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Cognition & Percepion > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Memory is defined as…

A

processes involved in the encoding, retaining, retrieval, and use of information about images, events,
ideas, and skills after the original information is gone.

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2
Q

Duration is defined as…

A

how long information can be held

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3
Q

Capacity is defined as…

A

how much information can be held

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4
Q

Control Processes are…

A

system specific processes affecting
duration and capacity.

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5
Q

The Modal Memory Model consist of…

A

Sensory Memory
STM
LTM

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6
Q

Sensory Memory Stage is the ….

A

initial stage holding raw information
for a very short time

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7
Q

Short-term Memory stage is the

A

intermediate stage holding
4-7 things for 15-30 secs.

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8
Q

Short-term Memory mediates ________ and holds _______

A

ongoing tasks, current thoughts

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9
Q

Long-term Memory stage …

A

holds unlimited information
for an unlimited time

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10
Q

Describe the Whole Report Task …

A

flash up 12 letters for 50 msec, then ask a person to report back as many as they can

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11
Q

Describe the Partial Report Task

A

12 letters are again flashed for 50
msec, but now subjects report back only a cued row

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12
Q

For the Whole Report Task subjects could only report back about _____ of the _____ letters

A

4.5, 12

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13
Q

In the Partial Report Task there is a _______ between the offset of the ______ and the presentation of
the ________

A

delay, letter array, tone cue

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14
Q

The Partial Report Task shows, As the delay between array offset and the tone _______, subjects reported back_______.

A

increased, fewer letters

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15
Q

Visual sensory memory has a ________, but it has a _________, only about _______.

A

very high capacity, very short duration, ½ second

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16
Q

Conclusion of Report Tasks, is our _______ from a ________ is limited by ________, not _______

A

ability to report letters , brief
display, sensory memory, recognition

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17
Q

Iconic Memory is …

A

A visual sensory memory system that
can hold a lot of unprocessed visual information for about ½ second

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18
Q

Echoic Memory is an ….

A

auditory sensory memory system
that can hold sound information for about 2 seconds

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19
Q

Sensory Memory probably helps recognition by _________, thereby giving ________ a chance to _________.

A

freezing information in time, recognition, attach meaning to patterns

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20
Q

STM ________ new incoming info from ________ and _______, and retrieves info from ________.

A

integrates, sensory memory, recognition, long-term memory

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21
Q

Forgetting from STM is due to the _______ of information from memory in the …….

A

rapid loss, absence of rehearsal

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22
Q

By rehearsing information you can …

A

retain it indefinitely

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23
Q

Peterson & Peterson experiment, To measure the _______ of STM in the _________ they used a __________.

A

duration, absence of rehearsal, “counting backwards” recall task

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24
Q

The Peterson & Peterson experiment concluded that, if ________ is prevented, information in _______ will
_______ after about _________.

A

rehearsal, STM, fade away, 20 seconds

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25
Q

In the Peterson & Peterson experiment, probability of correctly
recalling the letters ________ as the retention interval _________.

A

decreased, increased

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26
Q

Peterson & Peterson experiment, a _________ prevented _______. After, subject had to _____ the letter they were presented.

A

retention interval, rehersal, recall

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27
Q

Decay Theory states ….

A

Information in STM fades away over
time; the memory trace gets weaker until it is gone

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28
Q

Interference Theory states…..

A

Other perceptual and cognitive
events during the retention interval interferes with what you are trying to remember

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29
Q

The Decay Theory and Interference Theory can both explain …..

A

Peterson & Peterson results

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30
Q

Keppel and Underwood ________ the data from ________.

A

Re-analyzed, Peterson & Peterson

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31
Q

Keppel and Underwood discovered that memory for letters on _________ interfered with memory for the __________.

A

previous trials, letters on the current trial

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32
Q

Proactive Interference (PI) is …..

A

Confusing previously learned material with what you are trying to remember

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33
Q

Retroactive Interference (RI) is …..

A

Confusing more recently learned material with what you are trying to remember

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34
Q

When old information in memory interferes with the recall of
newer information ?

