Information Processing & Memory + Strategies

Question 1

How long does short term (working) memory last without rehearsal?

Answer 1

12-30 seconds.

Question 2

True or False: Short term memory can not be disrupted by incoming stimuli.

Answer 2

False. Distraction will fuck with your memory.

Question 3

What is the “capacity” of short term memory? How many things can be remembered at a time?

Answer 3

7 + or - 2 things at a time. Less at younger ages.

Question 4

What is the “capacity” of long term memory? How many things can be remembered at a time?

Answer 4

Not a clue, maybe infinite.

Question 5

How long does long term memory last once rehearsed and encoded?

Answer 5

Minutes to years. Depending on the importance, emotional association, frequency of recall, etc.

Question 6

What are the 3 “parts” of long term memory described in the lecture slides?

Answer 6

1. Episodic
2. Semantic
3. Procedural

Question 7

What is “episodic” memory? Is it short term or long term?

Answer 7

Memory of personal experiences stored as images in long term memory.

Question 8

What is a “flashbulb” memory?

Answer 8

A phenomenon in which an unforgettable event gives us access to space and time that we would usually forget.

Question 9

What is “semantic” memory? Is it short term or long term?

Answer 9

Facts, generalized information, concepts, principles, rules, problem solving skills, and learning strategies. Organized into schemas in long term memory.

Question 10

What is “procedural” memory? Is it short term or long term?

Answer 10

Ability to recall how to do something, especially a physical task. Long term memory.

Question 11

How does the “levels-of-processing” theory attempt to link memory and recall? What does it recommend?

Answer 11

Links recall to the amount of processing it receives. Ex: instead of memorizing a list of things, memorize where you have seen those things or other things that are associated with the items to memorize.

Question 12

How does the “dual code” theory attempt to link memory and recall?

Answer 12

Items are recalled better if they were initially presented both visually and verbally.

Question 13

What does the term “repression” mean with regards to memory and recall?

Answer 13

Under conditions where a person feels unduly threatened, they may unconsciously forget.

Question 14

True or False: children with learning disabilities or ADHD are more resistant to interference with regards to memory recall.

Answer 14

False. Children who fit this category are actually less resistant to interference.

Question 15

What is meant by the term “retroactive inhibition” with regards to memory and recall?

Answer 15

Previously learned material is mixed up with new material. i.e old material can get replaced if the new is similar enough.

Question 16

What is meant by the term “proactive inhibition” with regards to memory and recall?

Answer 16

Old information interferes with learning something new if the new is similar enough. Ex: hard to learn to drive on the opposite side of the road from what you’re used to.

Question 17

What is a “false memory” with regards to memory and recall?

Answer 17

A fabricated or distorted recollection of an event.

Question 18

True or False: False memories can be entirely or only partially fabricated.

Answer 18

True. This memory can be totally fake, or the recollection over time may have been influenced such that only details are false.

Question 19

What is meant by “false memory syndrome” with regards to memory and recall?

Answer 19

A condition in which a person’s identity centers on a memory of a traumatic experience that is objectively false but that the person strongly believes.

Question 20

What is meant by the term “proactive facilitation” with regards to learning and memory?

Answer 20

Past learning helps a person with new learning. Ex: previously language learning can help a person learn a similar language.

Question 21

What is meant by the term “retroactive facilitation” with regards to learning and memory?

Answer 21

New learning can provide insight or understanding into something the individual already knows.

Question 22

What does the primacy effect state with regards to memory and recall?

Answer 22

There is a tendency to remember the items at the beginning of a list.

Question 23

What does the recency effect state with regards to memory and recall?

Answer 23

There is a tendency to recall items at the end of a list.

Question 24

What is the difference between “massed” and “distributed” practice?

Answer 24

Massed: skills repeated over a concentrated period of time.
Distributed: skills are repeated at intervals over a period of time.

Question 24

What does the term “automaticity” mean with regards to memory and recall?

Answer 24

That tasks can be performed with little mental effort. (presumably because they have been so deeply learned?)

Question 25

What does the term “enactment” mean with regards to practice?

Answer 25

Physically carrying out a task.

Question 26

What does the term “generation” mean with regards to practice?

Answer 26

Producing something. Does not necessarily have to be physical.

Question 27

Briefly describe the Atkinson-Shiffrin Model of memory processing. (recall the diagram in the slides)

Answer 27

Input -> Attention -> Short term mem.

Short term mem. -> Output OR Rehearsal -> Long term mem.

Long term mem. -> recall -> Short term mem.

Question 28

What does the term “categorical clustering” mean with regards to memory/recall?

Answer 28

That recall is better if individuals organize the items to be remembered by category and recall related items together.

Question 29

How does the “interactive imagery” strategy serve to aid memory/recall?

Answer 29

By imagining seemingly unrelated items as being linked. Ex: goat, boots, car can be better remembered as a goat in boots driving a car.

Question 30

True or False: with regards to the “interactive imagery” memory strategy, the more bizarre the created image the easier it is to remember.

Answer 30

False. Making the images weird af doesn’t seem to improve recall.

Question 31

How does the “keyword imagery” strategy serve to aid memory/recall?

Answer 31

By breaking the word to be remembered into parts and then creating an image from those parts. Ex: for “abduct” could think of a person with great abs stealing a bunch of ducks (am I doing this right?)

Question 32

How does the “pegword” method serve to aid memory/recall?

Answer 32

By rhyming words with numbers 1 to 10 and then associating another word to be remembered with the rhyming word. Ex: If you think “one is to shun” and you need to remember yogurt, you could picture yourself giving yogurt the cold-shoulder (idk man seems complicated).

Question 33

How does the “loci” method serve to aid memory/recall?

Answer 33

The “mind palace” of pop culture fame. Visualize a space you know and place items to be remembered in places around that space. When you wish to recall, picture yourself returning to those places in the space.

Question 34

Give an example of an acronym. How is this different from an acrostic?

Answer 34

Acronym: BEDMAS (for math)
Acrostic: Letters form a phrase, not just a word. Ex: Never Eat Shredded Wheat for directions NESW.

Question 35

What is meant by the term “advance organizer” with regards to memory? How can it help with recall?

Answer 35

A conceptual bridge between old and new information. Relate the thing to be learned to something the learner already knows.

Question 36

What are examples of “advance organizers” with regards to learning and memory?

Answer 36

• Narrative, previewing, skimming, etc.
• Comparison, analogies, metaphors, etc.
• Graphic charts/organizers
• KWL charts (know, wonder, learned)