Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

U1 Psychology of Cognition 213 > M2 Lecture 10 > Flashcards

M2 Lecture 10 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

what is meant by Memory is pervasive

A

Some aspect of memory is involved in most of

what you do

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what are the different memory systems

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what are the Memory stages

A

Encoding
storage
retreival

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what is encoding

A

putting information in memory ¤ Learning

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what is storage

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what is Retrieval –

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Sensory memory records what time frame of info

A

Less than a second

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Short-term memory records what time frame of info

A

~ 30 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Long-term memory records what time frame of info

A

Minutes to years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is a type of sensory memory

A

Iconic memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

what is Iconic memory

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what is another name for Iconic memory

A

Afterimages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what are the two types of afterimages

A

Positive afterimage

Negative afterimage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what is Positive afterimage

A

The original image you saw is preserved in memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what is Negative afterimage

A

¤ The inverted colors from the original image are in memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Odors are associated with very strong access to what

A

memories of personal experiences

More than other sensations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

There is a direct link between the olfactory bulb and what

A

the hippocampus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what is Short-term memory

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

further explain short term memory

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

what is a tool used for short term memory

A

Chunking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

what is the phonological loop

A

¤ Phonological store
¤ Passive store for verbal information

¤ Articulatory rehearsal or loop

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

what is the The visuospatial sketchpad for

A

Important for holding images in mind and working with them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

what does the episodic buffer do

A

access information from long-term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

what is the central executive

A

guides the process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

what are the types of ling term memory

A

implicit and explicit

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

what is implicit

A

non-declaritive

non-concious

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions