Lec. 16 (memory - storage retrieval) Flashcards
ENCODING (how its stored) of sensory memory =
exact copy
ENCODING (how its stored) of STM/working memory =
phonemic (by how it sounds)
ENCODING (how its stored) of LTM =
semantic (like a library)
CAPACITY of sensory memory =
LOTS
CAPACITY of STM/working memory =
7 +- 2 chunks
CAPACITY of LTM =
unlimited
DURATION of sensory memory =
0.25 seconds
DURATION of STM/working memory =
~18 seconds (unrehearsed)
DURATION of LTM =
> years
T/F: LTM lasts for however long you live (basically) and is PHYSICALLy etched into you brain
true
a letter, word, or idea
chunk
model in which how we think memory works
Information Processing Model
the Information Processing Model is also called what?
The Atkinson-Schriffrin Model
how do we know that memories are physically “written” in the brain?
from electrical stimulation during brain surgery that causes memory recall
one of the cortex’s most important functions – specifically in association areas
memories (distributed throughout)
T/F: even after removing parts of the brain, animals retain partial memory
true
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.
Long-Term Potentiation (LTP)
writing of memories =
synaptic changes
synaptic changes in the brain when memories are written refers to an increase in _________ release of receptors on the _______ neuron
neurotransmitter; receiving
two neurons frequently communicating thru NT signal = _________ connection
strong
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)
strength
physically increasing the number of connections between synapses = the ______ level of learning
lowest
___________ _______ (stress-related or otherwise) makes for stronger memories
heightened emotions
clear memories of emotionally significant moments or events (ex: 9/11, covid)
flashbulb memories
______ events heightens memory storage, especially through the release of _______
stressful; cortisol
memories are held in storage by a web of _________
associations (semantic)
web of associations are like anchors that help retrieve memory
retrieval cues
the semantic organization in LTM is through ______ _____
retrieval cues
T/F: anchos/concepts are close physically within the web of associations if they are related
true
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
priming
priming brings up _______ topics
related (not unrelated; ex: hare, not hair)
greater recall occurs when LEARNING and TESTING _______ are the same
context
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 ________
significant
cues from the current situation may unconsciously trigger retrieval of an earlier similar experience; “ive experience this before
deja vu
deja vu is retrieving a ________ memory and then ________ the retrieval
partial; misinterpreting
deja vu is _______ + _______ retrieval
unconscious + incomplete
we usually recall experiences that are consistent with our current ________
mood
another type of context effect that involves our current mood + memory
state-dependent memory
emotions, or moods, serve as _____ ______
retrieval cues
cues that allow you to retrieve a memory
retrieval cues
memory process/step: moving memory from STM to LTM
encoding
memory process/step: maintining in LTM
storage
memory process/step: getting memory from LTM
retrieval
why do we forget (3 reasons)?
- encoding failure
- decay
- retrieval failure
why we forget: short-term memory did not enter LTM
encoding failure
why we forget: barely recall information so memory gradually fades
decay
why we forget: memory trace is present in LTM, but cannot be retrieved; just can’t pull it out of LTM
retrieval failure
the inability to retrieve info or a memory
forgetting
T/F: extra effort must be made to encode STM to LTM
true
ways to encode STM to LTM (2):
- rehearsing (shallow encoding)
- method of loci (deep encoding)
way to encode STM to LTM: shallow and superficial way of encoding
rehearsing
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
method of loci
example of encoding failure =
not know the letters that accompany the number 7 on your phone (objects are frequently seen, but information is never encoded)
memory decay can be due to deterioration of physical _________ ________ (____)
memory trace (LTP)
most FREQUENT reason why we forget info
retrieval failure
causes of retrieval failure (3):
- inadequate cues cannot retrieve memory trace
- lack of context
- interference
cause of retrieval failure: Tip of the Tongue Phenomena; forgetting the file name
inadequate cues cannot retrieve memory trace
cause of retrieval failure: a kind of cue (ex: seeing some familiar, but not sure from where)
lack of context
cause of retrieval failure: can be retroactive or proaticve
interference
types of INTERFERENCE (2):
- retroactive
- proactive
type of INTERFERENCE: a NEW memory interferes with an OLD memory; “backward acting”
retroactive
type of INTERFERENCE: OLD information interferes with NEW information; “forward acting”
proactive interference
while retrieving our memories, we FILTER or FILL-IN missing pieces of information to make our recall coherent
memory construction
incorporating misleading information into one’s memory of an event
misinformation effect
misinformation effect is common in reports of _______ _______
car accidents
Loftus’ research shows that if _______ memories (los at mall or drowned in a lake) are implanted in individuals, they construct (fabricate) new memories
false
ways to IMPROVE memory (7):
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
studying repeatedly to boost long-term recall
spacing effect
mnemonic device examples (3):
- associate with PEG words (something already stored)
- make up a story
- chunk (acronyms)
words already stored in the brain
PEG words
ways to minimize interference (2):
- test your own knowledge
- rehearse and then determine what you don’t know
a transient or long-term change in the brain that represents something (such as an experience) stored as a memory
memory trace
