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psychology 2 > lesson 5 > Flashcards

lesson 5 Flashcards

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1
Q

how memory functions

A

a set of processes used to encode, store and retrieve info

  1. encoding involves the input of info into the memory system
  2. storage is the retention of the info
  3. retrieval is getting the info out of memory and back into awareness
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2
Q

encoding

A

info from environment:
- labels it
- organises it with other similar info
- connect new concepts to existing concepts

2 types of processing:
- automatic processing; encoding details like time, space, frequency, meaning of words
– usually withouts conscious awareness, eg remembering WHEN you last studied

  • effortful processing: encoding details that takes time and effort
    – eg WHAT you studied, learning new skills
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3
Q

types of encoding

A
  1. semantic: words and their meanings
    - most effective form (attaching meaning to info makes it easier to recall)
    - deeper level of processing
  2. visual: images
    - words that create a mental image
    - concrete words, eg dog or car, are easier to recall than abstract words, eg level or truth
  3. acoustic: sounds
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4
Q

self-reference effect

A

the tendency for an individual to have better memory for info that relates to oneself in comparison to material that has less personal relevance

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5
Q

Storage: Baddeley and hitch model

A

model of storage where short-term memory has different forms depending on the type of info received

  • storing memory is like opening different files on a computer and adding to it

3 short-term systems:
- visuospatial sketchpad
- episodic buffer
- phonological loop

a central executive supervises the flow of info between the system

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6
Q

storage a-s model

A

the creation of a permanent record of info

atkinson-shiffrin model of memory:
- info passes through 3 distinct stages in order for it to be stored in longterm memory
- belief that memories are processed the same way that a computer processes info

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7
Q

sensory memory

A

storage of brief sensory events, such as sights, sounds and tastes

  • stored for few seconds
  • first step of processing stimuli from environment
  • if not important, its disgarded
  • info is valuable, moves to short-term memory
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8
Q

stroop effect

A

discovered while studying sensory memory and describes why its difficult to name a colour when the word and color of the word are different

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9
Q

short term memory, working memory

A

temporary storage system that processes incoming sensory memors
- about 20 seconds
- capacity is usually about 7 items -/+ 2

  • either disgarded or stored in long-term memory
  • memory consolidation: transfer of STM to long term
    – can be achieved through rehearsal
  • rehearsal: conscious repetition of info to be remembered
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10
Q

long term memory

A
  • continuous storage of info
  • no limit
  • two components: explicit and implicit
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11
Q

explicit / declarative memory

A

memories of facts and events we can consciously remember and recall

2 types:
- semantic: words, concepts, language
eg knowing who the president is

  • episodic: info about events we personally experienced
    eg 5th birthday,
    -> the what, where, when of an event
    -> also called autobiographical memory
    few people have highly superior autobiographical memory -> hyperthymesia
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12
Q

implicit memory

A

memories that are not part of our consciousness
- formed through behaviours

  • procedural: stores info about how to do things , eg skills and actions (how to ride a bike)

implicit memory also includes behaviour learned via emotional conditioning ( fear of spiders but cant consciously remember why or what happened that lead to the fear)

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13
Q

Retrieval

A

the act of getting info out of memory storage and back into conscious awareness

  • needed for everyday functioning (eg knowing how to drive to work)

3 ways:

  • recall: being able to acess info without cues (eg for essay test)
  • recognition: identify info that you have previously learned after encountering it again (eg multiple choice)
  • relearning: learning info that you previously learned
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14
Q

brain parts involved in memory

A
  • engram= group of neurons that serve as the physical representation of memory
  • equipotentiality hypothesis: if part of one area of the brain involved in memory is damaged, another part of the same area can take over that memory function
  • amygdala: fear and fear memories (influenced by stress hormones), emotional info important for encoding memories at a deeper level and memory consolidation
  • hippocampus: explicit memory, recognition memory and spatial memory, projects info to cortical regions that give memories meaning, memory consolidation, damage leads to inability to process new declarative memories
  • cerebellum: procedural memories, damage prevents classical conditioning
  • prefrontal cortex: remembering semantic tasks, encoding associated with left frontal activity, retrieval of info
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15
Q

neurotransmitters involved in memory

A

repeated neuron activity -> increased neurotransmitters in the synapse -> stronger synaptic connection (memory consolidation)

