3 points

A

1) Ps were shown meaningless patterns or “droodles”.

2) They were asked to freely recall the patterns

3) They were then asked to recall each droodle, accompanied by an interpretative label

74
Q

In Bower, et al.’s (1975) study investigating the role of meaning on memory:

1) Ps were shown meaningless patterns or “droodles”.

2) They were asked to freely recall the patterns

3) They were then asked to recall each droodle, accompanied by an interpretative label

Describe the results of this study (List 2 points)

A

1) Free recall of these patterns was very poor

2) However, recall was greatly improved when each droodle was accompanied by an interpretative label.

75
Q

These were the results of Bower et al.’s study

1) Free recall of these patterns was very poor

2) However, recall was greatly improved when each droodle was accompanied by an interpretative label.

What does this conclude?

A

Memory is aided whenever contextual cues during encoding arouse appropriate schemata

Simply = Ps recall the patterns much more effectively when provided with a story to support the droodles beforehand

e.g. This droodle looks like a vain triangle kissing its reflection in a mirror

76
Q

To help us remember as many words as possible in a given list, what do we (unintentionally or intentionally) do?

A

We categorise/organise the words based on meaning

e.g. Apply, plum & cherry + Desk, sofa, table & lamp

77
Q

______ words within the list tend to be recalled as a cluster/together

A

Related words

78
Q

Related words within the list tend to be recalled as _______

A

A cluster/together

79
Q

When Ps are given the opportunity to organise information in a meaningful way, memory performance is guided by __________.

A

Meaning

80
Q

Memory performance is guided by meaning when…?

A

Ps are given the opportunity to organise information in a meaningful way

81
Q

Who thought of the Dual-Coding hypothesis?

A

Paivio

82
Q

According to Paivio’s Dual-coding hypothesis, what words are more memorable?

A

More imageable words (e.g., concrete nouns)

83
Q

Which words have high imageability?

a. church, beggar, arm, apple

b. virtue, history, silence, hope

A

a. church, beggar, arm, apple

84
Q

Which words have low imageability?

a. church, beggar, arm, apple

b. virtue, history, silence, hope

A

b. virtue, history, silence, hope

85
Q

Words that were imageable, such as the name of concrete objects (e.g., crocodile), could be encoded in terms of ….?

List 2 points

A

1) Their visual appearance
2) Their verbal meaning

86
Q

According to Paivio’s Dual-coding hypothesis, which words can be encoded in terms of Visual appearance AND Verbal meaning?

a. High imageability
b. Low imageability

A

a. High imageability

87
Q

According to Paivio’s Dual-coding hypothesis, which words have 2 routes of encoding?

a. High imageability
b. Low imageability

A

a. High imageability

88
Q

According to Paivio’s Dual-coding hypothesis, which words can be encoded in terms of Verbal meaning only?

a. High imageability
b. Low imageability

A

b. Low imageability

89
Q

According to Paivio’s Dual-coding hypothesis, which words only have 1 route of encoding?

a. High imageability
b. Low imageability

A

b. Low imageability

90
Q

A visual image of a crocodile could be generated and linked to one or more other imageable words from the list. If football had also occurred, you might imagine the crocodile biting a football

What is this an example of?

a. High imageability
b. Low imageability

A

a. High imageability

91
Q

There are two routes to retrieval for imageable words or word pairs—visual and verbal—so if one route is lost the other might still survive and allow recall

True or False?

A

True

92
Q

Multiple encoding routes worsens the chance of successful recall

True or False?

A

False

Multiple encoding routes improve the chance of successful recall

93
Q

Multiple encoding routes improve the chance of successful recall

Why?

A

Because if one route is lost the other might still survive and allow recall, compared to only having one route and not being able to encode with it at all

94
Q

According to Craik & Lockhart (1972), the way in which material is processed powerfully determines _______

A

Its durability in long term memory

95
Q

According to Craik & Lockhart (1972), what are the 3 levels of processing?

A

1) Visual (structure; how the item looks like)

2) Phonological (acoustic; how the item sounds)

3) Semantic (meaning)

96
Q

1) Visual (structure; how the word looks like)

2) Phonological (acoustic; how the word sounds)

3) Semantic (meaning)

These are the components of what hypothesis?

A

Levels of Processing

97
Q

What did Craik & Lockhart (1972) suggest about how we process info, based on the levels of processing hypothesis?

List 2 points

A

1) They suggest that a word’s visual characteristics would be processed first, followed by the spoken sound of the word, and then its meaning.

2) They suggest that whereas each of these processes will leave a memory trace, deeper processes leave a more durable trace.

