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U1 Psychology of Cognition 213 > M2 Lecture 10 > Flashcards

M2 Lecture 10 Flashcards

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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
Q

what are the different parts to the working memory

A

the working memory has sub systems specialized I performing tasks:

central executive, visuospatial sketchpad, episodic buffer, phonological loop

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26
Q

what is the phonological loop

A

¤ Phonological store
¤ Passive store for verbal information

¤ Articulatory rehearsal or loop

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27
Q

what is the ¤ Articulatory rehearsal or loop

A

¤ 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.

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28
Q

what is the The visuospatial sketchpad for

A

Important for holding images in mind and working with them

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29
Q

what does the episodic buffer do

A

access information from long-term memory

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30
Q

what is the central executive

A

guides the process

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31
Q

what are the types of ling term memory

A

implicit and explicit

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32
Q

what is implicit

A

non-declaritive

non-concious

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33
Q

what is explicit

A

declarative, concious

34
Q

what supports implicit memory

A

procedural memory and priming

35
Q

what supports explicit memory

A

episodic memory and semantic memory

36
Q

what is Episodic Memory:

A

past events and associated context

37
Q

what is Semantic memory:

A

general facts

and knowledge

38
Q

what was one of the first to do Early Memory Research

A

Ebbinghaus

39
Q

what did Ebbinghaus test

A

¤ Experimentally investigated memory and how we forget information
¤ Studied nonsense syllables (stimuli with no meaning) and examined how they were forgotten over time

40
Q

who did Ebbinghaus test

A

himself– meticulously

41
Q

what were Ebbinghaus’ contributions

A

¤ 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
Q

what is The forgetting curve

A

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
Q

How do we slow down forgetting?

A

¤ Active rehearsal – works better than passively re-reading

44
Q

what is The spacing effect

A

Memory is better when the same amount of learning is spread out over time

45
Q

what is the equation for better memory

A

Testing + Time = Better Memory!

46
Q

what is tThe spacing effect in the brain

A

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
Q

what is neural spacing effect

A

Evidence for a neural spacing effect

48
Q

what is the serial position effects

A

has two parts to it: primacy effect and recency effect

49
Q

what is the primacy effect

A

Better recall of the first few items from a learned list ¤ Based on long-term memory processes

50
Q

what is the recency effect

A

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
Q

what is the summary of the serial position effect

A

We tend to remember the first and last items of a list the best

52
Q

what are the Theories of forgetting

A

¤ Decay Theory

¤ Interference Theory

53
Q

what is the Decay Theory

A

¤ Forgetting is a function of time

¤ Memory of learned material decays as time passes

54
Q

what is the Interference Theory

A

¤ Memory of learned information is forgotten because
of intervening and interfering information
¤ Information presented after learning (encoding) interferes with to-be-remembered material

55
Q

what are the 2 sub part of interference theory

A 
Retroactive interference (‘backward in time’)
Proactive interference (‘forward in time’)
56
Q

what is Proactive interference (‘forward in time’)

A

Previously learned material interferes with new information

¤ When you have trouble learning a new phone number

57
Q

what is Retroactive interference (‘backward in time’)

A

¤ Newly learned information interferes with old information

¤ When you cannot remember your old phone number

58
Q

is Forgetting is adaptive

A

yes

59
Q

why is Forgetting is adaptive

A

¤ 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
Q

what do the Levels of processing theory do

A

¤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
Q

what are the levels of processing theory

A

¤Shallow processing: ¤Deep processing:

62
Q

what is Shallow processing

A

Focus on structural or physical characteristics of information during learning (encoding)

63
Q

what is Deep processing

A

Focus on the meaning of the information during learning (encoding)

64
Q

further explain shallow processig

A

¤ Prone to forgetting

65
Q

what are the different levels of shallow processing

A

¤ When studying, focusing on information at the :
¤ Structure Level
¤ Phoneme Level
¤ Grapheme Level

66
Q

what is Structure Level

A

¤ The physical presentation of something. What does it look like?
¤ The word is in red letters

67
Q

what is Phoneme Level

A

¤ How something sounds. What does it rhyme with?

¤ The word rhymes with potato

68
Q

what is Grapheme Level

A

¤ What are the letters within a word? How many syllables? ¤ There are three syllables

69
Q

further explain deep processing

A

¤ 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
Q

what is The Google effect

A

¤ 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
Q

what was the experiment done to test the google effect

A

¤ 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
Q

what is the google effect and effect of

A

lack of Deep processing

73
Q

How to remember well

A

¤Memory is cue dependent

¤We need to use appropriate cues to retrieve the right information from memory

74
Q

what is The encoding specificity theory

A

¤ 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
Q

explain “State” as a context cue

A

¤ 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
Q

explain “Mood” as a context cue

A

¤ Emotional information is better remembered when retrieval mood matches encoded material (positive mood and positive words)

77
Q

explain The environment as a context cue

A 
¤ 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
Q

what is Mnemonics

A

We can improve remember with mnemonics
¤ Organizational strategies that help encode to to- be-remembered information
¤ E.g., visual imagery techniques

79
Q

what is a common method of Mnemonics

A

Method of Loci

80
Q

explain Method of Loci

A

¤ Memory palace or mind palace technique
¤ Associate pieces of information with a location or a visual image
¤ Higher level form of chunking

81
Q

give a summary of this lecture

A

¤ 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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