  • epinephrine
  • dopamine
  • serotonin
  • glutmate
  • acetylcholine
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16
Q

arousal theory

A

strong emotions trigger the formation of strong memories and weaker emotional experiences form weaker memories

  • strong experience can trigger release of neurotransmitters which strengthen memory
  • flashbulb memories: exceptionally clear recollection of an important emotional event
    – can act as generational reference points
    – depend on cultural reference and personal investment/involvement
17
Q

Amnesia

A

loss of longterm memory due to a disease, physical trauma, psychological trauma

  • anterograde: inability to remember new info after point of trauma
    – brain trauma, usually hippocampus (inability to transfer STM to LTM)
  • retrograde: loss of memory (partial or complete) for events that occurred prior to the trauma
18
Q

memory construction and reconstruction

A
  • construction: formulation of new memories
  • reconstruction: process of bringing up old memories

when retrieving memory, we tend to unintentionally alter or modify them -> inaccuracies and distortions

19
Q

suggestibility

A

the effect of misinformation from external sources that leads to the creation of false memories
- cause to claim to remember sth that was only a suggestion someone made
- memories are fragile, making them vulnerable to power of suggestion
- eyewitness testimonies (suggestive police identification -> alterations in memory leading to misidentification)

20
Q

misinformation effect paradigm

A

after exposure to incorrect info, a person may misremember the original event

21
Q

repressed and recovered memories

A
  • false memory syndrome: recall of false autobiographical memories
  • repressed memories:
    – believed that its possible to completely repress traumatic childhood memories
    – psychological distress in adulthood
    – may be recalled via hypnosis and guided imaginary techniques
    – may lead to misinformation effect
22
Q

why do we forget

A

loss of info from long term memory

  • encoding failure
    – when memory is never stored in memory in the first place
    – successfull encoding requires effort and attention

ebbinghaus forgetting curve shows how quickly memory for new info decays ( 50% after 20 min, 70% after 24h)

23
Q

memory errors

A

schachters 7 sins of memory

  • forgetting type
    1. transience: accessibility of memory decreases over time (storage decay)
    2. absentmindedness: forgetting caused by lapses in attention
    3. blocking: info access is temporarily blocked (tip of the tongue)
  • distortion type
    4. misattribution: source of memory is confused
    5. suggestibility: false memories
    6. bias: distorted by current belief system
  • intrusion type:
    7. persistence: inability to forget undesirable memories
24
Q

types of bias

A
  • stereotypical bias: involves racial and gender biases
    – incorrectly remembering african names to be associated with basketball players, white names for politicians
  • egocentric bias: enhancing memories from the past
    – remembering events in a way that makes them look better
  • hindsight bias: tendency to think an outcome was inevitable after the fact
    – thinking you knew it all along
25
Q

interference

A

forgetting caused by a failure to retrieve info

  • retroactive: new info hinders recall of old info
  • proactive: old info hinders recall of new info
26
Q

ways to enhance memory

A
  • rehearsal
    conscious repetition
  • chunking
    organising info into manageable bits
  • elaborative rehearsal
    think about the meaning of the new info and its relation to knowledge already stored in memory
  • mnemonic devices
    memory aids to help organise info for encoding
  • expressive writing
  • saying words aloud
27
Q

how to study effectively

A
  • elaborative rehearsal
  • self-reference effect
  • remember forgetting curve
  • rehearse
  • be aware of interference
  • keep moving (promotes neurogenesis)
  • enough sleep
  • mnemonic devices
28
Q
A

psychology 2 (5 decks)

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