Memory Flashcards
1
Q
The three processes of memory
A
- Encoding
- Storage
- Retrieval
2
Q
Encoding
A
get information into our brain
3
Q
Storage
A
retain that information
4
Q
Retrieval
A
to later get that information back out
5
Q
Ebbinghaus’ research on memory- 2 phases
A
- Phase 1 - practice: rehearsed a list of nonsense syllables (tud, fow, rev).
-
Phase 2 - test:
- Measured the number of repetitions it took to learn the list again.
- Examined his rate of forgetting
6
Q
- Rehearsal
A
- The more times the nonsense syllables were practiced on Day 1,the fewer repetitions were required to remember them on Day 2.
7
Q
- The Forgetting Curve
A
- The larger the interval between encoding and retrieval, the more we forget.
8
Q
Three structures/components of memory
A
- Sensory
- Short Term
- Long Term
9
Q
Sensory memory
A
- The immediate and brief recording of sensory information in the memory system
- Iconic memory-a momentary sensory memory of visual stimuli. A photographic or picture image Emory that lasts no more than 1/10 of a second
- Echoic memory-a sensory memory of auditory stimuli. If attention is elsewhere sounds and words can be recalled within three or four seconds
10
Q
Short-term
A
- (working memory) activated memory that holds a few items briefly such as the numbers while calling before information is stored or forgotten
11
Q
Iconic memory
A
a momentary sensory memory of visual stimuli. A photographic or picture image Emory that lasts no more than 1/10 of a second
12
Q
Echoic memory
A
- a sensory memory of auditory stimuli. If attention is elsewhere sounds and words can be recalled within three or four seconds
13
Q
Working memory
A
a newer understanding of short term memory that adds a conscious and active processing of incoming auditory and visual information and of information received from long term memory
14
Q
The Atkinson-Shiffrin Model
A
-
Linear- one thing after the other;
- Sensory input
- If this info is attended to it will move to short term memory
- If this info is not attended to it will not move to short term memory
- If its reheresed it can move to long term like ebbunghouse
15
Q
Rehearsal
A
- Worst way to retrieve info
- Meaning is the most important
16
Q
Digit-span test:
A
- Memory test in which a series of numbers is read to subjects who are then asked to recall the numbers in order.
17
Q
Chucking:
A
- The information is combined into chunks which means meaningful units. By using chunks more information can be held in STM.
18
Q
Spacing effect
A
- the tendency for spaced study to get better long term retention then mass study
19
Q
- Information loss:
A
- Decay: Information in the STM eventually disappears if it is not accessed.
- Displacement: Old information is replaced by new information.
20
Q
Encoding: Getting Information In
A
- Some information (route to your school) is automatically processed.
- However, new or unusual information (friend’s new cell-phone number) requires attention and effort.
21
Q
- We process an enormous amount of information effortlessly, such as the following:
A
- Space: While reading a textbook, you automatically encode the place of a picture on a page.
- Time: We unintentionally note the events that take place in a day.
- Frequency: You effortlessly keep track of things that happen to you.
22
Q
Memory & Meaning
A
- Encoding by meaning
- Encoding by images
- Encoding by organization
23
Q
Whale slide
A
see page 4
24
Q
Working Memory
A
- Central Executive
- Visuo-Spatial Sketch Pad
- Articulatory Loop
25
Q
Central Executive
A
In charge of planning future actions, initiating retrieval and decision processes as necessary, and integrating information coming into the system.
26
Q
Visuo-Spatial Sketch Pad-
A
- One of Two Slave Systems. A system specialized for visual and spatial information. Example: Is the doorknob for your bedroom door on the left or right side?
27
Q
Articulatory Loop:
A
The Second Slave System. The speech and sound related component responsible for rehearsal of verbal information and phonological processing
28
Q
what happens in the Working Memory
A
- Where the immediately present moment is held in consciousness.
- Where active mental effort is expended.
- Where comprehension takes place.
29
Q
Short Term Versus Working Memory
A
- STM: Older term emphasizing input and storage of new information (e.g., a phone number).
-
Working Memory: Newer term emphasizing processing and storage– the mental workbench.
- Where we jugle all kinds of information. The CE determines what to do with all of this
30
Q
Long term memory (LTM)
A
- Explicit memory
- semantic memory
- epesodic memory
- Implicit
- prodedural memory
31
Q
Consolidation
A
Transition of information from short term memory into long term memory.
