LECTURE TWELVE Flashcards
1
Q
BASIC STRUCTURE OF MEMORY
A
- Iconic (sensory) memory
- Short-term (working) memory
- Long-term memory
-Implicit memory: Memory for motor skills (also called procedural memory)
Memory for perception - Priming
- Explicit (declarative) memory:
- Semantic memory – facts, concepts, information
- Episodic memory – life events, first-hand experience
2
Q
STUDYING LONG TERM MEMORY
A
- Recall tasks
- Free recall vs. serial recall
- Immediate recall vs. delayed
- Cued recall
- Recognition tasks
- More sensitive than recall
- This is why multiple choice
tests are easier!
3
Q
LTM PROCESSES
A
Encoding: Get information into LTM
* Storage: Store information in LTM
* Retrieval: Retrieve information from LTM
4
Q
ATKINSON-SHIFFRIN MODEL
A
- More time in STM = more rehearsal
- More rehearsal = stronger LTM encoding
- LTM encoding largely automatic
PROBLEM: * Is rehearsal the most important thing?
* How do you remember things?
* Are some things easier to remember than others?
5
Q
LEVELS OF PROCESSING
A
- Not just amount of time rehearsed – quality of
rehearsal is also important - Items encoded “deep” are better than those
encoded “shallow”
6
Q
LOP TASKS
A
- Deep encoding
Does the word fit into the sentence? - Shallow encoding
Does the word rhyme with the word below it?
7
Q
CUED RECALL
A
- Cued recall task shows that deep encoding is not always the best
- Depends on cue relevant information
- Relation between encoding and retrieval – more on this later
8
Q
ELABORATIVE ENCODING
A
- Not just time and not just “deep”
- To better encode things, they should be linked to already stored information
- The process of linking new information to old is called
elaboration - Fitting information into a schema
9
Q
SEMANTIC NETWORK
A
- Concepts are connected together in a complicated web called a semantic network
- New information fits into the semantic network by linking with old information
- Best way to remember new information is to link it with old information (more links = better)
- Non-hierarchical, local representation
10
Q
MNEMONICS
A
- Helpful ways to remember information
- Can dramatically increase capacity (memory
athletes) - Method of Loci
Walk around an interior setting placing and finding
objects - Peg method
Information “pegged” to overlearned sequence (such as
numbers or a calendar)
Can also work in reverse – numbers pegged to semantics - Linguistic elaboration
“Eddie ate dynamite, good bye eddie”
11
Q
OTHER LEARNING TECHNIQUES
A
- Testing effect: Ask questions while learning, while studying, while reviewing…
- Interleaving: Intersperse old material with new material
- Generative learning: Teach the topic to someone else
- Re-learning (coming up): Forget material, and learn it again
12
Q
FORGETTING
A
- Decay – information decays with time
- Interference – new information/experiences
interfere with old information/experiences or vice
versa - Retroactive – new interferes with old
- Proactive – old interferes with new
- Never encoded into LTM in the first place (or poorly
encoded) - Forgotten information can be relearned quicker
13
Q
MEMORY CONSOLIDATION
A
- Long term memories “consolidate” gradually
- Memories can fade or be disrupted before complete
consolidation - amnesia after concussion
- Similar material can interfere with consolidation
- proactive interference
- retroactive interference
- Reactivating a memory helps consolidate it
- Memories that stick around long enough
become part of “perma-store”
14
Q
ENCODING-RETRIEVAL INTERACTIONS
A
- State-dependent memory: Memories are more easily recalled if you are in a similar state as when encoding. Internal similarity. Emotional state, mental state, state of consciousness
- Context-dependent memory: Memories are more easily recalled if you are in a similar
context as when encoding - External similarity: Location, people, activity, objects
15
Q
RETRIEVAL INTERFERENCE
A
(“Blocking,” “Retrieval Induced Forgetting”)
* Retrieving some items in a category inteferes with retrieving the others
* Tip-of-the-Tongue phenomenon