98
Q

According to Craik & Lockhart (1972), which is the most shallow level of processing?

a. Visual
b. Phonological
c. Semantic

A

a. Visual

99
Q

According to Craik & Lockhart (1972), which is the middle level of processing?

a. Visual
b. Phonological
c. Semantic

A

b. Phonological

100
Q

According to Craik & Lockhart (1972), which is the deepest level of processing?

A

c. Semantic

101
Q

True or False?

According to the Levels of Processing theory, deeper processes leave a more durable trace in the long term memory

A

True

102
Q

According to the Levels of Processing theory, which process leaves a more durable trace in the long term memory?

a. Shallow (Visual)
b. Middle (Phonological)
c. Deeper (Semantic)

A

c. Deeper (Semantic)

103
Q

Describe Craik & Tulving’s (1975) study investigating memory with different levels of processing

List 2 points

A

1) Ps studied words and were asked to make 3 judgments:

  • Visual processing (e.g. “Is TABLE in upper case?” Y/N)
  • Phonological (e.g. “Does DOG rhyme with LOG?” Y/N)
  • Semantic (e.g. “Does FIELD fit in the sentence: ‘The horse lived in a ___.”Y/N)

2) Ps were tested by being unexpectedly confronted with a list of words and asked which ones they had just been shown (they had to recognise target words from a list of old and new, unseen words)

104
Q

In Craik & Tulving’s (1975) study investigating memory with different levels of processing:

1) Ps studied words and were asked to make 3 judgments:

  • Visual processing (e.g. “Is TABLE in upper case?” Y/N)
  • Phonological (e.g. “Does DOG rhyme with LOG?” Y/N)
  • Semantic (e.g. “Does FIELD fit in the sentence: ‘The horse lived in a ___.”Y/N)

2) Ps were tested by being unexpectedly confronted with a list of words and asked which ones they had just been shown (they had to recall/recognise target words from a list of old and new, unseen words)

Describe the results of the study

A

Ps performed better (recalled more target words) when they were told to make semantic judgements (greater depth of processing) about a word, relative to phonological and visual judgements

Simply = Deep processing–> better recognition - particularly for “YES” responses

105
Q

Ps performed better (recalled more target words) when they were told to make semantic judgements (greater depth of processing) about a word, relative to phonological and visual judgements

Simply = Deep processing–> better recognition - particularly for “YES” responses

Why does this occur?

List 3 points

A

Because Ps spent more time making semantic judgements than visual and phonological judgements

Semantic judgements require a bit more thinking than the other 2 levels of processing

The more time you spend thinking about the target word, the more likely you will remember it

106
Q

Ps performed better (recalled more target words) when they were told to make semantic judgements (greater depth of processing) about a word, relative to phonological and visual judgements

Simply = Deep processing–> better recognition - particularly for “YES” responses

Why were YES responses better recalled than NO

A

Because for positive items, the word to be recalled was integrated more closely with the encoding question, particularly in the semantic condition.

If a sentence made sense when linked with the target words, remembering the sentence would help remind you of the target.

107
Q

Deeper coding is replicated in numerous studies (various encoding tasks)

True or False?

A

True

108
Q

Deeper coding affects both _____ and ______

A

Recognition and Recall

109
Q

Deeper coding is shown to produce better recall rates in only incidental memory tests

True or False?

A

False

Deeper coding is shown to produce better recall rates in incidental and not incidental memory tests

110
Q

What is the difference between recognition and recall?

A

Recognition = Given a selection, Ps are tested on how many words they recognised from the study phase

Recall = Ps are asked to freely recall as many words as they remember from the study phase

111
Q

What are the 4 limitations of the Levels of Processing theory?

A

1) Difficult to define and measure “deeper processing”

2) Difficult to determine processing speed

3) Levels of processing (features) are not processed in a serial order but simultaneously

Simply = Visual, phonological and semantic processing can occur all at once rather than one after the other

4) Deeper is not always more memorable!

E.g. Students might do poorly on retrieving information during exams not because they fail to study but because they focus on the wrong type of knowledge

112
Q

Define Transfer-appropriate processing (TAP)

A

A proposal claiming that retention is best when the mode of encoding and mode of retrieval are the same

113
Q

A proposal claiming that retention is best when the mode of encoding and mode of retrieval are the same

This is known as…?

A

Transfer-appropriate processing (TAP)

114
Q

What is the main principle of Transfer-appropriate processing (TAP)?

A

Memory retrieval is best when the cues available at testing are similar to those available at encoding.

115
Q

Memory retrieval is best when the cues available at testing are similar to those available at encoding.