A

Proactive Interference

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35
Q

When newer information in memory interferes with the recall of older information ?

A

Retroactive Interference

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36
Q

Evidence points to ________ as being the reason why we ________ from ______.

A

interference, forget things, STM

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37
Q

______ doesn’t cause you to forget things its’ the _________ that interferes with your memory

A

Time, stuff that happens during

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38
Q

STM is limited by _________ to only about ________ in the _________.

A

interference, 20 seconds, absence of rehearsal

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39
Q

Memory capacity refers to the ….

A

number of things that refers to the
can be correctly remembered with this limit depending on the type of information and its susceptibility to interference

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40
Q

The Digit Span Task is meant to …..

A

measure the number of digits that a person can recall

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41
Q

The Digital Span Task concluded that our memory span is ….

A

5-9 things

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42
Q

But memory capacity can be ________ by getting help from ________ via a process called _________.

A

increased, long-term memory, “chunking”

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42
Q

More recent work using a __________ estimates memory span at only _______.

A

change detection task, 4 things

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43
Q

Chunking is the …..

A

grouping of info to form meaningful units

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44
Q

A Chunk is a ….

A

set of things that are strongly associated with each other but weakly associated with things in other chunks

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45
Q

STM capacity should be measured in ________, not _______.

A

“chunks”, individual units

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46
Q

Chase & Simon, studied _______ and ________ using _______.

A

STM capacity, chunking, chess

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47
Q

In the Chase & Simon experiment, when chess pieces were _______ arranged on the board, master and novice subjects recalled the _______.

A

randomly, same number

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48
Q

In the Chase & Simon experiment, concluded that chess masters chunk pieces into _________ and therefore process chess information in a ________.

A

more meaningful units, qualitatively different way

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49
Q

Although STM capacity is limited to only _____ things, if these things are in _______ then vastly _________ can be processed

A

4, chunks, more information

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50
Q

Memory Code is the ….

A

form in which information is represented in memory

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51
Q

Sensory memory uses an ______ or _____ code which works well for________, but it wouldn’t help us to do _______.

A

iconic, echoic, recognition, STM tasks

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52
Q

Acoustic Representations are …..

A

Speech-like code important for reading and thinking

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53
Q

Semantic Representations are….

A

Meaning-based code that is important for both STM and LTM (but mainly LTM)

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54
Q

Visual Representations are …..

A

Processed visual information; colors, shapes, and their spatial inter relationships

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55
Q

Inner Speech is the …..

A

“voice” inside your head when you read or think (also called “subvocalization”)

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56
Q

Conrad experiment, if STM representations are _______ then there should be more _______ when list items _______.

A

acoustic, memory errors, sound alike

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57
Q

In the Conrad experiment, Letters that ________ were more ________ than_______.

A

sounded the same, easily confused, letters that sounded different

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58
Q

Working Memory (WM) is a ….

A

A limited-capacity system for the temporary storage and manipulation of information for complete tasks

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59
Q

Working Memory differs from STM in that it emphasizes the _________ of this ________, not just how it is ______.

A

manipulation and coordination, information, stored

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60
Q

The Working Memory Model consists of 3 separate but interacting components …..

A

1.Central Executive
2. Visuospatial Sketch Pad
3. Phonological Loop

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61
Q

Central Executive is the ….

A

“boss”, coordinates the slave
systems to perform some task

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62
Q

Phonological Loop is ……

A

Important for remembering and
using auditory information

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63
Q

Visuospatial Sketch Pad is …..

A

Important for visual imagery
and the mental manipulation of visual information

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64
Q

The Phonological Loop consist of 2 parts …..

A
  1. Phonological Store
  2. Articulatory Control Process
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65
Q

Phonological Store …..

