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Psychology Midterm > Lecture 4 - Memory > Flashcards

Lecture 4 - Memory Flashcards

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1
Q

memory

A

ability to retain knowldge and is part of a continuum of information processing

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2
Q

memory can be divided into three steps

A

encoding, storage and retrieval

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3
Q

encoding

A

process of acquiring information and transferring it to memory (visual codes, sematics, acoustic codes)

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4
Q

storage

A

the retention of information in the brain

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5
Q

retrieval

A

recovery of stored information

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6
Q

Atkinson-Shiffrin Model

A

memory has three separate components (sensory memory -> short-term memory -> long-term memory

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7
Q

sensory memory

A

first stage of Atkinson-Shiffrin model which holds a large amount of incoming data and brief amounts of time (second/less) and has large capacity but fast decay (according to Sperlings experiment)

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8
Q

short term memory

A

second stage of Atkinson-Shiffrin model which holds a small amount of information for a limited time, info quickly lost without rehearsal (20-30 sec)

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9
Q

chunking

A

process of grouping similar or meaningful info together

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10
Q

working memory

A

extension of short-term memory that includes active manipulatuon of multiple types of information simultaneously

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11
Q

working memory graph

A

central executive
| | |
visuospat. sketchpad episodic buf. phonological loop
| | |
long-term memory

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12
Q

central executive

A

manages the work of the other components by directing attention to particular tasks

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13
Q

visuospatial sketch pad

A

holds visuospatial information (directions/routes)

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14
Q

episodic buffer

A

provides a mechanism for combining information stored in long-term memory with active processing taking place in working memory

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15
Q

phonological loop

A

responsible for verbal and auditory information

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16
Q

long-term memory

A

final stage of Atkinson-Shiffrin model that is the location of permanent memories that can be achieved through elaborative rehearsal (link new material to things you already learned) - elaborative rehearsal is beneficial because of processing theory

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17
Q

levels of processing theory

A

deeper level of analysis which produces more elaborate and longer-lasting stronger memory

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18
Q

Craik and Tulving

A

did experiment on level of processing

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19
Q

Serial Position Effect

A

includes the primacy effect (on left of graph) and regency effect (on right of graph) and is shaped as a U

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20
Q

primary effect

A

refers to the surperior recall for the first words on the list

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21
Q

recency effect

A

refers to the superior recall for the last words on the list

22
Q

when there is a delay in receival it erases the

A

recency effect but not the primacy effect

23
Q

types of long-term memory

A

declarative (explicit) memory and nondeclarative (implicit) memory

24
Q

types of declarative memory

A

semantic and episodic memory

25
Q

declarative memory

A

consciously retrieving memory that is easy to verbalize which include semantic, episodic and autobiographical memory

26
Q

semantic memory

A

memory for general knowledge

27
Q

episodic memory

A

memory for personal events, with times, locations

28
Q

autobiographical memory

A

the overlap of sematic and episodic memory

29
Q

non-declarative memory

A

an unconsciously and efforlessly retrieved memory that is difficult to verbalise

30
Q

types of nondeclarative memory

A

procedural memory and priming

31
Q

procedural memory

A

nondeclarative memory for how to carry out skilled movement (ride a bike)

32
Q

priming

A

a change in a response to a stimulus as a result of exposure to a previous stimulus

33
Q

connectionist theory

A

the mind is viewed as a network made up of simpler units (like a spider web spreading)

34
Q

inferences

A

when we encounter new info we attempt to fit it into an existing schema

35
Q

schema

A

a set of expectations about objects and situations

36
Q

retrieval of short-term memory

A

we retrieve it one item at a time (Sternberg)

37
Q

cue

A

any stimulus that hekps access target information that work through encoding specificity

38
Q

ToT phenomenon

A

tip-of-the-tongue whenre one fails to retrive a word but having partial recall

39
Q

reconstruction

A

rebuilding a memory out of stored elements (and memory can be inaccurate)

40
Q

retrieval of emotional events

A

negative events can be harder to remember or more vivid and intrusive (flashbulb)

41
Q

forgetting occurs due to

A

decay, interference and motivated forgetting

42
Q

decay

A

a reduction in ability to retrieve rarerly used information over time

43
Q

interference

A

competition between newer and older information within the memory system (proactive means old learning disrupts new, retroactive means new learning disrupts old)

44
Q

motivated forgetting

A

the failure to remember or retrieve unpleasant or threatening information

45
Q

synapse and memory

A

to form a new memory it requires a change in neuron connections known as synaptic consolidation

46
Q

long-term potentiation

A

enhances communication between two neurons where a rapid series of electric pules are in one area of the NS

47
Q

hippocampus

A

participates in the consolidation of semantic and location informations into long-term memory

48
Q

cerebral cortex

A

semantic memories are widely distributed across the cerebral cortext

49
Q

prefrontal cortex, temporal lobe and insula

A

important for episodic memory

50
Q

procedural memories

A

correlated with basal ganglia and forebrain

51
Q

how to improve memory

A

take tests, interleave, recite, elaborate, exercise and sleep

Psychology Midterm (11 decks)

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