This is the main principle of:

a. TAP
b. LoP

A

a. TAP

116
Q

Below is an example of a study:

Ps were asked to study pictures of objects (a dog, a house etc.)

Ps were tested with pictures or words

Memory is better if the format is the same at encoding as at testing

What is this an example of?

A

Transfer-appropriate processing (TAP)

117
Q

LOP effect can be explained in terms of TAP

How?

A

Deep encoding is more similar to the way memory is tested

118
Q

Deep encoding is more similar to the way memory is tested

What does this suggest?

A

LOP effect can be explained in terms of TAP

119
Q

Describe Morris, Bransford, and Franks’s (1977) study investigating the effects of TAP on memory

List 3 points

A

Ps performed incidental learning (they were not told that they would be tested later)

Task:
1) Ps were told to make Phonological or Semantic judgments about words

Semantic e.g. = “Does the word that follows fit the gap in the sentence, ‘The — ran into the lamppost’: car”?

Phonological e.g. = “Does it rhyme with fighter? Writer.”

Memory was test by one of two recognition tests:

2) Test 1 = Ps performed a standard recognition test for the encoded words

In which target words were presented (e.g., car, writer), mixed in with an equal number of non-presented/new words (e.g., fish, lawyer).

3) Test 2 = Ps underwent a rhyming recognition test for the encoded words – e.g., was there a word that rhymed with ”bar”?

Involved presenting a series of words and asking if an item had been presented that rhymed with that word (e.g., bar, lighter).

120
Q

Ps performed incidental learning (they were not told that they would be tested later)

Task:
1) Ps were told to make Phonological or Semantic judgments about words

Semantic e.g. = “Does the word that follows fit the gap in the sentence, ‘The — ran into the lamppost’: car”?

Phonological e.g. = “Does it rhyme with fighter? Writer.”

Memory was test by one of two recognition tests:

2) Test 1 = Ps performed a standard recognition test for the encoded words

In which target words were presented (e.g., car, writer), mixed in with an equal number of non-presented/new words (e.g., fish, lawyer).

3) Test 2 = Ps underwent a rhyming recognition test for the encoded words – e.g., was there a word that rhymed with ”bar”?

Involved presenting a series of words and asking if an item had been presented that rhymed with that word (e.g., bar, lighter).

Describe the results of Morris, Bransford, and Franks’s (1977) study investigating the effects of TAP on memory

List 2 points

A

1) Standard recognition test: Same results as LOP theory

Simply = Better memory (higher recollection) for items judged semantically/ with deeper processing

2) Rhyming recognition test: Phonological (shallower processing) led to better performance

121
Q

Here are the results of Morris, Bransford, and Franks’s (1977) study investigating the effects of TAP on memory

1) Standard recognition test: Same results as LOP theory

Simply = Better memory (higher recollection) for items judged semantically/ with deeper processing

2) Rhyming recognition test: Phonological (shallower processing) led to better performance

What did the study conclude?

A

Learning more efficient when tested the same way was learned

122
Q

Why is deeper coding better?

List 2 points

A

1) Deeper coding involves a richer and more elaborate encoding

2) Items to become more readily retrievable, which in turn leads to better memory

123
Q

What are the 2 types of rehearsals?

A

1) Maintenance rehearsal
2) Elaborative rehearsal

124
Q

Which type of rehearsal enhances delayed long-term learning more?

a. Maintenance rehearsal
b. Elaborative rehearsal

A

b. Elaborative rehearsal

125
Q

What is maintenance rehearsal?

A

Rehearsing items as they are learned

Simply = Involves continuing to process an item at the same level

e.g. the rehearsal of a telephone number by saying it to over and over again to yourself

125
Q

Maintenance rehearsal enhances delayed long-term learning more than elaborative rehearsal

True or False?

A

False

Elaborative rehearsal enhances delayed long-term learning more than maintenance rehearsal

125
Q

Rehearsing items as they are learned

Simply = Involves continuing to process an item at the same level

e.g. the rehearsal of a telephone number by saying it to over and over again to yourself

This is known as…?

A

Maintenance rehearsal

125
Q

What is elaborative rehearsal?

A

Rehearsing whilst linking it to other materials

Simply = Involves linking the material being rehearsed to other knowledge in memory, both within the set of items being learned and beyond

e.g. Reading and rehearsing a theory in a textbook whilst thinking to yourself about whether the theory applies/links to real life examples/real world knowledge

126
Q

Rehearsing whilst linking it to other materials

Simply = Involves linking the material being rehearsed to other knowledge in memory, both within the set of items being learned and beyond

e.g. Reading and rehearsing a theory in a textbook whilst thinking to yourself about whether the theory applies/links to real life examples/real world knowledge

This is known as…?

