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Psych 111 > Memory > Flashcards

Memory Flashcards

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1
Q

Sensory memory- ionic

A

Visual

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2
Q

Sensory memory- echoic

A

Auditory

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3
Q

Digit span

A

Capacity of short term memory (7 +/- 2 items)

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4
Q

Short term memory

A
  • Limited capacity (digit span)
  • Takes in from sensory and long-term memories
  • Persists as long as it is rehearsed (rehearsal determines what stays
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5
Q

Chunking

A
  • Breaking down long strings of information into smaller, more manageable chunks
  • Increases effective capacity of short term memory
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6
Q

Long term memory

A
  • Fed by short term memory
  • Virtually unlimited in capacity and duration
  • Getting into LTM takes effort
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7
Q

Encoding, storage, and retrieval

A
  • All part of memory process

Encoding: process used to store information in memory

Storage: process used to maintain information in memory

Retrieval: process used to get information back out of memory

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8
Q

Recall vs. recognition tasks

A

Recall: you have to generate an answer
Recognition: you don’t need to generate an answer

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9
Q

Free recall

A

“Recall all the words you can from the list you just saw”

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10
Q

Serial recall

A

“Recall the names of all previous presidents in the order they were elected” (need to recall order as well as items)

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11
Q

Cued recall

A

Give participants some clue to trigger recall

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12
Q

Implicit vs. explicit memory tasks

A

Explicit: involves conscious recollection (participant knows they are trying to retrieve information from their memory)

Implicit

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13
Q

Bahrick’s rules of very long term memory (permastore)

A
  • High school yearbooks contained all names and photos of students was used to assess memory
  • ~400 ex-high school students took four memory tests (free name recall, photo and name recognition, and name and photo matching)
  • most accurate in face and name recognition after 34 years and up to 48 years
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14
Q

Levels of processing theory (deep vs. shallow processing)

A

Deep: encoding information based on meaning or associations with other knowledge
Shallow: encoding based on sensory characteristics (appearance or sound)

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15
Q

Morris study

A

Two processing tasks: semantic vs. rhyme

Semantic: “the (train/apple) had a silver engine”- standard recognition test
Rhyming: “(eagle/chair) rhymes with legal”- rhyme recognition test

*Memory performance also depends on the match between encoding processes and type of test

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16
Q

Serial position effect

A

Tendency to remember the first and last names in a series better than those in the middle

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17
Q

Primary vs. recency effects

A

Primary: we tend to remember the first items in a series better

Recency effect: we tend to remember the last names in a series better

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18
Q

Working memory

A

The system(s) involved in the TEMPORARY storage of information for cognitive skills (reading, comprehension, learning)

  1. central executive: focuses attention on relevant items, plans sequence of tasks, supervises attention, plans/coordinates, monitors mental activity
  2. phonological loop: maintains auditory and verbal information for short time (language or music info)
  3. visuospatial sketchpad: dual-task paradigm, temporarily stores info on how things look and allows us to manipulate images in our mind
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19
Q

Brooks interference study

A

One group saw block diagram of letter, memorized it, asked to mentally travel letter and indicate if the corner was on the extreme top or bottom

Second group saw a sentence, memorized it, and were asked to classify each word as a noun verbally

  • Participants were much better at the task when they could verbally indicate the type of corner than when they had to point
20
Q

Mnemonist

A

Using patterns, ideas, or associations to assist in remembering something (All Cows Eat Grass)

21
Q

Sensory synthesia

A

People have unusual, and usually involuntary associations between different sensory experiences

Different types of synesthesia depending on the combination of senses/representation
Days, numbers, and months of the year evoke different personalities
Letters or numbers are perceived as inherently colored

22
Q

Penny example: failures of memory

A

We cannot remember what we fail to encode

  • Use pennies all the time but have never encoded the exact format of one
23
Q

Ebbinghaus forgetting curve

A

more recent you learn something, the more retention/recall ability; less recent, less retention/recall ability

24
Q

Savings Method (Relearning)

A

Way of measuring retention by measuring how much faster one relearns material that has been previously relearned and forgotten

25
Q

Spacing Effect

A

Ebbinghaus

Studying the same material 1 hour each time for three evenings (distributed) is best

26
Q

Organization

A

Organizing learning makes it easier to remember

27
Q

Context and state dependent memory

A

Context: external, environmental factors (better recall when learning and testing contexts are the same)
State: internal, physiological factors, mood (recall is improved if internal physiological or emotional state is the same during testing and initial encoding)

28
Q

Mood congruent memory

A
  • Kind of state dependent memory
  • The phenomenon where our memories are influenced by our current emotional state
29
Q

Baddeley scuba diving memory study

A
  • Importance of setting for retrieval
  • Baddeley asked 18 deep-sea divers to memorize a list of 36 unrelated words of two or three syllables.
  • One group did this on the beach and the other group underwater.
  • Lists learned underwater were best recalled underwater, and v.v.
30
Q

Encoding specificity

A

Our ability to remember a stimulus depends on the similarity between the way a stimulus is tested at encoding and the way it is processed when tested

31
Q

Nelson study of “lost” memories

A

Study showed that when you forget something, it isn’t gone forever.

32
Q

Proactive vs. retroactive interference

A

Proactive (old affects new): old memories interfere with the recall of new information (new bank account and want to use PIN but accidentally enter old one)

Retroactive (new affects old): new memories interfere with the recall of older information (learn new card game, mix up rules to old card game)

33
Q

Explicit vs. implicit memory

A

Explicit: conscious recollection (declarative knowledge)
Implicit: unconscious recollection, includes procedural knowledge

34
Q

Procedural vs. declarative memory

A

Procedural: knowing how to do something (ride a bike, ski)

Declarative: memory for facts or events

35
Q

Anterograde vs. retrograde amnesia

A

Anterograde: inability to learn new explicit information after trauma (Ex: Memento)

Retrograde: inability to retrieve explicit information learned prior to trauma

36
Q

Patient HM and Clive Wearing

A
  • Patient HM had surgery to stop his seizures
  • Surgery worked but he was left with permanent amnesia
  • Could remember things from his childhood and before the surgery, but unable to form new memories
  • Pointed to a structure that was necessary for normal memory: hippocampus
37
Q

Mirror image reading study

A

Mirroring behavior is a subconscious way our brains establish rapport and build connections with others

38
Q

Hippocampus and memory consolidation

A
  • Part of the Limbic System
  • Memories not stored permanently here
  • Critical for initial encoding
  • Once memories are consolidated, they are stored in cortex
  • Meant for retrieval of recent memories
39
Q

Amygdala

A
  • Part of the Limbic System
  • Processing emotions, particularly fear, anger, and aggression
  • Adjacent to the hippocampus
40
Q

Flashbulb memories

A

Exceptionally clear memories of emotionally significant events

41
Q

Priming

A

Exposure to one stimulus influences how a person responds to a subsequent, related stimulus.

Ex: exposing someone to the word “yellow” will evoke a faster response to the word “banana” than unrelated words like “TV”

42
Q

Memory construction

A
  • Explicitly or implicitly, process of forming new memories. As we retrieve our memories, we tend to alter/modify them
  • Bringing up old memories is called reconstruction
43
Q

Misinformation effect (Loftus)

A
  • Tendency for the information you learned after an event to interfere with your original memory of what happened
44
Q

Implanting false memories

A
  • Implanting plausible but false memories are more likely to be believed
  • Repetition of the false information make it more believable
  • Some individuals appear to be more susceptible
45
Q

Childhood (infantile) amnesia

A

Inability of adults to recall events and experiences before the age of 3-4 years

Psych 111 (16 decks)

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