Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psychology > Memory > Flashcards

Memory Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Processes of memory

A
  • encoding
  • storage
  • retrieval
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Encoding

A

Changing information into a form that can be stored in the brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Types of encoding

A
  • visual
  • acoustic
  • semantic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Visual encoding

A

Stored as mental imagery

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Acoustic encoding

A

Stored through inner voice or ear

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Semantic encoding

A

Stored as knowledge and meanings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Storage

A

Holding information in memory through rehearsal or not, can be stored for life, can be retrieved

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Types of memories

A
  • episodic
  • semantic
  • procedural
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Episodic memories

A

Memories of personal experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Semantic memories

A

Memories of meaning of knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Procedural memories

A

Memories of unconscious motor skills, can’t easily be put to words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Retrieval

A

Transferring info from LTM to STM to be used

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Types of retrieval

A
  • recall
  • recognition
  • relearning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Recall

A

Retrieving information by searching our memory for it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Types of recall

A
  • free
  • cued
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Free recall

A

Recalling without options/cues

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Cued recall

A

Recalling after being given a clue/stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Recognition

A

Identifying something previously learnt from given options

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Re-learning

A

Being exposed to something we have learnt previously but have since forgotten, often doesn’t take as long to re-learn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

MSM CREATORS

A

Atkinson and Shiffrin

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

MSM DATE

A

1968

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

MSM PARTS

A
  • sensory memory store
  • short term memory store
  • long term memory store
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

MSM SMS

A
  • info from 5 senses
  • capacity - large
  • duration - half second
  • transfers info to STM through attention
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

MSM STM

A
  • encoding - semantic, acoustic, visual
  • capacity - 5-9 chunks of info
  • duration - 30 seconds
  • info transferred to LTM through rehearsal
  • info lost by forgetting
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

MSM LTM

A
  • encoding - semantic
  • capacity - potentially unlimited
  • duration - potentially infinite
  • info lost through forgetting/decay
26
Q

MSM STRENGTH

A
  • supporting evidence
  • Murdock showed separate STM + LTM stores with primacy + recency effects, rehearsed to LTM, still in STM
  • showed different stores, more validity
27
Q

MSM WEAKNESSES

A
  • doesn’t mention 2 types of rehearsal
  • maintenance- verbally repeating to keep in STM, elaborative- giving meaning to transfer to LTM, states all info needs maintenance rehearsal to go to LTM
  • too simplistic, overstates importance of maintenance rehearsal
    +
  • doesn’t explain why info goes to LTM without rehearsal
  • episodic memories of significant personal experiences don’t need rehearsal to go into LTM
  • suggests all memories need rehearsal to go to LTM, less validity
28
Q

Serial position curve study DATE

A

1962

29
Q

Serial position curve study AIM

A
  • see if position of word on list affects recall
  • see if there are separate STM, LTM stores
30
Q

Serial position curve study METHOD

A
  • 103 psych students
  • read list of 10-40 4 letter words
  • made to recall immediately
31
Q

Serial position curve study RESULTS

A
  • words from start and end remembered
  • words from middle forgotten
32
Q

Serial position curve study CONCLUSION

A
  • primacy effect -words from start rehearsed to LTM
  • recency effect - words from end still in STM, middle in neither so forgotten, supports hypothesis
33
Q

Serial position curve study STRENGTH

A
  • lab study, controlled conditions, can trust results
  • controlled IV, EVs, standardised procedures so can be replicated + verified, word familiarity and speed controlled
  • results have more validity, EVs didn’t impact DV
34
Q

Serial position curve study WEAKNESSES

A
  • artificial task
  • recalling words on list is a small part of what we use our memories for everyday
  • reduces ecological validity and application
    +
  • weak sample
  • all students of similar age studying psychology course, may have been able to determine aim of study and display demand characteristics
  • results can’t be generalised to people across different backgrounds
35
Q

Theory of reconstructive memory DATE

A

1932

36
Q

Theory of reconstructive memory PARTS

A
  • active process
  • memory is inaccurate
  • social and cultural expectations
  • effort after meaning
37
Q

Theory of reconstructive memory ACTIVE PROCESS

A
  • don’t record info like a memory
  • when encoding memory, actively try to make sense of it and give it meaning to store it
38
Q

Theory of reconstructive memory MEMORY IS INACCURATE

A
  • everyone records memory of an event differently
  • remember fragments of info and piece them back together to recall a memory
  • everyone will recall a memory slightly differently each time
39
Q

Theory of reconstructive memory SOCIAL AND CULTURAL EXPECTATIONS

A
  • how fragments are recombined influenced with social and cultural expectations
  • WOTG - canoes to boats, seal hunting to fishing
40
Q

Theory of reconstructive memory EFFORT AFTER MEANING

A

Focus on meaning of events and make mental effort after to interpret into familiar terms

41
Q

Theory of reconstructive memory STRENGTHS

A
  • supported by Bartlett’s own study
  • WOTG study demonstrated how people use social and cultural schemas when recalling
  • increases validity, though must acknowledge potential researcher bias
    +
  • real-world application
  • explains problems with eyewitness testimonies in court by suggesting why memory isn’t always accurate, further demonstrated by Loftus and Palmer
  • increases ecological usefulness
42
Q

Theory of reconstructive memory WEAKNESS

A
  • not all memories reconstructed
  • in WOTG study Ps remembered ‘something black came out of his mouth’ as it was distinctive
  • some memories are accurate, opposes theory
43
Q

WOTG study DATE

A

1932

44
Q

WOTG study AIM

A
  • see how Ps reconstruct memory when recalling culturally unfamiliar story
45
Q

WOTG study METHOD

A
  • Ps told native American folk WOTG story on audio tape, made to recall after 15 minutes-10 years
  • serial recall - Ps recalling story to each other
  • repeated recall, same P recalling story multiple times over time
46
Q

WOTG study RESULTS

A
  • Ps shortened, omitted, rationalised, changed to fit culture/schema
  • ‘canoes to boats’
  • remembered distinctive phrases - ‘something black came out his mouth’
47
Q

WOTG study CONCLUSION

A
  • knowledge of social situations used to reconstruct
  • story altered to improve meaning
48
Q

WOTG study STRENGTH

A
  • more meaningful way of testing recall
  • used story not artificial task like remembering list of words, more reflects real life as we retell stories often and some are passed down by word of mouth, however story was unusual
  • overall mostly increased ecological validity
49
Q

WOTG study WEAKNESSES

A
  • experiment lacks control
  • no standardised procedures, Ps not told importance of accurate recall (other studies found better recall when told)
  • suggests memory can be more accurate than Bartlett suggested, findings less valid
    +
  • Bartlett’s beliefs may have influenced results
  • analysed results himself, results may be biased to support theory
  • can’t trust results as there may be experimenter bias, less validity
50
Q

Schema

A

Packet of information in our brain that helps us understand things in the world

51
Q

Processes of a schema

A
  • accommodation
  • assimilation
52
Q

Accommodation

A

New schema

53
Q

Assimilation

A

Adapting schema

54
Q

Factors affecting accuracy of memory

A
  • interference
  • context
  • false memories
55
Q

Interference

A

2 similar memories getting mixed up, resulting in 1 not being remembered

56
Q

Types of interference

A
  • proactive
  • retroactive
57
Q

Proactive interference

A
  • old info interfering with new
  • can’t remember new info, only old
58
Q

Retroactive interference

A
  • new info interfering
  • remember old info only new
59
Q

False memories

A

Remembering things that haven’t actually happened

60
Q

How does context affect memory

A

Memories are encoded with things around us creating associations between memories and the context

Psychology (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions