Lecture 4 - Memory Flashcards
memory
ability to retain knowldge and is part of a continuum of information processing
memory can be divided into three steps
encoding, storage and retrieval
encoding
process of acquiring information and transferring it to memory (visual codes, sematics, acoustic codes)
storage
the retention of information in the brain
retrieval
recovery of stored information
Atkinson-Shiffrin Model
memory has three separate components (sensory memory -> short-term memory -> long-term memory
sensory memory
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)
short term memory
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)
chunking
process of grouping similar or meaningful info together
working memory
extension of short-term memory that includes active manipulatuon of multiple types of information simultaneously
working memory graph
central executive
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visuospat. sketchpad episodic buf. phonological loop
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long-term memory
central executive
manages the work of the other components by directing attention to particular tasks
visuospatial sketch pad
holds visuospatial information (directions/routes)
episodic buffer
provides a mechanism for combining information stored in long-term memory with active processing taking place in working memory
phonological loop
responsible for verbal and auditory information
long-term memory
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
levels of processing theory
deeper level of analysis which produces more elaborate and longer-lasting stronger memory
Craik and Tulving
did experiment on level of processing
Serial Position Effect
includes the primacy effect (on left of graph) and regency effect (on right of graph) and is shaped as a U
primary effect
refers to the surperior recall for the first words on the list
recency effect
refers to the superior recall for the last words on the list
when there is a delay in receival it erases the
recency effect but not the primacy effect
types of long-term memory
declarative (explicit) memory and nondeclarative (implicit) memory
types of declarative memory
semantic and episodic memory
declarative memory
consciously retrieving memory that is easy to verbalize which include semantic, episodic and autobiographical memory
semantic memory
memory for general knowledge
episodic memory
memory for personal events, with times, locations
autobiographical memory
the overlap of sematic and episodic memory
non-declarative memory
an unconsciously and efforlessly retrieved memory that is difficult to verbalise
types of nondeclarative memory
procedural memory and priming
procedural memory
nondeclarative memory for how to carry out skilled movement (ride a bike)
priming
a change in a response to a stimulus as a result of exposure to a previous stimulus
connectionist theory
the mind is viewed as a network made up of simpler units (like a spider web spreading)
inferences
when we encounter new info we attempt to fit it into an existing schema
schema
a set of expectations about objects and situations
retrieval of short-term memory
we retrieve it one item at a time (Sternberg)
cue
any stimulus that hekps access target information that work through encoding specificity
ToT phenomenon
tip-of-the-tongue whenre one fails to retrive a word but having partial recall
reconstruction
rebuilding a memory out of stored elements (and memory can be inaccurate)
retrieval of emotional events
negative events can be harder to remember or more vivid and intrusive (flashbulb)
forgetting occurs due to
decay, interference and motivated forgetting
decay
a reduction in ability to retrieve rarerly used information over time
interference
competition between newer and older information within the memory system (proactive means old learning disrupts new, retroactive means new learning disrupts old)
motivated forgetting
the failure to remember or retrieve unpleasant or threatening information
synapse and memory
to form a new memory it requires a change in neuron connections known as synaptic consolidation
long-term potentiation
enhances communication between two neurons where a rapid series of electric pules are in one area of the NS
hippocampus
participates in the consolidation of semantic and location informations into long-term memory
cerebral cortex
semantic memories are widely distributed across the cerebral cortext
prefrontal cortex, temporal lobe and insula
important for episodic memory
procedural memories
correlated with basal ganglia and forebrain
how to improve memory
take tests, interleave, recite, elaborate, exercise and sleep