32
Q
Explicit / Declarative memory:
A
- Conscious, intentional recollection of information such as facts or concepts.
- effortless processing- Encoding that requires attention and conscious effort
33
Q
Implicit / Non-declarative memory
A
- Unconscious retention in memory. Procedural
- Automatic processing- unconscious encoding of incidental information like space and time or word meaning
34
Q
Semantic memory:
A
- conceptual and factual knowledge.
35
Q
Episodic memory
A
- : autobiographical memory, explicitly recalling previous experiences (where and when an event happened). PERSONAL
- We do explicit through
36
Q
Procedural memory:
A
skill memory, unconscious, non-verbal
37
Q
Long-Term Potentiation (LTP)
A
- refers to synaptic enhancement after learning (Lynch, 2002). An increase in neurotransmitter release or receptors on the receiving neuron indicates strengthening of synapses.
38
Q
Semantic Memory- how is it organized?
A
- Meaning imagery and organization now
- Catergory- like fruit, mamals, toys
- Schemas- school, fancy resturarnt
- Semantic networks- association. If I activate one aspect of that network ill light up the whole network
39
Q
Episodic Memory
A
- Personal
40
Q
Flashbulb Memory
A
- A unique and highly emotional moment may give rise to a clear, strong, and persistent memory called flashbulb memory. However, this memory is not free from errors.
41
Q
How to improve your memory
A
- Organization
- Levels of processing
- Encoding specificity
42
Q
Hierarchies:
A
Complex information is broken down into broad concepts and further subdivided into categories and subcategories.
43
Q
- Levels of processing:
A
- Maintenance rehearsal: Rote repetition of material to maintain its availability in memory.
- Elaborative rehearsal: Association of new information with already stored knowledge and analysis of the new information to make it memorable.
44
Q
- Encoding specificity:
A
- Context dependent memory: We are more successful at retrieving memories if we are in the same environment in which we stored them.
- State dependent memory: We are more successful at retrieving memories if we are in the same mood as when we stored them.
45
Q
Levels of Proecessing
A
- Shallow processing-encoding on a basic level based on the structure or appearance of words
- deep processing encoding semantically based on the meaning of words. tends to yield the best retention.
46
Q
Context Effects
A
- Scuba divers recall more words underwater if they learned the list underwater, while they recall more words on land if they learned that list on land
- After learning to move a mobile by kicking, infants most strongly respond when retested in the same context rather than in a different
47
Q
Déja Vu/Source amnesia
A
- Déja Vu means “I’ve experienced this before.” Cues from the current situation may unconsciously trigger retrieval of an earlier similar experience.
- Source amnesia- faulty memory for how when or where information was learned or imagined (along w misinformation effect)
48
Q
Mood Congruence
A
- We usually recall experiences that are consistent with our current mood. Emotions, or moods, serve as retrieval cues.
49
Q
Mnemonic devices:
A
- Strategies to improve memory by organizing information.
- Method of Loci: Items to be recalled are mentally placed in familiar locations.
- Andy Bell Memory
- Peg-Word system: Peg words are associated with ideas (one=bun, two=shoe, three=tree).
- Word Associations: Verbal associations are created for items to be learned.
50
Q
- Explicit memory retrieval:
A
- Recall task: Reproduction of a previously encountered item from memory, without any external cues.
- Recognition task: Identification of a previously encountered item from a list of present items.
51
Q
- Implicit memory retrieval:
A
- Priming: A method in which implicit exposure to information influences semantic networks, cognitions and behaviors.
- - To retrieve a specific memory from the web of associations, you must first activate one of the strands that leads to it
52
Q
- Rec vs recall
A
- In recognition, the person must identify an item amongst other choices. (A multiple-choice test requires recognition.)
- In recall, the person must retrieve information using effort. (A fill-in-the blank test requires recall.)
53
Q
Serial position effect:
A
- The position of an item in a list influences the ability to recall this item.
- primacy and recency effect
54
Q
Primacy vs recency effect
A
- Primacy effect: We tend to remember information at the beginning of a list of items better than the items that follow. These items are being processed longer and as a consequence they are more effectively stored in LTM.
- Recency effect: We tend to remember information at the end of a list of items better than the items before it. The last items are still present in WM when retrieval takes place.
55
Q
Interference theory:
A
- Forgetting occurs because some memories interfere with other memories.
