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Psychology > Lec. 16 (memory - storage retrieval) > Flashcards

Lec. 16 (memory - storage retrieval) Flashcards

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1
Q

ENCODING (how its stored) of sensory memory =

A

exact copy

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2
Q

ENCODING (how its stored) of STM/working memory =

A

phonemic (by how it sounds)

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3
Q

ENCODING (how its stored) of LTM =

A

semantic (like a library)

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4
Q

CAPACITY of sensory memory =

A

LOTS

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5
Q

CAPACITY of STM/working memory =

A

7 +- 2 chunks

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6
Q

CAPACITY of LTM =

A

unlimited

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7
Q

DURATION of sensory memory =

A

0.25 seconds

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8
Q

DURATION of STM/working memory =

A

~18 seconds (unrehearsed)

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9
Q

DURATION of LTM =

A

> years

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10
Q

T/F: LTM lasts for however long you live (basically) and is PHYSICALLy etched into you brain

A

true

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11
Q

a letter, word, or idea

A

chunk

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12
Q

model in which how we think memory works

A

Information Processing Model

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13
Q

the Information Processing Model is also called what?

A

The Atkinson-Schriffrin Model

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14
Q

how do we know that memories are physically “written” in the brain?

A

from electrical stimulation during brain surgery that causes memory recall

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15
Q

one of the cortex’s most important functions – specifically in association areas

A

memories (distributed throughout)

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16
Q

T/F: even after removing parts of the brain, animals retain partial memory

A

true

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17
Q

synaptic enhancement after learning; a process involving persistent strengthening of synapses that leads to a long-lasting increase in signal transmission between neurons; an important process in the context of synaptic plasticity.

A

Long-Term Potentiation (LTP)

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18
Q

writing of memories =

A

synaptic changes

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19
Q

synaptic changes in the brain when memories are written refers to an increase in _________ release of receptors on the _______ neuron

A

neurotransmitter; receiving

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20
Q

two neurons frequently communicating thru NT signal = _________ connection

A

strong

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21
Q

the connection ______ between two neurons determines if memories are formed and are placed in the LTM (physical mechanism in which memories are written in the brain)

A

strength

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22
Q

physically increasing the number of connections between synapses = the ______ level of learning

A

lowest

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23
Q

___________ _______ (stress-related or otherwise) makes for stronger memories

A

heightened emotions

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24
Q

clear memories of emotionally significant moments or events (ex: 9/11, covid)

A

flashbulb memories

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25
Q

______ events heightens memory storage, especially through the release of _______

A

stressful; cortisol

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26
Q

memories are held in storage by a web of _________

A

associations (semantic)

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27
Q

web of associations are like anchors that help retrieve memory

A

retrieval cues

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28
Q

the semantic organization in LTM is through ______ _____

A

retrieval cues

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29
Q

T/F: anchos/concepts are close physically within the web of associations if they are related

A

true

30
Q

to retrieve a specific memory from the web of association, you must first activate one of the strand that leads you to it; name of this process

A

priming

31
Q

priming brings up _______ topics

A

related (not unrelated; ex: hare, not hair)

32
Q

greater recall occurs when LEARNING and TESTING _______ are the same

A

context

33
Q

the effects on recall between contexts in which you study and where you text (and whether or not they are the same) are not huge, but still ________

A

significant

34
Q

cues from the current situation may unconsciously trigger retrieval of an earlier similar experience; “ive experience this before

A

deja vu

35
Q

deja vu is retrieving a ________ memory and then ________ the retrieval

A

partial; misinterpreting

36
Q

deja vu is _______ + _______ retrieval

A

unconscious + incomplete

37
Q

we usually recall experiences that are consistent with our current ________

A

mood

38
Q

another type of context effect that involves our current mood + memory

A

state-dependent memory

39
Q

emotions, or moods, serve as _____ ______

A

retrieval cues

40
Q

cues that allow you to retrieve a memory

A

retrieval cues

41
Q

memory process/step: moving memory from STM to LTM

A

encoding

42
Q

memory process/step: maintining in LTM

A

storage

43
Q

memory process/step: getting memory from LTM

A

retrieval

44
Q

why do we forget (3 reasons)?

A
  • encoding failure
  • decay
  • retrieval failure
45
Q

why we forget: short-term memory did not enter LTM

A

encoding failure

46
Q

why we forget: barely recall information so memory gradually fades

A

decay

47
Q

why we forget: memory trace is present in LTM, but cannot be retrieved; just can’t pull it out of LTM

A

retrieval failure

48
Q

the inability to retrieve info or a memory

A

forgetting

49
Q

T/F: extra effort must be made to encode STM to LTM

A

true

50
Q

ways to encode STM to LTM (2):

A
  • rehearsing (shallow encoding)
  • method of loci (deep encoding)
51
Q

way to encode STM to LTM: shallow and superficial way of encoding

A

rehearsing

52
Q

way to encode STM to LTM: deep encoding; remembering a space that you know very well; mentally going through that location and placing facts within it; takes a LOT of effort

A

method of loci

53
Q

example of encoding failure =

A

not know the letters that accompany the number 7 on your phone (objects are frequently seen, but information is never encoded)

54
Q

memory decay can be due to deterioration of physical _________ ________ (____)

A

memory trace (LTP)

55
Q

most FREQUENT reason why we forget info

A

retrieval failure

56
Q

causes of retrieval failure (3):

A
  • inadequate cues cannot retrieve memory trace
  • lack of context
  • interference
57
Q

cause of retrieval failure: Tip of the Tongue Phenomena; forgetting the file name

A

inadequate cues cannot retrieve memory trace

58
Q

cause of retrieval failure: a kind of cue (ex: seeing some familiar, but not sure from where)

A

lack of context

59
Q

cause of retrieval failure: can be retroactive or proaticve

A

interference

60
Q

types of INTERFERENCE (2):

A
  • retroactive
  • proactive
61
Q

type of INTERFERENCE: a NEW memory interferes with an OLD memory; “backward acting”

A

retroactive

62
Q

type of INTERFERENCE: OLD information interferes with NEW information; “forward acting”

A

proactive interference

63
Q

while retrieving our memories, we FILTER or FILL-IN missing pieces of information to make our recall coherent

A

memory construction

64
Q

incorporating misleading information into one’s memory of an event

A

misinformation effect

65
Q

misinformation effect is common in reports of _______ _______

A

car accidents

66
Q

Loftus’ research shows that if _______ memories (los at mall or drowned in a lake) are implanted in individuals, they construct (fabricate) new memories

A

false

67
Q

ways to IMPROVE memory (7):

A

1) study repeatedly to boost long-term recall (spacing effect)
2) spend more time rehearsing or actively thinking about the material
3) make material personally meaningful
4) use mnemonic devices
5) activate retrieval cues (mentally recreate the situation + mood)
6) recall events while they are fresh (before you encounter misinformation)
7) minimize interference

68
Q

studying repeatedly to boost long-term recall

A

spacing effect

69
Q

mnemonic device examples (3):

A
  • associate with PEG words (something already stored)
  • make up a story
  • chunk (acronyms)
70
Q

words already stored in the brain

A

PEG words

71
Q

ways to minimize interference (2):

A
  • test your own knowledge
  • rehearse and then determine what you don’t know
72
Q

a transient or long-term change in the brain that represents something (such as an experience) stored as a memory

A

memory trace

Psychology (23 decks)

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