A

holds speech-like info for about 2 sec

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66
Q

Articulatory Control Process …… (2 roles)

A
  1. translates visual information into a speech-like code and moves this to the phonological store
  2. refreshes the memory traces being held in the phonological store
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67
Q

If the information is _________ faster than it can be ________ then information will be _____; opposite will be true for ________

A

decaying, refreshed, lost, maintained

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68
Q

Phonological Similarity Effect is ……

A

Memory is worse for items that sound alike than for items that sound different

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69
Q

Baddeley explained the Phonological Similarity Effect in terms of interference in the ________; more interference for more ________.

A

phonological store, similar items

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70
Q

Once the _________ translates information into a ________, it becomes susceptible to _________.

A

articulatory control process, speech-like code, phonological interference

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71
Q

The phonological similarity effect shows up regardless of whether stimuli are presented …….

A

visually or auditorially

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72
Q

Articulatory Suppression Effect is ….

A

Worse memory when an irrelevant word is repeated during a retention interval

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73
Q

Articulatory suppression ties up the _________ and prevents information from being ________. In the absence of ______, information fades after ______, leading to _______.

A

articulatory control process, recycled through the phonological loop, recycling, 2 secs, poor memory

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74
Q

Articulatory suppression blocks the phonological similarity effect for ______, but not for _______.

A

visual stimuli, auditory stimuli

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75
Q

Repeating a word prevents the articulatory control process from translating _______ into ________; this
translation step ______ needed for ________ presented items

A

visual codes, phonological codes, isn’t, auditorially

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76
Q

Irrelevant Speech Effect is when….

A

Memory is best if material is learned in a quiet setting, without background noise

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77
Q

Irrelevant visual information doesn’t ________ as much because the ________ doesn’t translate it into a _______.

A

interfere, articulatory control process, speech-like code

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78
Q

Irrelevant speech is _______ and therefore goes directly into the ________ where it can ________ with other information

A

acoustic, phonological store, interfere

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79
Q

The _______ you can pronounce a word, the more times you
can _______ it through the ________ within a given period of time.

A

faster, rehearse, phonological loop

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80
Q

Word Length Effect is how ….

A

Short words are easier to remember than long words

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81
Q

The more times a word is _______ through the _______ the better it is ________.

A

rehearsed, phonological loop, remembered

82
Q

Long-term Memory (LTM) is defined as ….

A

An archive of information about past events and things that we have learned

83
Q

LTM has unlimited ….

A

duration & capacity

84
Q

The ______ that is needed to _____ info comes from _____.

A

“meaning”, chunk, LTM

85
Q

_____ acts as the “gatekeeper” for LTM, affecting what …..

A

STM, goes in and out

86
Q

Maintenance Rehearsal is …

A

Repeating information using your inner speech in order to maintain it in STM

87
Q

______ information is held in STM, the more ______ it is to be transferred into ______.

A

longer, likely, LTM

88
Q

In a Serial Recall Task, subjects are presented with a ________, then have to ______ the items in the ______ that they were presented

A

list of items one after the other, recall, order

89
Q

Plotting the results from a serial recall task gives a ….

A

serial position curve

90
Q

A serial position curve plots the probability of …..

A

correctly recalling an item as a function of its serial position in a list

91
Q

Primacy Effect is ….

A

Better recall for items presented early in a list

92
Q

Recency Effect is ….

A

Better recall for items presented later in a list

93
Q

Items in the middle list positions are ……

A

generally harder to remember

94
Q

Primacy is caused by …..

A

rehearsal moving items from STM into LTM

95
Q

Early list items tend to be rehearsed a lot _____ than later list items

A

more

96
Q

rehearsal ______ with _______ serial position

A

declines, increasing

97
Q

Recency is _____ caused by rehearsal. Recency is _______ when rehearsal is at its ______.

A

not, strongest, lowest

98
Q

Recency benefits appear for list items …..

A

still in STM

99
Q

Items in STM are more likely to be
_______, leading to the ……

A

reported, recency benefit

100
Q

If recency is _____ to STM, and STM only lasts for about ______ (without rehearsal), then _______ the recall
task beyond _______ should ________.

A

due, 30 seconds, delaying, 30 secs, reduce recency

101
Q

When items in STM are caused to ______, then _______ disappears

A

fade, recency

102
Q

Amnesia is defined as …

A

Damage to the brain resulting in impaired memory for events occurring either before or after the damage

103
Q

Retrograde Amnesia is …

A

forgetting what was learned BEFORE the event causing the amnesia

104
Q

Anterograde Amnesia is ….

A

forgetting what was learned AFTER the event causing the amnesia

105
Q

With Anterograde Amnesia, you can’t form …..

A

new long term memories

106
Q

STM is ________ in both forms of amnesia. Shows that these are ______ memory systems

A

unimpaired, two different

107
Q

Explicit Memory is ……

A

memory for events or knowledge that you are conscious of.

108
Q

Implicit Memory is ……

A

expressed without conscious awareness; your behavior indicates memory

109
Q

Explicit Memory consists of …..

A

1) Episodic Memory
2) Semantic Memory

110
Q

Semantic Memory is ….

A

your general knowledge of facts

111
Q

Episodic Memory is ….

A

memory for personal events

112
Q

Implicit Memory consists of …….

A

1) Procedural Memory
2) Priming

113
Q

Procedural Memory is …..

A

for actions or skills; how to do
things

114
Q

Priming is when the …..

A

presentation of something changes the future response to that same thing.

115
Q

Two types of Priming ……

A

1) Repetition Priming
2) Conceptual Priming

116
Q

Repetition Priming is when the

A

priming stimulus and the test stimulus are either the same or very similar

117
Q

Priming is often studied using a ……

A

word fragment task

117
Q

Conceptual Priming is when the …….

A

priming and test stimuli are different but related by category, function, or association

118
Q

Warrington & Weiskrantz, subjects had _______ amnesia and their task was _______.

A

anterograde, picture fragment completion

119
Q

Warrington & Weiskrantz experiment showed that despite having no _______ for the previous tests, subjects showed steady ______
over days. Evidence for a _______
between _______ and _______

A

memory, improvement, dissociation, explicit, implicit memory (priming)

120
Q

Encoding is …..

A

acquiring info and transferring it into LTM

121
Q

Rehearsal is …..

A

A process important for transferring info from STM to LTM

122
Q

There are two types of Rehearsal …..

A

1) Maintenance Rehearsal
2) Elaborative Rehearsal

123
Q

Maintenance Rehearsal is defined as …….

A

repeating information using your
inner speech for the purpose of maintaining it in STM

124
Q

Maintenance Rehearsal ______ the probability that info will be transferred from ______ to _____, but is not very _______.

A

increases, STM, LTM, effective or efficient

125
Q

Elaborative Rehearsal is defined as …..

A

making connections between the
meaning of what you are trying to remember, and information already existing in your LTM

126
Q

with Elaborative Rehearsal _______ associations allow information to be ________ transferred from _____ to _____

A

meaning-based, efficiently, STM, LTM.

127
Q

Good memory depends on how ______ information is _______; the ______ the ______, the better the ______.

A

“deeply”, encoded, deeper, encoding, retrieval

128
Q

Three types of memory codes include ……

A

1) Structural Code
2) Phonemic Code
3) Semantic Code

129
Q

Phonemic Code ……

A

emphasizes how a word sounds

129
Q

Structural Code ……

A

emphasizes the physical properties of a word

130
Q

Semantic Code ……

A

meaning of a word

130
Q

Structural Code is the ……

A

most shallow form of encoding

131
Q

Phonemic Code is a …..

A

medium level of encoding

132
Q

Semantic Code is the …..

A

deepest level of encoding

133
Q

Maintenance Rehearsal is an _______ method of remembering information because it relies on a fairly _______ level of processing (_______ code)

A

inefficient, shallow, phonemic

134
Q

Rehearsal is beneficial to memory to the extent that it …….

A

induces a deeper level of processing

135
Q

Elaborative Rehearsal is more ______ because the information is coded at the deeper ______ level of processing

A

efficient, semantic

136
Q

Rhyming question encourages a …..

