Memory Flashcards
◦ information is organized and transformed so it can be entered into memory
◦ initial learning of information that starts with attention
‣ PERCEPTION + ATTENTION =
encoding
- the more deeply information is encoded and more meaning it has, the better it is remembered
Fergus Caik and Robert Lockhart
repeating something over and over (flashcards ex)
Maintenance Rehearsal
conceptually thinking about something to make it more meaningful (making a study guide)
Elaborative Rehearsal
grouping information into meaningful groups
chunking
the observation that repetitions spaced in time tend to produce stronger memories than repetitions massed closer together in time
spacing effect
‣ chunking (recoding)
‣ elaborate rehearsal (recoding)
‣ distributed practice (spacing effect)
tips to help encode info
- recall bias, if you are sad, you tend to recall memories that are sad
mood congruency
- the tendency to remember information more easily when the retrieval occurs in the same physical setting in which you originally learned (encoded) the information
context effects/dependent
‣ strengthening of a neural connection, making the postsynaptic neurons more easily activated by presynaptic neuron
‣ increase in the number of glutamate receptors on the postsynaptic neuron and an increase in glutamate released from the presynaptic neuron
long term potention
- if someone asked you what you had for lunch on a certain date, you likely will not remember, because all of the lunches you have had since then interfere with older information
- Misinformation effect: eyewitness memory
retroactive interference
- old memories interfere with encoding of new ones
- learning a new language
Proactive interference
the neural changes that occur after learning that will create the memory trace of an experience
consolidation
memory lives throughout the brain rather than in one confined location
Equipotentiality
save button in the brain, short term memory to long term memory
hippocampus
working memory
pre frontal cortex
declaritive memory, language and verbal info, left side
temporal lobe
fear learning
amygdala
motor action learning and memory
cerebellum
involves the sensation of knowing that specific information is stored in long-term memory but being unable to retrieve it
tip of the tongue
‣ memories are susceptible to change each time they are retrieved
reconsolidation
‣ removed the hippocampus to try an control his seizures
‣ unable to remember new information over a long period of time
- loss of short term memory
the case of HM
‣ Temporary memories closely tied to the sensory system
‣ we are not aware this is happening
* IS TAKEN IN AND TRANSDUCED
sensory memory
◦ visual
◦ you look at something briefly and look away, you can still see what it looks like or recall some of its details
iconic sensory memory
◦ auditory
◦ ability to repeat some words that someone was saying to you even though they claim you were not paying attention
echoic sensory memory
‣ when we pay attention to something, it goes from sensory memory to this
‣ when we pay attention to something, it goes from sensory memory to short term
active processing system that keeps different types of information available for current or immediate
working memory
‣ a relatively permanent storage of information
‣ information will be transferred from working memory to long term if it is repeatedly retrieved or processed deeply (maintenance rehearsal)
long term memory
beginning of something you remember, long term memory
primacy effect
the end, working memory
recency effect
explict memory is tied to what
episodic and semantic memory
memory with conscious recall (declaritive memory)
explicit memory
events you have experienced
espisodic memory
general knowledge, facts
semantic memory
memory without conscious recall (nondeclaritive memory)
implicit memory
motor skills, actions
procedural memory
◦ Cognitive structures in long term memory that helps is to perceive, organzie, process, and use information
schemas
- retrieval of information from memory without a “cue”
◦ describing suspect to a sketch artist
◦ fill in the blank or open-ended questions
recall
- recognizing an event or information as being familiar
◦ police lineup, multiple choice questions
recognition
how is long term memory organized
schemas, recall, association network, recognition
