Exam 2 Flashcards

Question

Why are smells so tied to memories

Answer 1

connection between neurones (epithelium and hippocampus) Remains in place even as new olfactory neurons are generated to replace those that have died.

Answer 2

A memory system containing very specific representations of events that is hypothesized to be responsible for priming effects.

Answer 3

Episodic memory system = deeper understanding of information, Perpetual = information on a more superficial level

Answer 4

Priming is the unconscious process through which our response to a given stimulus is facilitated by previous exposure to a related (or identical) stimulus, making our response both quicker and more accurate than it would otherwise be

Answer 5

Knowing how to do things. Physical skills and cognitive skills eg ability to ride a bike or read

Answer 6

Knowing how to do something without being able to say exactly what it is that you know.

Answer 7

Episodic memory, around 4-6 years old

Answer 8

Feeling of knowing a person without being able to remember the circumstances of any previous meeting or anything else about them. Failure of episodic memory.

Answer 9

Knowing that you know something without quite being able to recall it. Failure of semantic memory.

Answer 10

Quillian (1969) & Collins and Loftus (1975). When you search a semantic network, you activate the paths where the search takes place. The activation spreads from the node at which the search begins.

Answer 11

involuntary semantic memory (e.g., a tune) pops into your mind without any episodic context. you don’t recall any autobiographical information that triggered the semantic memory; it just pops up / appears irrelevant to what you are currently thinking about. Kvavilashvili and Mandler (2004) call this mind popping.

Answer 12

Episodic memory

Answer 13

older adults have a deficiency in creating and retrieving links between single units of information. The problem is not that older people don’t recognize names or faces, they don’t bind them together as easily. Older adults have trouble in situations requiring the “merging of different aspects of an episode into a cohesive unit”

Answer 14

Implicit / semantic memory able to form implicit memories just as easily as younger people. They respond to priming = younger people. Implicit memory appears to be stable across age.

Answer 15

A form of amnesia affecting the ability to form new memories, attributed to thiamine deficiency and often (though not exclusively) seen in chronic alcoholics.

Answer 16

Person able to acquire new information while not aware that learning has taken place. It’s as if there are at least two memory systems (Tulving, 1985) that normally interact but have become disconnected.

Answer 17

Suck at explicit memory tasks & better on those requiring implicit memory. People with amnesia may be able to form associations, and learn new material. This learning is available only in implicit form.

Answer 18

progressive, begins with deterioration of episodic memory. decline in ability to retain recently acquired information (early stages) Eventually will loose semantic memory Storage problem Not so much retrieval problem.

Answer 19

The intention to remember to do something at some future time.

Answer 20

Sheer repetition makes a difference, important that the teacher help the patient avoid errors. Errorless learning to maximize patients’ ability to use whatever memory resources they still have

Answer 21

The trace model Showing with a toy writing tablet that retains fragments of old messages even after they have been “erased.” In time, these fragments accumulate and begin to overlap, so that they become increasingly hard to read.

Answer 22

Neisser’s term for the now rejected idea that the same memory can reappear, unchanged, again and again.

Answer 23

Vivid, detailed memories of significant events. Does not support trace memory & not quite how we thought it was (fades & modifiable)

Answer 24

The point when a 1) relevant 2) surprising experience is “flashed,” and preserved in long-term memory, It is thought to be resistant to change.

Answer 25

1. Surprisingness (can fail due to inattention) 2. Consequentiality (if not pertinent to self likely to forget it) 3. Create the flashbulb memory 4. Rehearsing the memory 5. Retelling the memory (where it changes a lot)

Answer 26

1) Generalize 2) Fade 3) Retelling changes it They feel more intense but are not more accurate.

Answer 27

Memory traces are not fully formed immediately after an event They take some time to consolidate.

Answer 28

« Movement forward » New leaning modifies old leaning

Answer 29

Hypothetical process where a memory trace is revised and reconsolidated. the context in which you recall a flashbulb event may be quite different from the context in which you originally experienced it. This provides an opportunity for revision of the memory trace, although the extent of such revision is controversial. A memory trace can be reactivated and reconsolidated indefinitely. Thus we have no reason to believe that a memory trace is necessarily a faithful rendition of the original experience.