A

deeper phonemic code

137
Q

Capital Letter question encourages a ……

A

shallow structural code

138
Q

Sentence Fit question encourages a ……

A

very deep semantic code

139
Q

Craik and Tulving: subjects performed these ______ tasks without trying to ______ the list items into _____, then they were given a surprise _______ on the words

A

three, encode, memory, recognition test

140
Q

Craik and Tulving: The _____ that information is encoded in _____ depends on how the information was ______.

A

level, LTM, used

140
Q

Craik and Tulving results: memory
was better for the ______ task than the _______ task, and better from
the _______ task than the ______ task.

A

fill-in-the-blank, rhyming, rhyming, capital letter

141
Q

Craik and Tulving: presented evidence for the ______. Memory ______ with ______.

A

levels of processing approach, improves, deeper processing

142
Q

Circular Logic demonstrates that there is no ______ of depth of
processing; the measure is tied to
_______.

A

independent measure, memory performance

142
Q

Critique of the Levels of Processing Approach includes ….

A

Circular Logic

143
Q

To study more effectively -> _______: you ______ the number of _______ between it and things already in _______

A

elaborate, increase, associations, LTM

144
Q

Craik and Tulving (1975) Elaborated Method: used _____ types of sentences that differed in their degree of _______. In a study phase,
subjects had to ______ how well a ______ word fit into one of these _______. After many trials, subjects were given a ______.

A

three, elaborative detail, rate, target, sentences, cued recall test

145
Q

Normal Recall is when a subject has to ……

A

report back all the target words

146
Q

Cued recall is when a subject has to ……

A

report back the words, only now they are given a cue to help them retrieve these words

147
Q

Craik and Tulving (1975) elaborated experiment results: words associated with more _______ were better ______

A

elaborated sentences, recalled

148
Q

Craik and Tulving (1975) elaborated experiment results: ______ results in better memory than ______

A

cued recall, non-cued recall

149
Q

Interaction is defined as the ……

A

effect of one variable depends on another variable

149
Q

Craik and Tulving (1975) elaborated experiment results: memory is ______ when the target word ______ in the sentence than when it _______

A

better, fits, doesn’t

150
Q

Elaboration should be _______ to the thing you are trying to ________

A

associated, remember

151
Q

Familiarity Effect is when ….

A

you read and re-read something, so the material becomes familiar to you, but it doesn’t mean you understand it

151
Q

Illusions of Learning is when……

A

people think they understand something better than they actually do

152
Q

Reading may only induce a …..

A

shallow level of processing

153
Q

Understanding requires a deeper ______ level of processing and _______ to other _______ and _______

A

semantic, elaboration, material, broader concepts

154
Q

Organization helps to ______ information from ______ by ________ the space of things through which we need to _______

A

retrieve, memory, restricting, search

155
Q

Bransford and Johnson: subjects read the following passage, then were asked to _____ as many ______ about it as they could ( ________ test)

A

recall, details, comprehension memory

156
Q

Bransford and Johnson experiment results: memory for details was ……

A

poor

157
Q

Bransford and Johnson experiment results: memory ______ dramatically when subjects got to see this picture ______ reading the passage. The picture provides a _______ for ________ the information from the text, enabling better ______.

A

improved, before, framework, organizing, retrieval

158
Q

Retrieval is the ….

A

process of recovering and using
information in LTM that has been previously encoded

159
Q

A common cause of forgetting is due to not having the proper ______ to pull a piece of information from ______ into _____

A

retrieval cue, LTM, STM

160
Q

Encoding Specificity Principle states….

A

information is encoded into LTM with its context

160
Q

Retrieval can also be ______;______ in our environment are constantly pulling memories into our _______

A

involuntary, cues, consciousness

161
Q

The ______ in which something
is learned becomes a _____ to _______ a memory.

A

context, cue, retrieve

162
Q

Godden & Baddeley: subjects were scuba divers who did ______ either on ______, _______, or some combination.

