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Psychology Exam 2 > Lecture 2 > Flashcards

Lecture 2 Flashcards

1
Q

Memory

A

the capacity to retain and retrieve information

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2
Q

How to measure memory

A

recall, recognition, relearning

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3
Q

Recall

A

ability to retrieve information which has

been learned earlier – recalling facts

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4
Q

Recognition

A

ability to identify previously encountered information – multiple choice on exam, series of 10 faces to pick out

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5
Q

Relearning

A

effort is saved in having learned something before – exposure makes it easier; learning material for a second time for final exam

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6
Q

Recall Task

A

Culture can influence memory; is biased based upon prior experiences that enhance memory capacity

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7
Q

Recognition Task

A

Being exposed to list of names makes it easier to recall Rudolph’s friends

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8
Q

Information Processing Model

A

memory and mind are like a computer, contemporary model
Encoding: how to put information in, retain, store, and retrieve. Memory = hard drive. How do you enter in data? How do you store it?

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9
Q

Levels of Processing Theory

A

different levels of processing impact encoding

Ex) Files in brain

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10
Q

Three box model of memory

A

Sensory Memory
Short Term Memory
Long Term Memory

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11
Q

Sensory Memory

A 
retains for 1-2 seconds
acts as a “holding bin”
~ ½ second in visual subsystem
~ longer in auditory system
 decides if it is worth processing to compare it to what you know about the world
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12
Q

Iconic Memory

A

fast-decaying store of visual information

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13
Q

Echoic Memory

A

fast-decaying store of auditory information

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14
Q

Short Term Memory

A

Holds limited amounts of information for up to 20-30 seconds
Research indicates it is a “working memory”: What is that sound or image similar to in my memory system
Pattern recognition: compares to information already in our long term memory, goes to LTM or decays/is lost

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15
Q

Magic Number

A

Number of items we are able to hold in our short term memory
Historically: 7 +/- 2
Recent research suggests may be closer to 4
Ex) Using number tests to remember

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16
Q

Digit Span Test

A

Ex) IBMCIAFBI, video of man reciting 99,000 digits of pi

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17
Q

Chunking

A

a strategy which helps us hold information, cultural variations – chunk together slides and learn as a unit rather than individual flashcards

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18
Q

Long Term Memory

A

Longer storage for minutes to decades
Organized by semantic categories – remembering what you need at grocery store vs. at a shoe store
Contents of Long Term Memory:
Explicit and Implicit Memory

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19
Q

Explicit Memory

A

the act of consciously or intentionally retrieving past-experiences

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20
Q

Implicit Memory

A

past experiences influence later behavior and performance, people not consciously aware they are remembering ex) Procedural, where car keys were placed

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21
Q

Semantic memories

A

facts, rules, concepts, general knowledge

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22
Q

Episodic Memories

A

experiences events, personal recollections

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23
Q

Procedural

A

motor skills, knowing “how” to do things

24
Q

Priming

A

increases identification of objects/words based on recent exposure to other stimuli

25
Q

Primary Effect

A

memory of beginning pieces of list

26
Q

Recency Effect

A

memory of end pieces of the list

27
Q

Frequency

A

numerous mention increases memory

28
Q

Distinctiveness

A

increases likelihood

Chunking increases memory

29
Q

Reconstructed Memory

A

needs to be assesed

30
Q

Effective Encoding

A

how to best learn information

31
Q

Maintenance Rehearsal

A

Retain in STM, repeat

32
Q

Elaborative Rehearsal

A

know it, review, practice, give meanings

33
Q

Visual Imagery

A

create visual images to represent words/concepts to remember

34
Q

Method of Loci

A

match up existing visual images with concepts

35
Q

Mnemonics

A

systematic strategies for remembering information; memory tricks or useful tools to aid memory, ROYGBIV

36
Q

Dual-Coding Theory

A

memory is enhanced by using both semantic and visual codes since either can lead to recall

37
Q

Flashbulb Memories

A 
dramatic positive or negative memory
Memories for traumatic events more vivid than ordinary events
Main aspects of trauma remembered
Can distort details
Accuracy fades over time
38
Q

Source Memory

A

recall of when, where, and how information was acquired

39
Q

Memory Misattribution

A

assigning a memory to the wrong source

40
Q

Ineffective Encoding

A

we don’t “remember” it in the first place – didn’t learn material in an effective way for test

41
Q

Decay Theories

A

memories fade with time

42
Q

Retroactive Interference

A

new information interferes with old; mixing information for different tests/subjects

43
Q

Proactive Interference

A

old information interferes with new

44
Q

Motivated Forgetting

A

painful memories blocked from consciousness (Freud)

45
Q

Retrieval Cues

A

external information helps memory (remembering image)

46
Q

Encoding Specificity

A

a cue can help as a reminder when it recreates the specific way the information/memory was encoded
State dependent and context dependent: mental and physical states can enhance memory
Memories created when drinking increased when drinking again, wearing the same sweats while studying
Similar environment or setting can serve as memory cues, like going back to the scene of the crime

47
Q

Amnesia

A

refers to memory deficits

48
Q

Retrograde Amnesia

A

deficit in recalling events that happened BEFORE the onset of amnesia

49
Q

Anterograde Amnesia

A

deficit in learning AFTER the onset of the disorder

50
Q

Post Traumatic Amnesia

A

range of cognitive impairments including memory loss following an accident. Can be substantial, but often decreases to the level of events surrounding the accident.
Can be emotional, from traumatic event. People can still gain their memory back.

51
Q

Childhood Amnesia

A

the inability to remember things from the first years of life, as if we did not have capacity to store memories just yet.
*May not be best terminology

52
Q

Dementia

A

a clinical condition in which the individual loses cognitive abilities and functioning to the degree in which it impedes normal activity and social relationships; forget places/names/people/procedural memories

Alzheimer’s is the most common form of dementia; all dementias are NOT Alezheimer’s

53
Q

Symptoms of Dementia

A

Loss of memory for recent events and familiar tasks

Changes in cognitive functioning ultimately leading to a change in personality

Loss of ability to perform most simple functions

54
Q

Aphasia

A

loss of ability to use language

55
Q

Apraxia

A

loss of ability to carry out coordinated body movement

56
Q

Agnosia

A

loss of ability to recognize familiar objects (can’t recognize NOSE->FACES)

57
Q

Causes of Alzheimers

A

Formation of plaques or tangles in areas of the brain controlling memory or vital cognitive functioning

Diagnosis of Alzheimer’s usually done by exclusion. Historically the diagnosis was only confirmed through autopsy which identified the characteristic tangles/plaques central to the disease

Psychology Exam 2 (5 decks)

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