Lecture 4 - Memory

Question 1

memory

Answer 1

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

Question 2

memory can be divided into three steps

Answer 2

encoding, storage and retrieval

Question 3

encoding

Answer 3

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

Question 4

storage

Answer 4

the retention of information in the brain

Question 5

retrieval

Answer 5

recovery of stored information

Question 6

Atkinson-Shiffrin Model

Answer 6

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

Question 7

sensory memory

Answer 7

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)

Question 8

short term memory

Answer 8

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)

Question 9

chunking

Answer 9

process of grouping similar or meaningful info together

Question 10

working memory

Answer 10

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

Question 11

working memory graph

Answer 11

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

Question 12

central executive

Answer 12

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

Question 13

visuospatial sketch pad

Answer 13

holds visuospatial information (directions/routes)

Question 14

episodic buffer

Answer 14

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

Question 15

phonological loop

Answer 15

responsible for verbal and auditory information

Question 16

long-term memory

Answer 16

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

Question 17

levels of processing theory

Answer 17

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

Question 18

Craik and Tulving

Answer 18

did experiment on level of processing

Question 19

Serial Position Effect

Answer 19

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

Question 20

primary effect

Answer 20

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

Question 21

recency effect

Answer 21

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

Question 22

when there is a delay in receival it erases the

Answer 22

recency effect but not the primacy effect

Question 23

types of long-term memory

Answer 23

declarative (explicit) memory and nondeclarative (implicit) memory

Question 24

types of declarative memory

Answer 24

semantic and episodic memory

Question 25

declarative memory

Answer 25

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

Question 26

semantic memory

Answer 26

memory for general knowledge

Question 27

episodic memory

Answer 27

memory for personal events, with times, locations

Question 28

autobiographical memory

Answer 28

the overlap of sematic and episodic memory

Question 29

non-declarative memory

Answer 29

an unconsciously and efforlessly retrieved memory that is difficult to verbalise

Question 30

types of nondeclarative memory

Answer 30

procedural memory and priming

Question 31

procedural memory

Answer 31

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

Question 32

priming

Answer 32

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

Question 33

connectionist theory

Answer 33

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

Question 34

inferences

Answer 34

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

Question 35

schema

Answer 35

a set of expectations about objects and situations

Question 36

retrieval of short-term memory

Answer 36

we retrieve it one item at a time (Sternberg)

Question 37

cue

Answer 37

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

Question 38

ToT phenomenon

Answer 38

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

Question 39

reconstruction

Answer 39

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

Question 40

retrieval of emotional events

Answer 40

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

Question 41

forgetting occurs due to

Answer 41

decay, interference and motivated forgetting

Question 42

decay

Answer 42

a reduction in ability to retrieve rarerly used information over time

Question 43

interference

Answer 43

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

Question 44

motivated forgetting

Answer 44

the failure to remember or retrieve unpleasant or threatening information

Question 45

synapse and memory

Answer 45

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

Question 46

long-term potentiation

Answer 46

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

Question 47

hippocampus

Answer 47

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

Question 48

cerebral cortex

Answer 48

semantic memories are widely distributed across the cerebral cortext

Question 49

prefrontal cortex, temporal lobe and insula

Answer 49

important for episodic memory

Question 50

procedural memories

Answer 50

correlated with basal ganglia and forebrain

Question 51

how to improve memory

Answer 51

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