A

Elaborative rehearsal

127
Q

True or False?

Bower et al. (1969): Recall is better when words are presented in scrambled order than when organised

A

False

Bower et al. (1969): Recall is better when words are organised than when presented in scrambled order

128
Q

According to Tulving (1962), memory is benefited by ____ organisation

A

Subjective organisation

129
Q

Define subjective organisation

A

A strategy whereby a learner attempts to organise unstructured material so as to enhance learning

130
Q

A strategy whereby a learner attempts to organise unstructured material so as to enhance learning

This is known as…?

A

Subjective organisation

131
Q

Chunking together separate words for recall, even if those words weren’t encoded together

This is known as…?

A

Subjective organisation

132
Q

Items are often chunked together if they are…?

List 3 conditions

A

1) Linked to a common associate

e.g. SYRINGE, POINT, HAYSTACK, and KNITTING are all linked to NEEDLE

2) Come from the same semantic category (e.g. professions)

3) Form a logical hierarchical structure or matrix

133
Q

When words are:

1) Linked to a common associate

e.g. SYRINGE, POINT, HAYSTACK, and KNITTING are all linked to NEEDLE

2) Come from the same semantic category (e.g. professions)

3) Form a logical hierarchical structure or matrix

What do we often do?

A

Chunk the items together (subjective organisation)

134
Q

Describe Mandler’s (1967) study investigating how organisation affects learning and memory

List 2 points

A

Task:

1) Ps were presented with a deck of cards with a word on each

2) There were 4 groups:
Group 1 = Learn the words only

Group 2 = Sort the cards by meaning (without knowledge of test)

Group 3 = Sort the cards by meaning (with the knowledge of test)

Group 4 = Arrange the words in columns

135
Q

In Mandler’s (1967) study investigating how organisation affects learning and memory:

1) Ps were presented with a deck of cards with a word on each

2) There were 4 groups:
Group 1 = Learn the words only

Group 2 = Sort the cards by meaning (without knowledge of test)

Group 3 = Sort the cards by meaning (with the knowledge of test)

Group 4 = Arrange the words in columns

Describe the results (List 2 points)

A

1) Sorting by meaning with or without the knowledge of the test produced similar recall (higher recall)

2) Worst recall in the fourth group (when Ps were asked to arrange the words in columns)

136
Q

These were the results of Mandler’s (1967) study investigating how organisation affects learning and memory:

1) Sorting by meaning with or without the knowledge of the test produced similar recall (higher recall)

2) Worst recall in the fourth group (when Ps were asked to arrange the words in columns)

What did the study conclude? (List 2 points)

A

1) Paying attention to the material and organising them meaningfully is more important

Simply = If you think about its meaning, relate it to what you already know, and consider its wider implications you have a much better chance of learning than if you simply read and note the major points

2) Intention has minimal effect, while level/type of processing matters more

137
Q

What are 4 factors that aid encoding?

A

1) Create connections
2) Organisation
3) LOP/TAP
4) Active creation

138
Q

How do we create connections?

List 2 ways

A

1) Imagery
2) Meaning

139
Q

How do we organise items?

List 2 ways

A

1) Recall by groups
2) Present in an organised way

140
Q

What are the 2 features of active creation?

A

1) Generate
2) Test

141
Q

What are the 2 features of LOP/TAP?

A

1) Concludes that deeper processing is better

2) Similar encoding-retrieval procedures produce the best recall results

142
Q

Which is the best definition of episodic memory?

a. A memory of how to perform a certain task

b. A memory of specific events located at a specific point in time

c. A memory consisting of generalised knowledge about the world

d. A memory that cannot be stated quickly

A

b. A memory of specific events located at a specific point in time

143
Q

Which of these best defines semantic memory?

a. Memory with a strong recollective component

b. Memory that cannot be stated explicitly

c. Memory consisting of generalised knowledge about the world

d. Memory of specific events located at a specific point in time

A

c. Memory consisting of generalised knowledge about the world

144
Q

Palvio explained the fact that imageable words are more memorable by suggesting that having numerous retrieval routes improves the odds of successful recall, an idea called the _______ hypothesis

a. Enhanced cue
b. Visual appearance
c. Retrieval clustering
d. Dual coding

A

d. Dual coding

145
Q

Jenkins and Russell (1952) observed that ____ are more likely to be grouped together in a free recall

a. Highly frequent words

b. Semantically related words

c. Rhyming words

d. Abstract words

A

b. Semantically related words

YEAR 2 Cognition (9 decks)

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