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Memory Flashcards

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1
Q

What are some examples of what memory can affect?

A
  • “Our story”
  • Skills
  • Witnessing Events
  • Decisions
  • School Performance
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2
Q

DVD-in-the-head

A

Encoding: Record on an electronic disk
Storage: Store the DVD in a drawer
Retrieval: Play the disk back on a DVD player

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3
Q

Why is DVD-in-the-head a bad analogy?

A

Memory is not reproductive instead it is reconstructive.

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4
Q

How do people think memory works?

A

Memory is reproductive:
- It works like a phone
- Once it’s “programmed”, we can search our memories and reproduce it exactly as it occurred originally

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5
Q

How does memory actually work?

A

Memory is reconstructive:
- When you remember something, you are reconstructing the past, not reproducing it
- Memory is susceptible to distortions and misinformation
- Forgetting is not all-or-none: How well you can retrieve a piece of information depends on many different factors

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6
Q

Why does it matter that our memory is reconstructive?

A

It means that what we remember depends on:
1. Our prior knowledge
2. How we process information
3. What we do with the information

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7
Q

Three steps of memory:

A
  1. Encoding
  2. Storage
  3. Retrieval
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8
Q

What is encoding in regards to memory?

A

Encoding is the process of transforming what we perceive, think, or feel into a memory

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9
Q

What is sensation?

A

The physical processing of environmental stimuli by the sense organs.

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10
Q

What is perception?

A

The psychological process of interpreting sensory information (assigning meaning)

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11
Q

How can encoding be helped?

A

Through prior knowledge

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12
Q

What is a shallow level of processing?

A

Physical

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13
Q

What is an example of shallow processing?

A

Word: TABLE
Is the word written in capital letters?

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14
Q

What is a level of processing between shallow and deep?

A

Acoustic

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15
Q

What is an example of acoustic processing?

A

Word: CAT
Does the word rhyme with “MAT”?

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16
Q

What is a deep level of processing?

A

Semantic

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17
Q

What is an example of semantic processing?

A

Word: Daffodil
Is that word a type of plant?

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18
Q

How does level of processing affect your ability to remember it?

A

The deeper or more engaged that you are with something you experience, the better you will remember it later.

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19
Q

What are some examples of things that affect encoding?

A
  • Prior knowledge
  • Organization
  • How you interact with the materials
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20
Q

Mnemonics

A

Strategies for remembering large amounts of information, usually involving imaging events occurring on a journey or with some other set of memorized cues.

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21
Q

What doesn’t affect encoding?

A

Mere exposure
(e.g. apple logo or penny demonstration)

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22
Q

What is storage in regards to memory?

A

Storage is the way information is held that allows it to be later retrieved.

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23
Q

Atkinson-Shiffrin Model (1968)

A

Lecture 14 - Memory Part 2
Slide 5

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24
Q

What does SM stand for?

A

Sensory Memory

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25
Q

What does sensory memory do?

A
  • Accurately holds perceptual information for a very brief amount of time
    • Iconic memory (<1s)
    • Echoic memory (3-4s)
  • High Capacity, very brief
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26
Q

What types of senses go into sensory memory?

A
  • Sight
  • Sound
  • Smell
  • Taste
  • Touch
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27
Q

Sensory Memory Graph

A

Lecture 14 - Memory Part 2
Slide 6

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28
Q

What does STM stand for?

A

Short Term Memory

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29
Q

What is short term memory (STM) and how long does it last usually?

A
  • Limited duration memory
  • Lasts about 20 seconds (15s-30s)
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30
Q

What is the capacity of STM?

A

About 7 +- 2 chunks of information

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31
Q

What is a chunk of information?

A
  • Information grouped into a meaningful unit.
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32
Q

What are examples of chunks?

A
  • Words are chunks of letters
  • Multi-digit numbers are chunks of single digit numbers
  • Routes are chunks of locations
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33
Q

What does WM stand for?

A

Working memory

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34
Q

What is working memory (WM)?

