Memory

Question 1

Define recall

Answer 1

A measure of memory in which the person must retrieve information learned earlier, so, for example, a fill in the blank test

Question 2

Define recognition

Answer 2

A measure of memory in which the person identifies items previously learned, as on a multiple-choice test.

Question 3

Define relearning

Answer 3

A measure of memory that assesses the amount of time saved when learning material again.

Question 4

Multiple-choice questions test our ______. Fill-in-the-blank questions test our ______.

Answer 4

Recognition, recall.

Question 5

If you want to be sure to remember what you’re learning for an upcoming test, would it be better to use recall or recognition to check your memory? Why?

Answer 5

It would be better to use recall because it’s more challenging to recall information. So recall would broaden your depth of memory on the material.

Question 6

What are the three memory models?

Answer 6

Encoding- to get information into our brain.
Storage- retain that information.
Retrieval- later get that information back out.

Question 7

What is the information-processing model?

Answer 7

It’s a comparison of memory and computer operations. It involves encoding, storage, and retrieval.

Question 8

Define the connectionism information-processing model.

Answer 8

It’s a memory model that focuses on multi-track, parallel processing, and it views products as interconnected neural networks.

Question 9

Define working memory

Answer 9

Working memory is a newer understanding of STM and information retrieved from LTM. It’s an active process that uses auditory and visual while simultaneously retrieving LTM information.

Question 10

What are the two basic functions of working memory?

Answer 10

The processing of auditory and visual information.

Question 11

Define explicit memories

Answer 11

Also known as declarative memories, it’s the retention of facts and experiences that one can consciously know and “declare.”

Question 12

Define implicit memories.

Answer 12

Also known as non-declarative memories, retention of learned skills or classically conditioned associations independent of conscious recollection.

Question 13

What are the processes of encoding memories through explicit memories and implicit memories?

Answer 13

With experiences and practice, explicit memories become automatic.
For implicit memories, they include automatic skills and classically conditioned associations.

Question 14

Define the sensory memories.

Answer 14

Iconic memory: Picture-image memory (a tenth of a second)

Echoic memory: Sound memory (3-4 seconds)

Question 15

Define short-term memory

Answer 15

Activated memory that holds items briefly before the information is stored or forgotten.

Question 16

What is the magic number that most people can remember

Answer 16

Magic number 7

Question 17

Name the seven dwarfs

Answer 17

Dopey, Doc, Bashful, Sneezy, Happy, Grumpy, Sleepy.

Question 18

Name the three effortful processing strategies.

Answer 18

Chunking- organizing items, into familiar, manageable units.
Mnemonics- memory aids, especially techniques that use vivid imagery and organizational devices.
Hierarchies- organization of items into a few broad categories that are divided and subdivided into narrower concepts and facts.

Question 19

At which of Atkinson-Shiffrin’s three memory stages would iconic and echoic memory occur?

Answer 19

Sensory memory.

Question 20

Define spacing effect

Answer 20

We retain information better when our encoding is spread over time.

Question 21

Define testing effect

Answer 21

Repeated self-testing protects our memory from the effects of stress.

Question 22

Which strategies are better for long-term retention: cramming and rereading material, or spreading out learning overtime and repeatedly testing yourself.

Answer 22

Spreading out learning over time, the testing effect expands further memory and improves long-term retention.

Question 23

If you try to make the material you are learning personally meaningful, are you processing it at a shallow or deep level? Which level leads to greater retention?

Answer 23

Making material personally meaningful involves processing at a deep level because you process semantically - based on the meaning of words. Deep processing leads to greater retention.

Question 24

A psychologist who asks you to write down as many objects as you can remember having seen a few minutes earlier is testing your ______.

Answer 24

Recall

Question 25

The psychological terms for taking information, retaining it, and later getting it back out are ______, _______, and _______.

Answer 25

Encoding, storage, and retrieval

Question 26

The concept of working memory
A) Clarifies the idea of short-term memory by focusing on the active processing that occurs in this stage.
B) splits short-term memory into two substages - sensory memory and iconic memory.
C) Splits short-term memory into two types: implicit and explicit memory.
D) Clarifies the idea of short-term memory by focusing on space, time and frequency.

Answer 26

A - Clarifies the idea of short-term memory by focusing on the active processing that occurs in this stage.

Question 27

Sensory memory may be (_____ memory) or auditory (_____ memory).

Answer 27

Iconic memory, and echoic memory

Question 28

Memory aids that use visual imagery or other organization devices (such as acronyms) are called _________.

Answer 28

mnemonics

Question 29

Which parts of the brain are important for implicit memory processing, and which parts play a key role in explicit memory processing?

Answer 29

The cerebellum and the basal ganglia are essential for implicit memory processing. And the frontal lobes and hippocampus are key to explicit memory formation.

Question 30

What important role does the cerebellum play in the implicit system?

Answer 30

Forming and storing memories created by classical conditioning.

Question 31

Define what the basal ganglia does for memory

Answer 31

It helps form memories for physical skills.

Question 32

Define what the anterograde amneisa does

Answer 32

The ability to remember old memories but not new memories.

Question 33

Infantile amnesia

Answer 33

Conscious memory of the first three years of life is blank; command of language and well-developed hippocampus are needed to form memories.

Question 34

Define flashbulb memories

Answer 34

A clear moment of an emotionally significant moment or event. These memories occur via emotion-triggered hormonal changes and rehearsal

Question 35

Explain the explicit memory system

Answer 35

It’s dedicated to explicit memories. These memories are processed through the hippocampus and frontal lobes, and the memory processed is semantic memory and episodic memory.

Question 36

Explain the implicit memory system

Answer 36

Implicit memories are processed through the cerebellum and basal ganglia: processing space, time and frequency; motor and cognitive skills; and classical conditioning.

Question 37

What information was learned by Kandel and Schwartz when doing an experiment with sea slugs?

Answer 37

They learned that more serotonin is released with learning, and cell efficiency increases (i.e., the number of synapses increases).

Question 38

Define Long-term potentiation

Answer 38

An increase in a cell’s firing potential after brief, rapid stimulation; a neural basis for learning and memory. After LTP, the brain will not erase memories.

Question 39

How do memory cues best come from?

Answer 39

Associations that have been formed at the same time a memory is encoded.

Question 40

Define priming

Answer 40

Priming is the activation, often unconsciously, of particular associations in memory.
Ex- After seeing or hearing the rabbit, we are more likely to spell the broken word as h-a-r-e.

Question 41

Define context-dependent memory cues and give an example.

Answer 41

Putting yourself in the context of the memory can prime memory retrieval (e.g., chewing gum while studying and chewing gum while writing a test).

Question 42

Define state-dependent memory cues

Answer 42

Recall best in the same state as when information is learned.

Question 43

Define mood-congruent memory cue

Answer 43

We retrieve memories consistent with that mood (e.g., hard to remember happy times when depressed).

Question 44

Define the encoding specificity principle

Answer 44

Cues and contexts specific to a particular memory will be most effective in helping recall.

Question 45

Define the serial position effect

Answer 45

The tendency to recall best the last (recent effect) and first (primacy effect) items on a list.

Question 46

What is priming?

Answer 46

priming is the activation (often without awareness) of associations. Seeing a gun, for example, might temporarily predispose someone to interpret an ambiguous face as threatening or to recall a boss as nasty.

Question 47

When we are tested immediately after viewing a list of words, we tend to recall the first and last items best, which is known ass the _______ _______ effect.

Answer 47

Serial position effect.

Question 48

The hippocampus seems to function as a

Answer 48

temporary processing site for explicit memories

Question 49

Hippocampus damage typically leaves people unable to learn new facts or recall recent events. However, they may be able to learn new skills, such as riding a bike, which is an ______ memory,

Answer 49

Implicit memory

Question 50

Long term potentiation refers to

Answer 50

An increase in the cell’s firing potential

Question 51

Specific odors, visual images, emotions, or other associations that help us access a memory are examples of _________.

Answer 51

Retrieval cues.

Question 52

Define proactive interference

Answer 52

old memories make it difficult to remember new memories.

EX- a friends phone number.