Answer 30

The attempt to make memory as coherent and sensible as possible. It is imaginative reconstruction, or construction, built out of the relation of our attitude towards a whole active mass of organized past reactions or experience, and to a little outstanding detail which commonly appears in image or in language form

Answer 31

The theory that some errors of memory are caused by mistaken identification of the memory’s source.

Answer 32

the principle of encoding specificity: that a cue is more likely to lead to the recall of a particular item if the cue was initially encoded along with that item Tulving argued that the ability to remember a given item depends on how that item was encoded at input. In other words, the nature of the encoding will influence the memory trace.

Answer 33

state-dependent learning: the idea that recall is best when the mental or physiological state of the learner is consistent across encoding and retrieval. While recall was indeed better for many participants in the congruent condition, confidence levels were also much higher, even among those who were wrong.

Answer 34

one feature that distinguishes a script from a schema is that a script refers to a particular sequence of events or actions

Answer 35

It proposes that newly encoded memories are repeatedly activated during sleep, and that through this repeated activation, more stable memory traces are formed that can be further integrated with existing long-term memories susceptibility to false-memory formation increased for participants who were already sleep-deprived when they encoded the original information and then were exposed to false information

Answer 36

children experience events will change as they develop the ability to describe them using language and this change may cause them to lose contact with early memories

Answer 37

An increase in the number of memories between 10 and 30 years of age over what would be expected if memories decayed smoothly over time. They tend to focus on the periods when they were making formative decisions. Between the ages of 10 and 30 are particularly memorable because of their importance in the formation of a person’s identity. Emphasize the importance of what they call life scripts

Answer 38

The odour cue produced more memories from between ages 6 and 10 than did the verbal cue.Thus odours may bypass verbally encoded memories and make contact with memories formed so early in life that they were not encoded in words.

Answer 39

Distinctiveness (discussed below) is the notion that relatively novel events will tend to be remembered better than events that are similar to one another. The second and third decades of life are a period when people are likely to experience a number of distinctive events

Answer 40

The more deeply we process an event, the more thoroughly we will comprehend it. The more important an event is to us, the more effort we will put into comprehending it, and thus the more likely we are to recall it accurately. Thus depth of processing is a continuum that ranges from registering an event purely in terms of its physical characteristics to analyzing it in terms of its meaning and relationship to other things that you know From shallow to intermediate to deep processing

Answer 41

There is evidence that the more distinctively an item is elaborated, the better it will be remembered Elaboration has been defined as “extra processing . . . that results in additional, related or redundant” material, while distinctiveness, in a broad sense, refers to the precision with which an item is encoded

Answer 42

specific and general levels of representation: As people age they tend to forget specific details but to remember deeper, more general meanings.

Answer 43

Of two memory traces of equal strength, the younger trace will decay faster than the older one.

Answer 44

Older memories are less likely to be lost as a result of brain damage than are newer memories.

Answer 45

A “last in, first out” principle referring to the possibility that the last system to emerge is the first to show the effects of degeneration.

Answer 46

The theory that there are two ways of representing events, verbal and non-verbal.

Answer 47

The units containing the information underlying our use of a word; the components of the verbal system. Logogens operate sequentially. When you listen to a sentence, for example, the words are not present all at once, but come one after the other

Answer 48

The units containing information that generate mental images; the components of the nonverbal system. Imagens operate synchronously: the parts they contain are available for inspection simultaneously.

Answer 49

According to Paivio’s (1971) theory, words that easily elicit a mental image—that is, words with a high degree of imagery—tend to be concrete (e.g., table), whereas words that don’t easily elicit a mental image tend to be abstract (e.g., purpose). Concreteness is define as the degree to which a word refers to “concrete objects, persons, places, or things that can be heard, felt, smelled or tasted” (Toglia & Battig, 1978). In other words, concreteness is the degree to which a word refers to something that can be experienced by the senses.