A
  • Manipulation of that information for whatever tasks you are doing.
  • Working memory is a cognitive system that temporarily holds and manipulates information necessary for tasks such as reasoning, learning, and comprehension.
35
Q

How does short term memory (STM) and working memory (WM) work together?

A
  • STM is the “space” used to hold information presently required
  • WM is the manipulation of that information for whatever task you are doing.
36
Q

Baddeley & Hitch Model

A

Lecture 14 - Memory Part 2
Slide 12

37
Q

How can you measure your working memory capacity?

A
  • Digit Span Task
    http://cognitivefun.net/test/7
  • Corsi Task
    https://www.psytoolkit.org/experiment-library/corsi.html
38
Q

What does LTM stand for?

A

Long Term Memory

39
Q

What is long term memory (LTM)

A
  • Memory that persists over time without conscious activation
  • Events in your life, facts about the world, motor skills, etc.
  • “Long term” sometimes means a few minutes. It doesn’t have to be years
  • Can last indefinitely
  • Can be retrieved and brought into working memory (but we might lose the ability to access that memory)
40
Q

What is the serial position effect

A

The serial position effect is a cognitive phenomenon where items at the beginning (primacy effect) and end (recency effect) of a list are remembered more accurately than those in the middle.

41
Q

What does the serial position show evidence for?

A

Serial position effects can be evidence for separate short versus long term memory systems.
- Primary = LTM
- Recency = STM

42
Q

What affects primary effects?

A

Lecture 15 - Memory Part 3
Slide 3

43
Q

What are the types of long term memory (LTM)?

A
  • Explicit Memory
  • Implicit Memory
44
Q

What is explicit memory?

A
  • Knowing “what”
  • Expressed verbally
  • Conscious awareness
  • a.k.a. “Declarative Memory”
45
Q

What is implicit memory?

A
  • Knowing “how”
  • Expressed behaviorally
  • Awareness not necessary
  • a.k.a. “Non-declarative Memory”
46
Q

Types of Explicit Memory

A
  • Episodic
  • Semantic
47
Q

What is episodic explicit memory?

A
  • Specific time, place
  • Personally experienced
  • Prospective memory: future events
48
Q

What is semantic explicit memory?

A
  • Facts
  • General knowledge
49
Q

Types of Implicit Memory

A
  • Procedural
  • Priming
  • Conditioning
50
Q

What is procedural implicit memory?

A
  • Skills
  • “How to” do something
51
Q

What is priming implicit memory?

A
  • Exposure influences behavior
52
Q

Priming Demo

Memorize the following words:
- Octopus
- Analogy
- Climate

A

Now fill in the blanks:
- C _ m _ _ a
- _ l _ m _ te
- Ha _ _ er
- O _ t _ p _ _

53
Q

Classify the following memory by it’s type:

The day of my birth, for my mom.
a. Episodic
b. Semantic
c. Procedural
d. Priming

A

Episodic

54
Q

Classify the following memory by it’s type:

The day of my birth, for ME.
a. Episodic
b. Semantic
c. Procedural
d. Priming

A

Episodic

55
Q

Classify the following memory by it’s type:

How to play the piano.
a. Episodic
b. Semantic
c. Procedural
d. Priming

A

Procedural

56
Q

Classify the following memory by it’s type:

My first piano recital.
a. Episodic
b. Semantic
c. Procedural
d. Priming

A

Episodic

57
Q

Types of Amnesia

A
  • Retrograde
  • Anterograde
58
Q

What is retrograde amnesia when having experienced brain damage?

A

Cannot remember events prior to brain damage.

59
Q

What is anterograde amnesia when having experienced brain damage?

A

Cannot remember events that occur after brain damage.

60
Q

Case Study: Patient HM
What happened?

A
  • Anterograde amnesia
  • Unable to form new explicit memories
  • HM had difficulty transferring explicit memories from STM -> LTM due to removal of hippocampus
  • Performance improved on a mirror tracing task even though he didn’t remember doing it before.
    • Test of Procedural Memory
61
Q

What is an example of implicit memory without explicit memory?

A

Dr. Claprede (~1920) described an amnesia patient in 1911:

  • Patient could add and spell but did not recognize her doctors or nurses.
  • Doctor held a pin in his hand an pricked the amnesia patient when he went to shake his hand.
  • Next morning the patient hesitated and didn’t want to shake his hand saying that “sometimes people hide things in their hands”.
62
Q

Case Study: Patient KC
What happened?

A
  • Sever retrograde and anterograde amnesia
  • Old semantic memories intact but not episodic
63
Q

What is retrieval in regards to memory?

A

The process of brining to mind information that has been previously encoded and stored.

64
Q

How doe memory retrieval work?

A
  • Not like playback of a video
  • Retrieval depends on cues/hints that help bring information to mind
  • Evidence: Context effects
65
Q

How does context and memory work together?

A
  • Context helps retrieval
    • Context may be many different things
      • Internal state at the time of encoding
      • Environmental cues such has odors or sounds
66
Q

What is the Encoding Specificity Principle?

A

Memory is improved when information available at encoding is also available at retrieval.
- The more similar the retrieval situation is to the encoding situation, the better the retrieval

67
Q

The effects of studying and context.
- What happens when test taking and similar context of rooms?
- Use of imagery and mental time travel…

A

Study in room A

Test performance will be better when tested in room A vs. room B

68
Q

Are there benefits of different contexts?
- Always study at the same place?
- Different context leads to more retrieval cues.

A

When tested in room C:

Student performs worse when studying in room A and then room A again.

Student performs better when studying in room A and then room B.

69
Q

Retrieval: what are three ways to measure what you know?

A
  • Recall
  • Recognition
  • Savings
70
Q

What is recall retrieval?

A

Name everything you need to buy at the market

71
Q

What is recognition retrieval?

A

You see a tomato and decide whether it was on your list

72
Q

What is savings retrieval?

A

Can you learn something faster in the second time around?

73
Q

What is the DRM paradigm and what does it stand for?

A
  • Deese-Roediger-McDermott paradigm
  • The DRM paradigm is a way to study how people sometimes remember things that didn’t happen, by showing them related words and seeing if they mistakenly think a related but not shown word was part of the list.
74
Q

Memory Failures

A
  • Unlike a video recording, how we store our experiences in memory depends on our interpretations and expectations of them
75
Q

What are schemas?

A

Organized knowledge structures or mental models that we’ve stored in memory
- What happens when we go to a restaurant?
- Useful, but can oversimplify!

76
Q

Transience

A
  • Of the forgetting what will happen, most happens fast.
  • Memories are susceptible to interference
77
Q

Types of memory interference

A
  • Proactive
  • Retroactive
78
Q

What is proactive memory interference?

A

Old learning gets in the way of the new.
- Old people don’t like learning new and more modern things.
- What is my NEW phone number?

79
Q

What is retroactive memory interference?

A

New learning gets in the way of the old.
- I would have to learn how a punch card works for programming.
- What is my OLD phone number?

80
Q

When you can’t remember where you parked your car this morning at Columbia:
a. Proactive interference
b. Retroactive interference

A

Retroactive interference

81
Q

You spend two years learning French. You then take a trip to Italy and are able to pick up some “tourist Italian”. Coming back, you end up using Italian words when talking to your French classmates.
a. Proactive interference
b. Retroactive interference

A

Retroactive interference

82
Q

What is blocking in memory?

A

Failing to recall something, even when you know it.

83
Q

Loftus & Palmer, 1974

A

Lecture 16 - Memory, Judgement, and Decision Making
Slide 19

84
Q

Flashbulb Memories

A

While some memories get weaker with time, we have accurate “flashbulb memories” (vivid memories that seem “seared” into our minds) of traumatic or important events (e.g., 9/11)

Psychology (6 decks)

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