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U1 Psychology of Cognition 213 > M2 Lecture 10 > Flashcards

M2 Lecture 10 Flashcards

1
Q

what is meant by Memory is pervasive

A

Some aspect of memory is involved in most of

what you do

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2
Q

Memory is important for: what

A

¤ The sense of self
¤ Maintains a mental representation of the self
¤ Directive functions
¤ Helps solve current and future problems
¤ Social functions
¤ Used to reminisce and form bonds with people

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3
Q

what are the different memory systems

A

¤ Sensory memory
¤ Short-term and working memory
¤ Long-term memory

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4
Q

what are the Memory stages

A

Encoding
storage
retreival

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5
Q

what is encoding

A

putting information in memory ¤ Learning

¤ What are the best ways to learn information? (question often asked)

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6
Q

what is storage

A

retaining encoded information
¤ Maintaining
¤ How do we organize memories together?

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7
Q

what is Retrieval –

A

outputting or recovering stored information
¤ Remembering
¤ How are memories recalled and constructed?

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8
Q

Sensory memory records what time frame of info

A

Less than a second

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9
Q

Short-term memory records what time frame of info

A

~ 30 seconds

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10
Q

Long-term memory records what time frame of info

A

Minutes to years

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11
Q

what is a type of sensory memory

A

Iconic memory

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12
Q

what is Iconic memory

A

¤Visual information held very briefly, fading within milliseconds
¤ ‘Persistence of vision

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13
Q

what is another name for Iconic memory

A

Afterimages

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14
Q

what are the two types of afterimages

A

Positive afterimage

Negative afterimage

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15
Q

what is Positive afterimage

A

The original image you saw is preserved in memory

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16
Q

what is Negative afterimage

A

¤ The inverted colors from the original image are in memory

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17
Q

what was the experiment done to test How long does [sensory] memory last?

A

Presented a visual display of 3 by 4 letters very quickly ¤ 0.05 seconds

Participants were asked to recall the letters from the display under two conditions

  1. Whole report: report letters from the whole display
  2. Partial report: report only one row of letters at a time

they also had diff bells that would ring and indicate what row of letters to memorize

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18
Q

what were the results of the experiment that tested how long memory lasts

A

Sensory memory capacity is large, but only lasts for a second

aka when the bell was rung before, their memory as GREAT but only if it was tested right after… the longer they waited the less they remembered

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19
Q

Odors are associated with very strong access to what

A

memories of personal experiences

More than other sensations

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20
Q

There is a direct link between the olfactory bulb and what

A

the hippocampus

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21
Q

what is Short-term memory

A

This is the intermediate system between sensory and long-term memory

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22
Q

further explain short term memory

A

¤ Holding information online
¤ Limited capacity
¤ The capacity is 7 plus or minus 2 items

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23
Q

what is a tool used for short term memory

A

Chunking

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24
Q

what is Chunking

A

¤ A ‘mental’ tool in which we group items together in some meaningful way in our short-term memory
¤ This allows more information to be represented at one time