Answer 50

According to Paivio’s (1971) theory, words that easily elicit a mental image—that is, words with a high degree of imagery—tend to be concrete (e.g., table), whereas words that don’t easily elicit a mental image tend to be abstract (e.g., purpose). Concreteness is define as the degree to which a word refers to “concrete objects, persons, places, or things that can be heard, felt, smelled or tasted” (Toglia & Battig, 1978). In other words, concreteness is the degree to which a word refers to something that can be experienced by the senses. Thus there are some words, such as pain and love, that are not concrete but still elicit vivid mental imagery. These words often refer to emotions. Thus in addition to external sources of imagery there are internal, emotional sources.

Answer 51

Notice that learning was best when both words were concrete and worst when both were abstract. A concrete word can be coded by both the verbal and non-verbal systems, whereas an abstract word will tend to be coded only by the verbal system because it is not likely to elicit much of an image. The fact that a concrete word is coded in two systems means that it is more easily available to memory than an abstract word that is coded in only the verbal system

Answer 52

The theory that the left hemisphere of the brain controls speech and is better at processing verbal material than is the right hemisphere, which is better at non-verbal tasks. After a review of the relevant neuroimaging research, Fiebach and Friederici (2003, p. 66) concluded that the evidence “does not fully support the assumption of a specific right-hemispheric involvement during the processing of concrete relative to abstract words.”

Answer 53

The idea was to establish a cognitive map of a large building and place in each of its various loci an image representing one of the things to be remembered; then recalling those things would simply be a matter of mentally strolling through the building and collecting the images.

Answer 54

If one item in a set is different from the others, it is more likely to be recalled.

Answer 55

Choosing a storage location that other people will not think of; the problem is that when the time comes to retrieve the item, you may not think of it either.

Answer 56

Beliefs about how memory works.

Answer 57

Perhaps adult synesthesia occurs when this pruning process fails to run its course, and what were supposed to be transient connections end up being permanent. It has been suggested that, in the case of synesthetes, the ‘pruning’ gene is defective,” resulting “in cross-activation between areas of the brain”

Answer 58

The initial, brief representation of the information contained in a visual stimulus.

Answer 59

Images projected onto the external world that persist for a minute or more even after a stimulus (e.g., a picture) is removed.

Answer 60

Fusion of perceptual processes that typically function independently. (e.g. synesthesia & eidetic imagery)

Answer 61

The answer is that vividness of visual imagery does not appear to be a good predictor of superior performance on memory tasks. However, vividness is not an index of the accuracy of memory, only of its richness.

Answer 62

objective distances The true distances between objects in the real world, which are preserved in our mental images. categorical distance The number of units traversed during mental scanning: for instance, landmarks on an island map, rooms in a building, or counties in a state.

Answer 63

It was not so much that participants were more sensitive to stimuli falling within the imaged region as it was that they were better prepared to pick up stimuli falling within the area of a projected image. Farah characterized this process in terms used by Ryle (1949) and Neisser (1976). Neisser defined an image as a readiness to perceive something suggests that imagery is an active process that prepares you for perceiving information, and not just a passive representation of information.

Answer 64

You imagine yourself moving, while the objects in the environment remain still.

Answer 65

A conscious experience of sound—typically a short phrase of catchy music— that seems to get stuck on replay in your head.

Answer 66

The smallest unit in language. Phonemes are combined to form morphemes. morpheme The smallest unit in language that carries meaning.

Answer 67

This observation, and others like it, led Chomsky to make a sharp distinction between grammar and semantics, the study of meaning. He argued that the processes that make a sentence grammatical are different from the processes that make a sentence meaningful.

Answer 68

Rules operating on entire strings of symbols to convert them to new strings.

Answer 69

We may have an internalized system of rules that constitutes a basic linguistic competence, but this competence may not always be reflected in our actual use of the language (performance).

Answer 70

The meaning is at one level, called the deep structure, whereas the words are at another level, called the surface structure. The distinction between deep and surface structure allows us to understand a number of interesting linguistic phenomena, including ambiguous sentences.

Answer 71

the existence of ambiguity in language illustrates why we need to make a distinction between deep and surface structure. The same surface structure can be derived from different deep structures. The different meanings of the above sentences, for example, are carried by two different deep structures. Meaning is not given on the surface of a sentence: it is given by the deep structure interpretation of the sentence. When we understand a sentence, we transform a surface structure into a deep structure.

Answer 72

The hypothesis that children innately possess a language acquisition device that comes equipped with principles of universal grammar

Answer 73

The argument that the linguistic environment to which a child is exposed is not good enough to enable language acquisition on its own.

Answer 74

A tacit agreement whereby the speaker agrees to connect new information to what the listener already knows.'

Answer 75

A model of communication based on the information processing theory. According to Sperber and Wilson, the code model assumes that speaker and listener have a great deal of knowledge in common: otherwise the listener would not be able to decode the signal properly and arrive at the correct interpretation.

Answer 76

The inferential model derives from the work of Grice (1957/1971, 1975), who analyzed communication in terms of intentions and inferences. A speaker intends to inform a listener, and the listener infers what the speaker intends

Answer 77

1. Say no more than is necessary (maxim of quantity); 2. Be truthful (maxim of quality); 3. Be relevant (maxim of relation); and 4. Avoid ambiguity and be clear (maxim of manner).

Answer 78

Speech that does not take the listener's perspective into account. Egocentric speech declines as the child becomes socialized, and social speech develops in its place. Vygotsky argued that egocentric speech does not disappear but becomes inner speech.

Answer 79

suggested that one way inner speech may be articulated is by means of the phonological loop part of working memory

Answer 80

surface dyslexia A form of dyslexia affecting only the ability to recognize words as entire units; the ability to read words letter-by-letter remains intact. phonological dyslexia A form of dyslexia affecting only the ability to read letter-by-letter; the ability to recognize words as entire units remains intact. dual route theory The theory there are two separate pathways for reading, one for comparing words to a mental dictionary and another for converting letters to sounds and stringing the sounds together to make words.

Answer 81

The hypothesis that two languages may be so different from one another as to make their native speakers’ experience of the world qualitatively different

Answer 82

objective distances The true distances between objects in the real world, which are preserved in our mental images. categorical distance The number of units traversed during mental scanning: for instance, landmarks on an island map, rooms in a building, or counties in a state.

Answer 83

Beliefs about how memory works.

Answer 84

amnesic patients do poorly on tasks requiring explicit memory, but much better on those requiring implicit memory. People with amnesia may be able to form associations, and thus learn new material. However, this learning would be available to them only in implicit, not explicit, form.

Answer 85

Nope They are similar but different

Answer 86

I don't know yet ... fill me in

Answer 87

I don't know yet... something about neural communication

Answer 88

These are just categories memory (does not fully describe what memory is) There are other important memory systems

Answer 89

Declarative Episodic Semantic Echoic Iconic Implicit We add these to the classics Long-term Short-term Working memory

Answer 90

Knowledge of "rules" of something (no autobiographical time) Words, concepts, things in general that we know eg. "what is semantic memory" Ex salt is sodium chloride

Answer 91

Short term memory in auditory perceptual systems (Brodbants model)

Answer 92

Short term memory in visual system (perceptual from Brondbant's model)

Answer 93

Declarative memory

Answer 94

Echo & Icon (sensory memory)

Answer 95

1. Sensory 2. Short-Term/Working 3. Long term

Answer 96

We could add sensory like touch etc.

Answer 97

Have a "what" and "when" time component

Answer 98

Has "what" Unlike episodic has no 'when'

Answer 99

Yes Eg Patient KC/NN had brain damage (knowledge of words somatic memory is intact) He has issues with episodic memory but 10min later - missed 2/4 and added 1 ... when asked about words he was asked about was not good at it, a lot he did not remember. But 3 min later (probe with non-declarative parts of memory) did not remember sanctuary then needed much phonological cues to even guess 1 of the 2.