56
Q
Proactive interference vs Retroactive interference
A
- Proactive interference: Disruption of prior learning on the ability to remember new information.
- Retroactive interference: Disruption of new learning on the ability to remember old information.
- Disruption is stronger when old & new information are similar.
57
Q
- Reproductive Versus Reconstructive Memory
A
- Reproductive memory:
- A highly accurate, verbatim recording of an event.
- Reconstructive Memory:
- Remembering by combining elements of experience with existing knowledge.
58
Q
Misinformation Effect:
A
Incorporating misleading information into one’s memory of an event.
59
Q
Reconstructive memory experiment
A
- Loftus & Palmer ( (1974:
- Participants watched a video of an accident between two cars.
- Then, they were asked to assess the speed of the cars.
- Group A: How fast were the cars going when they smashed into each other?
- Group B: How fast were the cars going when they hit each other?
- Smashed group said cars were going faster
- A week later they were asked: Was there any broken glass? Group B (smashed into) reported more broken glass than Group A (hit).
60
Q
The DRM False Memory Task
A
- Did you “remember” the word “sleep?”
- The “remember” “know” distinction
61
Q
Implications of FM
A
- In criminal proceedings eyewitness testimony is considered to be reliable and valid evidence
- However, research suggests that eyewitness testimony is not always reliable.
The repression-reconstruction debate
- The Franklin case
- In the 1990’s an increase in law suits on childhood sexual abuse
- At the same time an increase in the diagnosis of MPD (now called DID).
62
Q
Repression:
A
: A defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness.
63
Q
Repression or reconstruction
A
- Memories of abuse: Repressed or constructed?
- False memory syndrome
- Condition in which a person’s identity and relationships center around a false but strongly believed memory of traumatic experience.
- Sometimes encouraged by an over enthusiastic therapist that believes to notice a repressed memory.
- Esetrogenic effect- problem that’s produced in meoery
- False memory syndrome
- In all of these studies forgetting was associated with younger age at time of abuse
64
Q
Creating False Memories
A
- Suggestion
- Behavioral reenactments
- Age regression
- Hypnosis/dream analysis
- Guided imagination
- Implanting false stories
65
Q
Recall, recongnition, relearning
A
-
Recall- retrieving information that is not currently in your conscious awareness but that was learned at an earlier time.
- A fill in the blank question tests your recall
-
Recognition-identifying items previously learned.
- A multiple choice question tests your recognition
-
Relearning- learning something more quickly when you learn it at a second time
- When you study for a final exam or engage in a language used in your childhood you will relearn the material more easily than initially
66
Q
Is Memory Malleable
A
YES
67
Q
memories are NOT recorded… rather
A
they’re constructed & are thus susceptible to various interventions.
68
Q
Schacter’s “Seven Sins of Memory” (2001)
A
- Memories are transient (fade with time)
- We do not remember what we do not pay attention to
- Our memories can be temporarily blocked
- We can misattribute the source of memory
- We are suggestible in our memories
- We can show memory distortion (bias)
- We often fail to forget the things we would like not to recall (persistence of memory)
69
Q
Synaptic Plasticity
A
- synapses strengthen or weaken in response to increases or decreases in their activity.
- Synaptic plasticity involves several mechanisms, such as changes in the:
- Quantity of neurotransmitters released into the synapse
- How effectively the post-synaptic neuron responds to the neurotransmitters
70
Q
LTP Vs LTD
A
- Long Term Potentiation (LTP) refers to the prolonged strengthening of potential neural firing; Results from repeated activation.
- The complementary process is called Long Term Depression (LTD) – the process in which the potential neural firing is decreased overtime in synapses that aren’t active.
71
Q
Damage to the hippocampus
A
- Evidence suggests that the hippocampus is important in the process of consolidation.
- Damage to the hippocampus impairs recent learning more than older learning: the more consolidated a memory becomes, the less it depends on the hippocampus.
72
Q
How does stress effect our memory?
A
- Consolidation is also influenced by the passage of time & emotions.
- Stress hormones arouse activity in the brain, especially in the amygdala.
- This:
- Improves memory for emotional events
- Disrupts memory for neutral events
- 💡Flashbulb memories💡: the vivid memories of emotional, shocking or traumatizing events.
- However, prolonged stress has a negative effect on memory formation, including the formation of memories that relate to the stressor.
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73
Q
A
