Exam 1 Study guide

Question 1

List and briefly describe the DIRECT antecedents to the Cognitive Revolution in the 1950s and 60s

Answer 1

Ebbinghaus’ study of memory using nonsense syllables, Donder’s subtractive method, Gestalt psychology: perception and problem solving, Bartlett’s analysis of memory.

Question 2

What does it mean to say that the mind is like a computer?

Answer 2

Saying the mind is like a computer is essentially comparing the data processing system in the computer and basically what allows a computer to function as it should, comparing this to the human mind and the various systems and structures that allow for internal data processing that controls things like memory, decision making, basically any cognitive processes

Question 3

Explain the claims of the Information Processing Theory.

Answer 3

The development of long term memory happens in stages, first is sensory memory which processes imputed information, then it goes on to short term memory if given proper attention, which maintains the information if properly rehearsed, then with encoding, the information goes into the long term memory. When retrieving info, it moves from long term to short term then becomes output.

Question 4

Explain the basic tenets of the Multistore model of memory by Atkinson & Shiffrin.

Answer 4

The process of memory is broken down into subprocesses and component stores. Information comes into the system and is broken down into code as it passes through the system. Also contains control processes (memory strategies)

Question 5

What is the capacity, duration, and code of: l-Sensory Memory; 2-STM; 3-LTM?

Answer 5

Sensory memory capacity
Duration: ⅓ secs for iconic memory, 2-3 secs for echoic memory
Capacity: Limited
Code: Same as what the material is presented in
STM
Capacity: 7 +/- 2 items depending on size and type of item
Duration: 20-30 seconds depending on role of intereference
Code: Auditory/acoustic but can also retain visual & semantic info
LTM
Capacity: Unlimited
Duration: Potentially permanent
Code: Semantic

Question 6

How does the multistore model explain the serial position curve, and how information gets from STM into LTM store?

Answer 6

The serial position curve is defined by the primacy and regency effects. The primacy effect is that words that are first heard in a memory test is most likely to be remembered because there is more processing around those first words. Regency effect is that the last words on a memory test is also likely to be remembered because it’s still fresh in the short term store. However, those in the middle are very poorly recalled compared to the first and the last.

Question 7

how does information gets from STM into LTM store?

Answer 7

Information gets from the short term store to the long term store through encoding and memory processes like rehearsal and etc in order to encode this info.

Question 8

What are the differences and similarities between short-term memory and Baddeley’s working memory model?

Answer 8

Similarities: temporary storage, limited capacity, vulnerability to interference
Differences: short term is simpler, and is kind of a buffer zone for temp storage. Working memory involves both temp storage (phonological and visual-spatial sketchpad) and cognitive processing( central executive). Wm is also more complex and more components, and involves active processing and manipulation of info,

Question 9

What types of tasks have been found to interrupt the phonological loop? Visual-spatial sketchpad? Central executive processing?

Answer 9

Phonological loop interruptions: Tasks involving verbal processing (reading out loud, conversating, listening to music with lyrics)
Visual-spatial sketchpad: Tasks involving visual or spatial processing (mental map, drawing, visual imagery tasks)
Central executive interruptions: Tasks that require high cognitive control ( problem solving, decision making)

Question 10

What are the differences between episodic, semantic [declarative], and procedural memory.

Answer 10

Episodic memory is memory in like a episode form, basically like if someone asks what did you do yesterday, then one prompts to tell them their day in story form from morning to then that is episodic memory
Semantic memory (declarative) are facts that we have picked up. Declarative means that we can speak these memory facts out loud
Procedural memory includes the memory of how to perform many many different tasks

Question 11

Implicit & explicit memories?

Answer 11

Implicit memory is kind of hidden unconscious memory
Explicit memory would be memory that we can explicitly recall

Question 12

How does study of both amnesia patients and normal subjects support the fractionation of memory systems?

Answer 12

The study of amnesic patients and normal subjects allows us to see fractionation, because we can see what parts of the brain has been damaged or affected that possibly caused that amnesia, and then run various procedures to measure the different abilities that an amnesic has with these different memory systems, and with this then compare which systems seem to be intact or not, compare with normal subjects and see the fractionation of these systems.

Question 13

What are the main brain structures implicated in encoding and storage of memories?

Answer 13

Hippocampus, frontal lobe, prefrontal cortax, medial temporal lobe

Question 14

How does research on source amnesia highlight the episodic/semantic distinction?

Answer 14

Source amnesia happens when someone is able to remember certain information, but can’t remember how or why. This presents as a loss of episodic memory whilst semantic memory is kept intact.

Question 15

Describe some of the mnemonic techniques that use mental imagery.

Answer 15

Loci: visualizing walking through a house or campus or etc and each room you have a piece of info that you gather as you move through the room or location
Peg word: “1 is a bun, 2 is a shoe, 3 is a tree…” memorizing this rhyme and using it to remember lists by imagining each word interacting with each of the rhyme.

Question 16

Does bizarre imagery lead to better memory, and under what circumstances? When it does occur, is it due to enhanced encoding or better retrieval?

Answer 16

Bizarre imagery only leads to better memory if it creates a distinctiveness effect which allows for retrieval processes. When it occurs it is due to better retrieval.

Question 17

What are the basic claims of the Levels of Processing theory?

Answer 17

The levels of processing theory claims that deep encoded information creates better memory.

Question 18

Describe the findings of the Hyde & Jenkins experiment and explain how they support the LOP view.

Answer 18

Hyde & Jenkins found that participants who engaged in semantic processing (deep processing) during encoding recalled more words than those who engaged in shallow processing. This supports the LOP view by providing proof that the depth of processing is more important than the type of processing and plays a more critical role in memory performance.

Question 19

What are the experimental findings that led to modifications of the LOP theory, or pointed out the theory’s limitations?

Answer 19

Bransford and colleagues changed up the experiment by proposing that any memory test involves a transfer of information and there needs to be test-appropriate encoding and they found that neither is inherently better than the other, it just depends on how the memory is tested and if it taps into how the information was encoded.

Question 20

What does the encoding specificity thesis claim?

Answer 20

Encoding specificity thesis claims that in order to allow for best learning and memorizing, encoding must match the retrieval operations. For example, if tested on shallow processing, then the test itself should be a specific way of retrieving information that was shallowly developed, and vice versa for deep encoding

Question 21

What role do context and episodic memory cues play in retrieval?

Answer 21

Context allows for stronger episodic memory cues that can enable better retrieval of information.

Question 22

What are the various theories used to account for “flashbulb” memories?

Answer 22

The enhanced rehearsal of the event, reconstruction of event details based on general knowledge, and the distinctiveness hypothesis.

Question 23

Explain how specific experimental findings support one or the other (or both) of the theories discussed in class for flashbulb memories

Answer 23

McCloskey, wilbe, and cohen tested on the challenger disaster and their findings support the distinctiveness theory because it sticks out amongst the mundane occurrences in life.

Question 24

Is long-term memory permanent? And if so, how accurate is it over time?

Answer 24

Long term memory length is considered permanent, over time accuracy can for many reasons, for example change because people sometimes make up schemata of various different memories, or include things in order to piece the memory together or create scripts of information.

Question 25

If someone were to ask you for advice on trying to remember class information for 40 years, what advice would you give them and what studies could you describe to support your claims?

Answer 25

I would say try to apply distributed practice for that info constantly over the years in order to create repeated exposure to the information. To support this, bahrick’s study of the role of distributed practice in long term retention which found that only half as much studying was needed to learn foreign vocab words if the learning sessions were spaced out over long periods of time,

Question 26

Are we better at remembering some kinds of information than others?

Answer 26

We are better at remembering visually presented information because it allows us for more detailed processing which in turn allows for a deeper encoding of information. It is more distinct compared to words, because there’s only 26 letters in the alphabet, nothing is new, nothing really stands out, however images can be way more distinctive than letters or words in general, This is why we can sometimes remember people’s faces but not their names.