Answer 100

Brain injury studies Eg NN/KC semantic words intact but not able to form declarative memories of what happened to him Eg WJ has knowledge of stuff (semantic) but not where it came from (episodic)

Answer 101

Within 12 months = 70% of events (or maybe this is just WJ *Clarify)

Answer 102

Inability to remember something from our own past

Answer 103

nothing new could be encoded into episodic memory When looking at the last 12 months there was a big difference 70% for others 5% for her

Answer 104

Yes for all of the memory systems we can see that these can be broken down into two functions

Answer 105

Something we can easily talk about

Answer 106

Something that is hard to describe we can demonstrate but hard to talk about Eg Bruno

Answer 107

Procedural memory

Answer 108

A memory of what we can do - Skill Hard to explain, if we try, we have to go through a process of trying to understand and explain but still hard. Eg Robots hard cuz we don't understand but machine learning models help robots

Answer 109

Procedural memory intact (could retain new habits ex new music since his semantic memory reading music intact) Skilled musician 30 sec of memory - not retaining new information (both retrograde and anterograde amnesia) Diary - repeated experience of waking up ... again and again ...

Answer 110

Antero - going forward Inability to encode new memories (going forward in time)

Answer 111

Antero - (nothing new) Inability to remember things going forward in time

Answer 112

Yes through procedural memory (play music) he can learn new habits (non-declarative) Despite retrograde (things in the past get lost) and Anterograde amnesia (nothing new) Priming worked on him

Answer 113

Non Declarative Implicit process of activation storing or retrieving a memory

Answer 114

A stimulus that activates a probe/target (or response) Consciously priming A form of memory we don't really know how to explain so unconscious Eg. Weather related words primed the idea of ... Hot Snow but Cold not on list

Answer 115

We remember the first things we are shown more than the middle Had the most time to practice

Answer 116

We remember more the last things we have seen recently eg last word

Answer 117

The words in the middle

Answer 118

Yes Priming process they have implanted or activated a word from understanding spreading activation of network of words

Answer 119

Yes Priming process they have implanted or activated a word from understanding spreading activation of network of words

Answer 120

1. Selection (like attention filter) 2. Abstraction (like gestalt) 3. Interpretation 4. Integration

Answer 121

integrating meaning, flexible, imperfect, adapts knowledge

Answer 122

1. What is important to us 2. Rehearsal 3. Level of processing (deep vs shallow) Distinctiveness & Elaboration

Answer 123

On a continuum 1. Shallow 2. Intermediate 3. Deep (self relevant, context)

Answer 124

List of nonsense syllables vs recall 20min / 1h / 8h / 24h / 2d / 6d / 31d 30% after a month (most of it was lost) forgetting curve

Answer 125

"traces" networks of EQUAL strength, the NEW ones will decay FASTER than older ones

Answer 126

Sleep Solidifying our memory making it more permanent

Answer 127

Info now (going back) = interfering with past knowledge

Answer 128

Past info (going forward) = interfering with present learning

Answer 129

Ribo's law of retrograde amnesia = if you have brain damage More likely to loose the recent "newer" information than the old information

Answer 130

Gaps are filled in automatically during retrieval by our schemas We don't know this is happening Its a problem for recall Eg Ebbinghouse lost 50% after 1h and 70% after 1month

Answer 131

Perception of speed of car was impacted by suggestion of the leading question "smashed" = faster (recollection broken glass 1 week later more chance) "hit" = slower (no recollection of broken glass) Different schemas activated (in eye witness testimonies)

Answer 132

This impacts new memories and future recall

Answer 133

A mnemonic playing on imagens

Answer 134

Non verbal mental imagery Proposed by Alan Paivio

Answer 135

A verbal mental imagery Proposed by Alan Paivio

Answer 136

Verbal (logagen) and Non-verbal (imagens)

Answer 137

Creating a mnemonic with imagens Building imaginary space in your mind that you can tie imagery to new info

