manipulation and improvement of memory

Question 1

recall

Answer 1

• 4
• measure of retention
• retrieving stored information using few or no cues for assistance

Question 2

free recall

Answer 2

• 2
• measure of retention
• recalling information from memory in any order with no cues for assistance

Question 3

serial recall

Answer 3

• 3
• measure of retention
• recalling information from memory in order sequence in which it was learnt, with no cues for assistance

Question 4

cued recall

Answer 4

• 1
• measure of retention
• recalling information from memory with some cues or hints for assistance

Question 5

recognition

Answer 5

• measure of retention

- identifying previously learnt information from a list or group of alternatives

Question 6

distracter

Answer 6

-a false item, similar to the correct item, that is included with items to be recognised and can lead to unreliable identification

Question 7

relearning

Answer 7

• MOST SENSATIVE MEASURE OF RETENTION
• measure of retention
• learning information that has been previously learnt and stored in LTM as a means of assessing whether any information was retained from the original learning

Question 8

savings score

Answer 8

-formula that calculates the percentage of information retained from original learning after relearning has occurred

savings score = time/trials for original learning - time/trials for relearning
DIVIDED BY
time/trials for original learning
MULTIPLIED BY 100

Question 9

encoding specificity principle

Answer 9

-the more closely retrieval cues match the original learning conditions, the greater the chance of recalling information

Question 10

context dependent cues

Answer 10

• aid retrieval by recalling information in the same place or setting i.e environment in which the information therefore physical landmarks, sounds and smells act as cues for retrieving the memory
• e.g sitting an exam in the classroom you learn the info in

Question 11

imagery

Answer 11

• a mental representation, or mental picture of an item or scene

Question 12

state dependent cues

Answer 12

-retrieval cues associated with your internal physiological and/or psychological state at the time the memory was formed
PHYSIOLOCAL - drinking water
PSYCHOLOGICAL - associating a song with a happy mood

Question 13

mnemonic device

Answer 13

• a system or technique that aids memory retention

- acronyms, acrostics narrative chaining

Question 14

mental association

Answer 14

-creating a meaningful connection between information to be learnt and information already stored in memory

Question 15

narrative chaining

Answer 15

a mnemonic device that involves linking unrelated items to create a story-like sequence of events

Question 16

acronym

Answer 16

• mnemonic device
• constructing a pronounceable word using the first letter of each word of the information to be recalled
  e. g ANZAC (Australian and New Zealand army corps)

Question 17

acrostic

Answer 17

• mnemonic device
• constructing phrase of sentence from words that begin with the fist letter of each words of the information to be recalled
• e.g Never Eat Soggy Wheatbix (NSEW)

Question 18

memory reconstruction

Answer 18

• remembering past events and features of these events and putting them together during memory reconstruction
• can be influenced by our expectations, beliefs, experiences, ideals and mood especially in times of stress
• high levels of GLUCORDIDS can impair the accuracy of episodic memories and lead to false memories

Question 19

schema

Answer 19

• a preconceived idea that represents an aspect of the world or the things in it, influenced by culture and experience
• research has found that individuals fit new memories into their existing knowledge and personal experience (their schema) leading to inaccurate reconstruction of memory

Question 20

eye witness testimony

Answer 20

-can be influenced by learning questions and language use

Question 21

Elizabeth Loftus

Answer 21

• her research has found that:
  
  • when asked leading questions such as “did you see the school bus” participants were more likely to report seeing a school bus a week later compared to those who were not asked the leading question
  • emotive language such as ‘car smash’ as opposed ‘car crash’ will result in an increase of reported damage to the scene of the crime