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PSYCH 111 > memory > Flashcards

memory Flashcards

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1
Q

memory

A

way in which we record past events and knowledge

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2
Q

three things needed to happen for memory

A

acquisition, storage, retrieval

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3
Q

acquisition

A

we have to learn it the first time, even if you acquire it doesn’t mean you have it in your head

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4
Q

storage

A

hold onto it/store it (tip on your tongue is failure to retrieve it from storage

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5
Q

retrieval

A

be able to recount on it/go back and find it

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6
Q

sensory register

A

large capacity and short duration
demonstrated by Sperling’s partial report procedure

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7
Q

sperling’s partial report procedure

A

show participants a matrix of letters for 500 milliseconds, asked to report as many letters as they could, couldn’t tell how much they held since it was displaced by new information, came up by training them in advance by memorizing three tones of a bell (one tone per row), 500 milliseconds again and then tone, could recite it better when “chunked” into different rows, demonstrated that entire array was there but only for a really short time and only report part of it

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8
Q

echoic sensory register

A

duration for 1-3 seconds, hearing register

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9
Q

short term memory

A

small capacity of seven (give or take two)
duration of 15-30 seconds
keep things there longer by focusing attention on it or leaks away/bumped out

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10
Q

long term memory

A

large capacity
can’t fill up and keep things in there for years

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11
Q

dual track memory

A

implicit and explicit

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12
Q

implicit

A

non-declarative/unconscious
space, time, frequency
procedural
classical conditioning associations

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13
Q

procedural

A

things you know how to/your how-to memories (ex. riding a bike)

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14
Q

classical conditioning associations

A

learned taste aversions
can’t directly tap into but is just there
(ex. fear, reactions to all types of things due to past experiences)

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15
Q

explicit

A

declarative, conscious
semantic and episodic

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16
Q

semantic

A

memory for meaning

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17
Q

episodic

A

memories for events/experiences

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18
Q

recognition

A

recognizing the object

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19
Q

free recall

A

placing the object

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20
Q

primacy effect

A

remembering the first thing you did/the beginning

21
Q

recency effect

A

remembering the last thing you did/the ending

22
Q

false memory

A

put in word relate to other words, think you heard it

23
Q

surprise effect

A

something stands out which makes you remember it (ex. artichoke in class example)

24
Q

repetition effect

A

remembering something due to hearing it multiple times (ex. night in class example)

25
Q

metamemory

A

knowing things about your memory/capabilities

26
Q

strategies to get explicit information into memory

A

rehearsal (maintenance and elaborative)
organization
chunking
mnemonics
hierarchies

27
Q

maintenance

A

simple, look at word, say its definition
not effective

28
Q

elaborative

A

deep processing
linking it to things you already know in your memory
very effective

29
Q

mnemonics

A

memory tricks that use rhymes or the first letter of every word in sentence to make a word to remember

30
Q

how to study

A

repeatedly
more active thinking
personally meaningful material
mnemonics
retrieval clues
minimize interference
test yourself
deep processing

31
Q

infantile amnesia

A

not pathological, just happens, don’t have memories since before 3 or 4 years of age
occurs (just ideas) due to language development (not based on semantic, they are visual, language dominants mind) and how live for babies is repetitive and safe, nothing to remember

32
Q

source amnesia (misattribution)

A

we think we learn something in one place but then realize we learn it someplace else (package lost in house but was never actually there)

33
Q

retrograde amnesia

A

don’t remember the past, loss of existing memories, if it comes back, it comes back in chronological order

34
Q

anterograde amnesia

A

can’t create new memories
H.M. who could make new memories due to brain surgery to remove part of brain because of epilepsy
Clive the musician
effect declarative memory

35
Q

proactive interference

A

old learning disrupts new learning

36
Q

retroactive interference

A

new learning disrupts old learning

37
Q

retrieval failure

A

tip-of-the-tongue phenomena, can be prevented by elaborative rehearsal

38
Q

reconstructive memory with Liben and Signorella

A

showed pictures of traditional, non-traditional and neutral gender roles to children
established that children had gender role stereotypes due to them remembering the pictures with traditional and not non-traditional

39
Q

iconic memory

A

a momentary sensory memory of visual stimuli, brief visual memory lasting less then a second

40
Q

which type of processing would best prepare you to recognize a word at a later time?

A

deep processing

41
Q

what brain structure impacts explicit memory?

A

hippocampus

42
Q

sleep supports what part of the memory process?

A

memory consolidation

43
Q

flashbulb memory

A

a clear memory of an emotionally significant moment/event

44
Q

long-term potentiation (LTP)

A

rapid stimulation in neurons that increase firing potential; a basis for learning and remembering

45
Q

what brain structure impacts flashbulb memories?

A

amygdala

46
Q

what brain structure impacts implicit memory?

A

cerebellum

47
Q

priming

A

the unconscious activation of particular associations in memory

48
Q

encoding specificity principle

A

idea that cues and contexts specific to a particular memory will be most effective in helping us recall it

49
Q

reconsolidation

A

a process in which previously stored memories, when retrieved, are potentially altered before being stored again

PSYCH 111 (13 decks)

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