Answer 138

Attaching mental imagery (imagens) to concepts to make them easier to remember Engaging multiple memory systems Dual coding Increases depth of processing

Answer 139

On a continuum (week metaphor - strong total overlay colours behind letter would hide letter) Sensory coupling of 2 or more sensory info concurrent sensory experiences (overlay)

Answer 140

Time space

Answer 141

Allan Paivio 1. Logogens (words) 2. Imagens (images)

Answer 142

An overlay of two or more sensory systems called concurrent sensory experiences On a continuum (from association to overlap)

Answer 143

An overlay of multiple sensory experiences

Answer 144

Yes, so memory performance is increased

Answer 145

No Frequency affects luminance picked for everyone E - T - O more frequent Synaesthesia amplifies the association but we all seem to make the associations.

Answer 146

1. Icons (short term) snapshots in visual cortex 2. Eidetic (Long term) eg photographic memory

Answer 147

Not everything can be included in rules Translation is not direct Flies (in different contexts motion vs bug)

Answer 148

The "how" rules of how we put a sentence together (does not have to be meaningful)

Answer 149

The "what element" of language Just if something is meaningful or not

Answer 150

Grammar (How) Semantics (What)

Answer 151

Trying to find an appropriate way to take an idea that we have and communicate it to someone else and vice versa To understand language we need to understand grammar

Answer 152

True The structure has no direct relation to semantics

Answer 153

comprehending, the meaning Hard to program

Answer 154

pairing of words and sounds Can be programmed (following rules)

Answer 155

transform surface structure into a deep structure

Answer 156

transform a deep structure into a surface structure

Answer 157

We have an innate language acquisition device (in the brain) Child will be attuned and pick up on rules of the language spoken around them

Answer 158

Nope Skinner thought language acquisition was threw operant conditioning repeated exposition and reinforcements.

Answer 159

Observe language interactions parent child (2-4yrs) No evidence for operant conditioning when learning to talk

Answer 160

Parents don't reinforce grammatically incorrect statements (but they could do it implicitly) Parents may give other forms of corrective feedback Could not develop language through native language acquisition device with out reinforcement (-reinforcement could be the absence of corrective feedback)

Answer 161

An ideal space where we can learn new things If the gap is too big, we can not learn new things Language development is gradual, building off into more complexity Parents reinforce the acquisition of the basics first

Answer 162

A model of memory based on a toy writing tablet that retains fragments of old messages even after they have been “erased.” In time, these fragments accumulate and begin to overlap, so that they become increasingly hard to read.

Answer 163

Neisser’s term for the now rejected (trace theory hypothesis) idea that the same memory can reappear, unchanged, again and again

Answer 164

there are no “stored copies of finished mental events,” and that memory is schematic, relying on “fragments . . . to support a new construction (Similar to Bartlett (1932)

Answer 165

Livingston's (1967) Now Print! Theory

Answer 166

Brown and Kulik (1977)

Answer 167

1. Suprisingness. 2. consequentiality. 3. Formation of Flashbulb memory 4. Rehearsal (develop verbal accounts) 5. Retelling the accounts

Answer 168

The theory that especially significant experiences are immediately “photocopied,” preserved in long-term memory, and resistant to change.

Answer 169

That memory traces take some time to consolidate They can suffer from interference

Answer 170

(consolidation theory - encoding) Decline of recall of an event as a result of a later event.

Answer 171

something happens after (what you need to remember) and disrupts the consolidation ie. decline of recall of an event because of a later event.

