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Cognitive Psychology > Long-Term Memory (EXAM 1) > Flashcards

Long-Term Memory (EXAM 1) Flashcards

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1
Q

What are the two types of long-term memory?

A

Procedural + Declarative memory

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2
Q

Procedural Memory

A

“knowing how” (ex: typing, tying your shoes, etc.)

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3
Q

Declarative Memory

A

“knowing that” (ex: facts, personal experiences)

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3
Q

Episodic Memory

A

Personally experienced events (including contextual factors)

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4
Q

Semantic Memory

A

Know some factual info but no context/personal relevance

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5
Q

What two processes are involved in the reactivation of memories

A

encoding + retrieval

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6
Q

Target

A

Information trying to remember

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7
Q

Associative strength theory

A

A cue is effective if strongly associated with target

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7
Q

Cue

A

Information used to get you to target

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8
Q

Encoding Specificity Theory

A

A cue is effective if it was specifically encoded with the target (recent connections “override” prior associations)

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8
Q

According to the associative strength theory, what makes for the best cues?

A

Cues that are strongly associated with target

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9
Q

Encoding specificity hypothesis

A

A cue will be effective if it was specifically encoded with the target

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9
Q

What builds associative strength?

A

cue and target frequently occurring together

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9
Q

Context-dependent effects

A

Encoding specificity goes beyond just the words themselves. Recall is better when testing context matches encoding context

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10
Q

According to encoding specificity, what makes for the best cues?

A

Cues that you studied with the target (could be verbal cues/context cues)

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11
Q

T/F: Associative strength theory and encoding specificity both focus on what information makes a good cue?

A

True!

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11
Q

Levels of processing theory

A

Target is better remembered if processed “deeply”

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12
Q

Deep processing

A

Process semantics (meaning)

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13
Q

Shallow processing

A

Process basic sensory information

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14
Q

Problems with levels of processing theory - Circular reasoning

A

One task is “deeper” than another if participants had better recall; Participants had better recall using this talk so it must be the deepest; More shallow if lower recall

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15
Q

Challenged levels of processing

A

Says we should process information in a way that best aligns with what the final test will require

16
Q

What could be an effective cue according to the associative strength theory?

A

A cue that is strongly associated with the target

17
Q

What could be an effective cue according to encoding specificity

A

cues studied some time as the target

18
Q

What could be an effective cue according to levels of processing

A

semantically process information (deep process)

19
Q

What could be an effective cue according to transfer-appropriate processing

A

Process in a way to how you will be tested

20
Q

Distinctiveness

A

A cue is effective if it distinguishes the target information from other information in memory (need separate cues that are distinct for each item) (a distinctive cue is helpful for remembering single items…. what about remembering the whole list)

21
Q

Organization

A

Forming categories can help you remember because items in one category can cue other items in category

22
Q

DRM Paradigm

A

Related words activate a word that was never presented (basic evidence for false memories)

23
Q

T/F: Repeated exposure to information guarantees we will remember it

A

FALSE!

24
Q

Amnesia

A

Brain damage can tell us a lot about how the mind works

25
Q

Anterograde amnesia

A

Can’t remember information experienced after brain injury

26
Q

Mental Rotation

A

Decide if figures are identical when one is rotated; Time to decide directly related to degree of rotation

27
Q

Dual-Coding Theory

A

Can store information as verbal or visual code; Easier to remember if you have both visual and verbal

28
Q

How do students study?

A

Self-regulated learning research

29
Q

What are two encoding factors that influence long-term memory?

A

Spacing effect + Testing effect

30
Q

Spacing effect

A

Studying material multiple times improves memory (but the timing of those study session makes a difference)

31
Q

Mass Repetition

A

Repeated presentations that occur closely in time

32
Q

Distributed (spaced) repetition

A

Repeated presentations spread out over time (finding that distributed repetition is better for long-term retention)

33
Q

Why is spaced practice better?

A

More contextual cues allow you to access information; You forget less of the information

34
Q

The testing effect

A

Retrieval of info is an effective means of long-term retention

35
Q

What does practicing retrieval do?

A

Strengthen the connection between cues/target memory; Evaluate whether you know the item - if you don’t then it’s an opportunity to create a new cue

36
Q

Memory of loci

A

Memory strategy in which you associate target information with places in a well-known location

37
Q

What are some myths about learning?

A

Learning styles, rereading is an effective way to learn information

37
Q

Self-Explanation

A

Examining how new info is related to known information (ex: “how does this info related to what I already know?”). Can also be explaining steps taken during problem solving (ex: “What is the numerator in this problem?”)

38
Q

Visual learners

A

They may think in pictures and learn best from visual displays

39
Q

Auditory learners

A

Learn best through verbal lessons, discussions, talking through things, listening

40
Q

T/F: There is experimental evidence supporting learning styles

A

FALSE!

40
Q

Kinesthetic (tactile) learners

A

Learn best through a hands-on approach, actively exploring the physical world around them

41
Q

Evidence against learning styles

A

Participants took a real learning style questionnaire, learned new info in each of the 3 formats, and took a final memory test overall info - found that memory was not better for material that matched their preferred style. performance was very similar regardless of whether the lesson matched their style or not

42
Q

T/F: rereading is a relatively effective strategy for studying

A

FALSE! It’s a passive process, you don’t have to practice using/applying the information, you are just absorbing it

Cognitive Psychology (8 decks)

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