Exam 2 Flashcards
memory span
the number of items (ex: digits; words) that an individual can recall immediately in the correct order; it is used as a measure of the capacity of short-term memory
chunks
stored units formed from integrating smaller pieces of information
rehearsal
subvocal reiteration of verbal material; often used in the attempt to increase the amount of information that can be remembered
recall
retrieving information from long-term memory in the presence or absence of cues
recency effect
the tendency in free recall for the last few items (typically two or three) to be much more likely to be recalled than those from the middle of the list; this effect has been used to measure the capacity of short-term memory
working memory
a system that can store information briefly while other information is processed
central executive
the most important component of working memory; it is involved in planning and the control of attention and has limited capacity (task setting, monitoring, energization)
phonological loop
a component of working memory in which speech-based information is processed and stored and subvocal articulation occurs
visuo-spatial sketchpad
a component of working memory that is used to process visual and spatial information and to store this information briefly
episodic buffer
a component of working memory that is used to integrate and to store briefly information from the phonological loop, the visuo-spatial sketchpad, and long-term memory
phonological similarity effect
supports existence of phon loop; the finding that immediate recall of word lists in the correct order is impaired when the words sound similar to each other
word-length effect
supports existence of phon loop; fewer long words than short ones can be recalled immediately after presentation in the correct order
dysexecutive syndrome
a condition in which damage to the frontal lobes causes impaired functioning of the central executive involving deficits in organizing and planning behavior
reading span
the greatest number of sentences read for comprehension for which an individual can recall all the final words more than 50% of the time
operation span
the maximum number of items (arithmetical questions and words) for which an individual can recall all the last words
dual component model
theory that attentional control and long-term memory are the two components of working-memory capacity
self-reference effect
enhanced long-term memory for information if it is related to the self at the time of learning
distinctiveness
this characterizes memory traces that are distinct or different from other memory traces stored in long-term memory; it leads to enhanced memory
transfer-appropriate processing
the notion that long-term memory will be greatest when the processing at the time of retrieval is very similar to the processing at the time of learning
testing effect
the finding that long-term memory is enhanced when some of the learning period is devoted to retrieving the to-be-remembered information
implicit learning
a form of learning producing long-term memory in which there is no conscious awareness of what has been learned
declarative memory
aka explicit memory; memory that involves conscious recollection of information
nondeclarative memory
aka implicit memory; memory that doesn’t involve conscious recollection of information
priming
form of nondeclarative memory involving facilitated processing of (and response to) a target stimulus because the same or a related stimulus was presented previously
procedural memory
a form of nondeclarative memory involving learned skills and concerned with “knowing how”
episodic memory
a form of declarative memory concerned with personal experiences or episodes occurring in a given place at a given time
recognition memory
deciding whether a given stimulus was encountered previously in a particular context (ex: the previous list)
semantic memory
a form of declarative memory consisting of general knowledge about the world, concepts, language, and so on
schemas
organized knowledge of various kinds (ex: about the world; typical sequences of events) stored in long term memory; schemas facilitate perception and language comprehension, and allow us to form expectations (ex: of likely events in a restaurant)
rationalization
in Bartlett’s theory, the tendency in story recall to produce errors conforming to the cultural expectations of the rememberer; it is attributed to the influence of schemas
amnesia
a condition caused by brain damage in which there are serious impairments of long-term memory (especially declarative memory)
retrograde amnesia
impaired ability of amnesic patients to remember information and events (so declarative memory) from the time period prior to the onset of amnesia
anterograde amnesia
impaired ability of amnesic patients to learn and remember information acquired after the onset of amnesia
encoding specificity principle
the notion that retrieval depends on the overlap between the information available at retrieval and the information within the memory trace; memory is best when the overlap is high
proactive interference
disruption of memory by previous learning (often of similar material)
retroactive interference
disruption of memory for what was learned originally by other learning or processing during the retention interval
consolidation
a physiological process involved in establishing long-term memories; this process lasts several hours or more, and newly formed memories that are still being consolidated are fragile
reconsolidation
this is a new consolidation process that occurs when a previously formed memory trace is reactivated; it allows that memory trace to be updated
hindsight bias
the tendency for people to exaggerate how accurately they would have predicted some event in advance after they know what actually happened
articulatory suppression
supports existence of phon loop; happens when you’re rehearsing something other than what you’re trying to remember and you can’t remember the correct thing because of the (mental) verbal interference
irrelevant speech effect
supports existence of phon loop; basically you won’t remember what you’re rehearsing if someone else is talking at the same time.
evidence for existence of sketchpad
- complicated things are hard to remember
- grid study and visualization of location
- we can play memory
Central executive tasks (and testing)
- controlled updating of buffers (2 back task)
- setting goals and planning (tower of Hanoi)
- task switching (wisconsin card sorting task)