Answer 172

Retroactive interference (lowered consolidation of the thing) impacted by new thing coming in Sleep deprivation harms this

Answer 173

Hypocampus

Answer 174

Nope When trace memory is reactivated it is resolvable (in working memory) Reconsolidating

Answer 175

The hypothetical process whereby a memory trace is revised and reconsolidated

Answer 176

The hypothetical process whereby a memory trace is revised and reconsolidated

Answer 177

There can be no doubt at this point that memories are fundamentally dynamic processes, as first explicitly demonstrated by Bartlett (1932). They are not snapshots of events that are passively read out but, rather, are constructive in nature and always changing

Answer 178

1. method of repeated reproduction (n=1story) 2. Method of serial reproduction (n=1 story + téléphone arable)

Answer 179

The attempt to make memory as coherent and sensible as possible

Answer 180

Schema (according to Bartlett)

Answer 181

The hypothesis that misleading post-event information can become integrated with the original memory of the event. (Loftus & Hoffman)

Answer 182

Lindsay and Johnson

Answer 183

theory that some errors of memory are caused by mistaken identification of the memory's source

Answer 184

The way an item is retrieved from memory depends on the way it was stored in memory

Answer 185

Participants learned a list of 24 pairs of words Weak association and different print The first word of each pair is called the weak cue word, and the second word of each pair is called the target word Asked to free associate for strong cue words They came up with target words without knowing they are target words Available in memory but literal recognition not possible "recognition failure"

Answer 186

Memory trace Encoding specificity - context dependent learning

Answer 187

learning is best when the mental or physiological state of the learner is consitent across encoding and retrieval

Answer 188

Memory recall was better in congruent condition where the information was first learnt (underwater or on shore)

Answer 189

The hypothesis that mood congruence between learning and recall sessions should facilitate recall.

Answer 190

The idea that mood might cause selective learning of affective material.

Answer 191

Found that initial exposure to homophones led them to adopt less common spelling on the test regardless of mood. Mood induction had an effect of the number of words recognized (depressed less words)

Answer 192

A set of expectations concerning the actions and events that are appropriate in a particular situation Similar to schema, they are more specific to procedures.

Answer 193

Yes Source monitoring theory (encourages imagining and could lead to confusion vs what happened and what did not)

Answer 194

REM sleep - newly acquired memories activated False memories = sleep deprivation

Answer 195

episodic memories of events recalled in terms of the time in our lives when each one occurred Cue objects make a list and tag to h's days weeks months years when they occurred Technique by Crovitz and Schiffman 20 years 224 available later (Galton's number)

Answer 196

The general inability to retrieve episodic memories from before the age of about 3.

Answer 197

Yes think children English at 12 vs Russian before Cues Russian = Russian memories etc

Answer 198

increase in the number of memories between 10 and 30 years old

Answer 199

Erick Erikson

Answer 200

Cultural narrative that prescribes the age norms and sequence for important events in an individual's life Play role in memory bump (eg relevant positive events not negative)

Answer 201

life scripts may play a role in the memory bump is that it becomes evident when older people are asked to recall their most positive and important memories—not when they are asked for their saddest or most negative ones the life script schema favours the recall of events that took place during the bump period

Answer 202

The first time an event occurs we pay more attention to it and remember it more ...

Answer 203

A process (toward menaing) Continuum (different levels) from shallow to deep processing

Answer 204

Extra processing Eg actor finding reasons why or understanding the motivation of the character (memorize with out rote repetition)

Answer 205

precision elaborations with which things are encoded

Answer 206

Loss of Names of ppl we know (superficial) and the audience to who you told a story But their deeper meaning (who the people are and what the story is)

Answer 207

Continuum from shallow to deep No (official agreed upon) determinant of depth

Answer 208

tow equal memory traces of equal strength the newer one will decay faster than the older one

Answer 209

Ebbinghaus’s finding that the rate at which information is forgotten is greatest immediately after the information has been acquired, and declines more gradually over time.

Answer 210

1. Lab based (Ebbinghouse) 2. Ecological (Bahrik)

Answer 211

Bahrick’s term for the state of relative permanence in which he found that some kinds of memory can be retained over very long periods of time.

Answer 212

Longer span of class cumulative re examinations Capstone review at the end

Answer 213

Concrete words that elicit both verbal and non verbal items

Exam 2 Flashcards

Understand the memory systems and the differences between short-term and working memory understand the process of spreading activation in the context of memory Understand how studying memory deficits help us learn about the nature of memory