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25
what are the different parts to the working memory
the working memory has sub systems specialized I performing tasks: central executive, visuospatial sketchpad, episodic buffer, phonological loop
26
what is the phonological loop
¤ Phonological store ¤ Passive store for verbal information ¤ Articulatory rehearsal or loop
27
what is the ¤ Articulatory rehearsal or loop
¤ Used to rehearse verbal information (silently or not) ¤ It also converts written material into a phonological code (sounds) ¤ What is another name for this? reading.
28
what is the The visuospatial sketchpad for
Important for holding images in mind and working with them
29
what does the episodic buffer do
access information from long-term memory
30
what is the central executive
guides the process
31
what are the types of ling term memory
implicit and explicit
32
what is implicit
non-declaritive | non-concious
33
what is explicit
declarative, concious
34
what supports implicit memory
procedural memory and priming
35
what supports explicit memory
episodic memory and semantic memory
36
what is Episodic Memory:
past events and associated context
37
what is Semantic memory:
general facts | and knowledge
38
what was one of the first to do Early Memory Research
Ebbinghaus
39
what did Ebbinghaus test
¤ Experimentally investigated memory and how we forget information ¤ Studied nonsense syllables (stimuli with no meaning) and examined how they were forgotten over time
40
who did Ebbinghaus test
himself-- meticulously
41
what were Ebbinghaus’ contributions
¤ Discovered trends and factors that affect human memory and forgetting ¤ What he found has not been ‘forgotten’ ¤ Three concepts ¤ The forgetting curve ¤ The spacing effect ¤ Serial position effects: Primacy and recency effects
42
what is The forgetting curve
A law that describes how information is forgotten over time ¤ Forgetting is exponential ¤ Memory loss is biggest early on and slows down over time
43
How do we slow down forgetting?
¤ Active rehearsal – works better than passively re-reading
44
what is The spacing effect
Memory is better when the same amount of learning is spread out over time
45
what is the equation for better memory
Testing + Time = Better Memory!
46
what is tThe spacing effect in the brain
Participants did the following tasks ¤ Studied picture-word pairs ¤ Rested while their brains were scanned ¤ Recalled picture-word pairs Result: Connections between the hippocampus and other brain regions during rest predicted recall (memory) Evidence for a neural spacing effect
47
what is neural spacing effect
Evidence for a neural spacing effect
48
what is the serial position effects
has two parts to it: primacy effect and recency effect
49
what is the primacy effect
Better recall of the first few items from a learned list ¤ Based on long-term memory processes
50
what is the recency effect
Better recall of the final few items ¤ Based on short-term memory processes ¤ Eliminated if the delay between learning and recall is > 30 seconds
51
what is the summary of the serial position effect
We tend to remember the first and last items of a list the best
52
what are the Theories of forgetting
¤ Decay Theory | ¤ Interference Theory
53
what is the Decay Theory
¤ Forgetting is a function of time | ¤ Memory of learned material decays as time passes
54
what is the Interference Theory
¤ Memory of learned information is forgotten because of intervening and interfering information ¤ Information presented after learning (encoding) interferes with to-be-remembered material
55
what are the 2 sub part of interference theory
``` Retroactive interference (‘backward in time’) Proactive interference (‘forward in time’) ```
56
what is Proactive interference (‘forward in time’)
Previously learned material interferes with new information | ¤ When you have trouble learning a new phone number
57
what is Retroactive interference (‘backward in time’)
¤ Newly learned information interferes with old information | ¤ When you cannot remember your old phone number
58
is Forgetting is adaptive
yes
59
why is Forgetting is adaptive
¤ It is important to ’forget’ little details that aren’t relevant to a memory ¤ This is important can you use what you learned from the past to help with decision making ¤ Update information ¤ You know what to do with these soccer balls because you ’forgot’ those non-important perceptual details
60
what do the Levels of processing theory do
¤Focuses on the processes that influence how something is remembered rather than separate memory systems for different ways of remembering ¤Examines the relationship between memory encoding (learning) and subsequent memory (remembering) ¤Proposes that there are certain ways of learning that help us remember ‘well’
61
what are the levels of processing theory
¤Shallow processing: ¤Deep processing:
62
what is Shallow processing
Focus on structural or physical characteristics of information during learning (encoding)
63
what is Deep processing
Focus on the meaning of the information during learning (encoding)
64
further explain shallow processig
¤ Prone to forgetting
65
what are the different levels of shallow processing
¤ When studying, focusing on information at the : ¤ Structure Level ¤ Phoneme Level ¤ Grapheme Level
66
what is Structure Level
¤ The physical presentation of something. What does it look like? ¤ The word is in red letters
67
what is Phoneme Level
¤ How something sounds. What does it rhyme with? | ¤ The word rhymes with potato
68
what is Grapheme Level
¤ What are the letters within a word? How many syllables? ¤ There are three syllables
69
further explain deep processing
¤ Less prone to forgetting ¤ Involves encoding the meaning of the information you want to remember ¤ Answering questions like” ¤ What would I use it for? ¤ What are it’s features? ¤ Is it pleasant? ¤ This involves linking information you want to remember with what you already know ¤ You can use this to help remember a person’s name
70
what is The Google effect
¤ Remember trivia statements (An ostrich’s eye is bigger than its brain”) by typing the statements on a computer ¤ Statements that could be looked up online
71
what was the experiment done to test the google effect
¤ Researchers manipulated if a participant thought their typed records would be searchable: ¤ 1⁄2 participants told the answers would be saved ¤ 1⁄2 participants told the answers would be erased ¤ Later, they are asked to recall the statements ¤ Participants who thought they could search for the information (saved), remembered less than participants who were told their answered would be erased ¤ less effort is used to encode information
72
what is the google effect and effect of
lack of Deep processing
73
How to remember well
¤Memory is cue dependent | ¤We need to use appropriate cues to retrieve the right information from memory
74
what is The encoding specificity theory
¤ Memory retrieval is better when a cue overlaps with what was present at encoding (learning) ¤ A context can be a retrieval cue ¤ Match between encoding and retrieval context leads ¤ Context is a broad term ¤ State ¤ Mood ¤ Environment
75
explain “State” as a context cue
¤ Memory is better when a person’s ‘context’ matches encoding ¤ Physiological state: Alcohol dependent learning when you are sober and learning you remember better when sober when drunk and learning you remember that info better drunk
76
explain “Mood” as a context cue
¤ Emotional information is better remembered when retrieval mood matches encoded material (positive mood and positive words)
77
explain The environment as a context cue
``` ¤ Deep sea divers ¤ Encoded a list of words ¤ On land ¤ Underwater ¤ Retrieved words ¤ On land ¤ Underwater ¤ When the encoding and retrieval context matched, more words were remembered ```
78
what is Mnemonics
We can improve remember with mnemonics ¤ Organizational strategies that help encode to to- be-remembered information ¤ E.g., visual imagery techniques
79
what is a common method of Mnemonics
Method of Loci
80
explain Method of Loci
¤ Memory palace or mind palace technique ¤ Associate pieces of information with a location or a visual image ¤ Higher level form of chunking
81
give a summary of this lecture
¤ Memory systems ¤ Sensory memory can be large but very short ¤ Short-term memory is storage ¤ Working memory helps manipulate information via separate components ¤ We forget information ¤ We forget fast and then this levels off ¤ Decay versus interference theory ¤ The levels of processing model of memory ¤ Focuses processes of memory rather than stores or systems ¤ Encoding specificity principle ¤ Being able to retrieve information depends on matching to it’s context of learning

U1 Psychology of Cognition 213 (21 decks)

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