Lecture 5: Memory Flashcards
Memory is apart of ________ psychology
Cognitive
Memory
Memory is learning that has persisted over time; information that has been stored and can be retrieved
Memory is helpful for?
accounts for our sense of time, helps define our life, helps us recognize loved ones, speak languages, find our way home
Can you experience emotions without memory?
No
Key processes: Encoding, Storage, Retrieval
Encoding: Getting information into our brain (important to remember any event)
Storage: Retaining that information / storing the information somewhere
Retrieval: being able to get the information out
Are memories exact replicas of the past? if not what are they?
No, they are rough reconstructions
Automatic processing
unconscious encoding of incidental information
_________ is critical to the encoding of memories bc
attention
with attention diverted it becomes hard to remember information
Multitasking often results in a _________ in memory performance bc
Deterioration
our brain can only attend to one highly attention consuming task at a time
Levels of Processing tell us what……
format you’re going to store information in in the long run
Levels of Processing: Structural ending
The encoding of picture images
(based on how it looks)
Phonetic Encoding
The encoding of sound especially the sound of words
(based on its sound)
Semantic Encoding
The encoding of meaning, including the meaning of words
(based on meaning)
Elaboration
Linking stimulus to other information at the time of encoding
(making sense if new information we want to know by linking it to something we already know)
Visual Imagery
Creating mental pictures to represent the word to be remembered
Motivation to remember
Putting in extra effort to attend to and organize the information to facilitate future recall.
Memory storage: Sensory Memory
0.25 seconds
All memory begins here, storage buffer information needs to pass through. This preserves information through our senses in original form
allows us to experience a visual pattern, sound, or touch even after the event has come
Gives us additional time to recognize and memorize things
ex: rain drop hitting skin
Memory storage: Short- term memory
Poor performance in basic recall is often a result of __________ and __________
There are two types of ________ name and describe them
List the two strategies used to counteract these effects
Limited capacity! 20 seconds
- Time related decay : over time memory decays?
- Interference : other information gets in the way of what is being stored
- Interference
a. Proactive interference: something you learned earlier disrupts action of learning in the present
b. Retroactive interference: information you are learning now makes it harder to know something you knew previously
strategies used to counteract: Rehearsal (rehearsing information to keep it in the front of your mind)
and
Chunking (organizing into familiar meaningful chunks to remember more; ex: ROY G BIV )
Memory storage: Long term Memory
Memories are _____ vivid if experiences during times of ______ emotion
Flashbulb Memories
Can they be difficult to retrieve?
Unlimited in capacity and can hold information for very long periods of time
- more
- intense
Flashbulb Memories provide evidence of the permanence of Long-term Memories (usually vivid)
yes
Declarative Memory
Conscious effort needed to recall these memories
Episodic Memory: autobiography
Semantic Memory: personal encyclopedia
Non-declarative Memory
No conscious effort needed to recall these
Procedural Memory: emotional memories, how to react in certain situations ; how you complete certain motor skills
Retrieval cues
the more retrieval cues you have, the _____ your chances of retrieving the memory
Stimuli that gain access to memories
better
Context cues
Involves putting yourself in the context in which the memory occurred
Schemas
organized clusters of knowledge about a particular object or event abstracted from previous experiences with object or event
Misinformation effect
A _______-__________ error occurs when a memory derived from one source is misattributed to another source
Our poor ability to retrieve information accurately
source-monitoring
Recall Measure
Reproduce information without any cues
Recognition Measure
Select Previously learned information from an array of options
Relearning Measure
Memorize information a second time and determine time and effort