A

memory tests, land, underwater

163
Q

Godden & Baddeley results: subjects ______ more words when the
study and test conditions _______

A

recalled, matched

164
Q

Godden & Baddeley results: memory was ______ when the _____ present during ______ also appeared at ______

A

best, cues, learning, testing

165
Q

Grant experiment results: more
support for the …..

A

encoding specificity principle

166
Q

Grant: subjects read a science article under either ______ or ______ learning conditions, then were ______ under
the same ______ conditions.

A

“quiet”, “noisy”, tested, quiet/noisy

167
Q

Grant experiment results: memory was again best when the ______ and _______ conditions ______

A

learning, testing, matched,

168
Q

State-Dependent Learning states memory was best when the ______ and _______ moods ______

A

learning, testing, matched

168
Q

Transfer Appropriate Processing experiment -> Learning Phase….

A

used a fill-in-the-blank task and a rhyming task

168
Q

Transfer Appropriate Processing experiment -> Testing Phase …..

A

used a standard recognition task and a rhyming task to test memory for the previous target words

169
Q

Transfer Appropriate Processing experiment results: Memory was _____ when the type of task used at
______ matched the type of task used at ______

A

best, encoding, retrieval

170
Q

Transfer Appropriate Processing experiment results: standard _______ was better with a ______ sentence
task than a _______ task, consistent with ______.

A

recognition, fill-in-the-blank, rhyming, levels of processing

171
Q

Transfer Appropriate Processing experiment results: but ______ in the rhyming test was better when a _______ was used during the _______.

A

recognition, rhyming task, learning phase

172
Q

The assumption from levels of processing that deeper coding is always ______ is _____ always true

A

better, not,

173
Q

memory is best when the ______ processing is used during ______
and ______

A

same, encoding, retrieval

174
Q

Consolidation Theory: a process consolidation is ______ in order for information to ______ in ______

A

required, “solidify”, LTM

175
Q

Consolidation is the process that ….

A

transforms memories from a fragile state, when they can be disrupted, to a more permanent state that is resistant to disruption

176
Q

Hebb suggested two types of consolidation……

A

1) Synaptic consolidation
2) Systems consolidation

177
Q

Synaptic consolidation: _______ change in the ______ between two neurons at the level of the _______.
More recently referred to as _______.

A

structural, connection, synapse, long term potentiation

177
Q

The activation of one neuron by _______ is believed to ________ the ________ between these two neurons in a process known as ______

A

another, strengthen, structural connection, Hebbian Learning

177
Q

LTP is the …..

A

enhanced firing of neurons after repeated stimulation

178
Q

_______ stimulation leads to _______
connections and a greater likelihood of _______.

A

Repeated, stronger, firing

179
Q

Systems consolidation is the ______ formation of a ______ that corresponds to the ______ of something in _____

A

gradual, neural circuit, trace, LTM

180
Q

Perseveration is the …..

A

cycling of information through a
cell assembly

181
Q

Cell Assembly is the ….

A

neurons connected in a looping circuit for the purpose of recycling, and therefore preserving, information

182
Q

Systems Consolidation ( Fast Phase): Synaptic connections get ______ with each cycle through the ______ (via ______ ), eventually resulting in the ______ changes underlying _______.
Information during this stage is _______ the memory formation can be _______ if perseveration is ______

A

stronger, cell assembly, LTP, structural, long term memory, volatile, disrupted, broken

183
Q

According to Hebb, graded retrograde amnesia is due to a _______ of ______ and _______

A

disruption, perseveration, systems consolidation

184
Q

Graded retrograde amnesia means…..

A

that memory loss is worse for more recent events

185
Q
A
185
Q

To study graded retrograde amnesia, rats are given a drug
(______) that ______ their _______

A

anisomycin, disrupts, memory consolidation

185
Q

If a rat is trained to associate a tone with an electric
shock on day 1, then given this drug on day 2, the rat
will respond to the tone as if it were a shock; the drug
would have no effect because the association was
formed

A
186
Q
A
187
Q
A
188
Q
A

Cognition & Percepion (7 decks)

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