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Psych 10 > Memory > Flashcards

Memory Flashcards

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1
Q

What is the DVD-in-the-head analogy for memory and why is it bad

A

Analogy:
Encoding - record on disk
Storage - store DVD in a drawer
Retrieval - play the disk back on a DVD player

Bad/inaccurate bc it implies we record memories w 100% accuracy

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2
Q

In the free recall task we did in class, were words remembered better when we recorded the # of syllables or if they were pleasant/unpleasant

A

Pleasant/unpleasant – emotionally charged words (esp positive ones) generally remembered better

Emotional valence: describes the extent to which an event/stim is pleasant or unpleasant

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3
Q

3 phases of memory storage

A

1) Encoding: perceptions –> memory
2) Storage: info held in a way that allows it to be retrieved
3) Retrieval: bring to mind info that’s alr been encoded and stored

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4
Q

Atkinson-Schiffrin Model

A

Sensory store –> Short term store (STM) –> Long term store (LTM)

  • ATTENTION causes events to go from sensory store to STM
  • REHEARSAL of memories in STM helps facilitate ENCODING which transfers it to the LTM
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5
Q

3 levels of processing/encoding

A

Craik & Tulving 1975

(Shallow)
Physical encoding: structure of the word (e.g. is the word written in capital letters?)

Acoustic encoding: how the word/concept sounds (e.g. does the word rhyme with another word?)

Semantic encoding: what the word/concept means (e.g. is the word a type of plant?)
(Deep)

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6
Q

3 types of encoding

A

Semantic encoding: relating new info to knowledge alr stored in memory in a meaningful way

Visual imagery encoding: stores new info by converting it into mental pics; reqs lots of cog effort to use successfully –> may not be practical

Organizational encoding: categorizing info according to the relationships btw series of items

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7
Q

Craik & Tulving 1975

A

Found that words processed semantically had the highest accurate recall rate, phonological/acoustic second, structural third

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8
Q

Mnemonic

A
  • Encoding strategies used to improve memory for large amounts of info
  • Usually involves some memorized cues (e.g. u can memorize the orientation of north south east west by remembering the mnemonic Never Eat Soggy Waffles)
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9
Q

Sensory storage

A
  • holds sensory info for a few secs or less
  • Includes iconic and echoic memory
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10
Q

Iconic vs echoic memory

A

Iconic: fast-decaying store of VISUAL info – decays in 1 sec or less

Echoic: fast-decaying store of auditory info – decays in ~5 secs

**Can remember by thinking that “echo” has to do w hearing

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11
Q

Short-term memory (STM)

A
  • Holds nonsensory info for ~20 secs
  • Limited in terms of both how MUCH info we can hold and how LONG we can hold it
  • Can hold ~7 chunks of info (info grouped together into a meaningful unit, like letters/words)
  • We can bring memories from LTM into STM if presently required
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12
Q

Rehearsal

A

Keeping info in STM by mentally repeating it

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13
Q

Serial position effect

A
  • First and last few items of a list more likely to be remembered than the first once
  • Primacy and recency effects
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14
Q

Primacy vs recency effect

A

Primacy effect: enhanced recall of FIRST few items

Recency effect: enhanced recall of LAST few items

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15
Q

Is the primacy or recency effect stronger

A

Primary effect – found by adding delay btw viewing of list and recall task

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16
Q

Working memory

A
  • Manipulation of info in STM for certain task (e.g. recalling phone number)
  • Baddeley & Hitch 1974 model
  • Effect of WM on cog func still being studied
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17
Q

Baddeley & Hitch 1974 model of working memory

A
  • 2 systems (visuospatial sketchpad and phonological loop) feed into episodic buffer (integrates info)
  • Central executive coordinates subsystems and episodic buffer
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18
Q

Visuospatial sketchpad vs phonological loop

A

Visuospatial sketchpad: visual images

Phonological loop: verbal info

19
Q

Long-term memory

A
  • Holds info for hours, days, weeks, years
  • No known capacity limit
20
Q

Consolidation vs reconsolidation in LTM

A

Consolidation: process where memories become stable in the brain
- Sleep, rehearsal, etc can help w consolidation

Reconsolidation: update of previously consolidated memory
- disrupting reconsolidation can reduce traumatic memories

21
Q

Patient HM

A
  • Removed hippocampus –> lost ability to form new explicit memories (anterograde amnesia)
  • Had difficulty transferring explicit memories from STM to LTM
  • IMPORTANT: Could still form new procedural memories
22
Q

What are the 2 types of LTM

A

Implicit memory: memories you must demonstrate by doing

Explicit memories: memories you can verbalize

23
Q

Implicit memory + 4 types

A

Not consciously recalled, but its presence is “implied” by our actions (e.g. how to ride a bike)

Procedural memory, priming, classical conditioning, non-associative learning

24
Q

Procedural memory

A

The gradual acquisition of skills as the result of practice

Note: procedural memory not reliant on hippocampus –> ppl without hippo can still acquire new skills

25
Q

Priming

A

Enhanced ability to think of a stim after recent exposure to it from an earlier task

26
Q

Explicit memory + 2 types

A

The types of memorize you can verbalize

Semantic and episodic memory

27
Q

Semantic memory

A

associated facts and gen knowledge abt world (e.g. state capitals)

28
Q

Episodic memory

A

Past personal experiences that occurred at a particular time and place

29
Q

Collaborative memory

A
  • Describes how ppl remember in groups
  • Can be inhibiting - groups can recall more than one person but less than the sum of multiple ppl working on their own
    Can also be beneficial - indivs are exposed to items recalled by others they may not recall themselves
30
Q

Collaborative inhibition

A
  • Same # of indivs wokring together recall fewer items than they would on their own
  • Likely caused by each group member’s indiv retrieval strats disrupting each other
31
Q

Retrograde vs anterograde amnesia

A

Retrograde: can’t recall memories BEFORE the event

Anterograde: can’t form new memories AFTER the event

(Think retro = old —> no old memories)

32
Q

Patient KC

A
  • Severe retrograde and anterograde amnesia
  • Old semantic memories but not episodic
33
Q

Retrieval cue + 3 types

A
  • External info associated w stored info that helps bring it to mind
  • 3 types: encoding specificity principle, state-dependant retrieval, and transfer-appropriate processing
34
Q

Encoding specificity principle

A

ENVIRONMENT is retrieval cue; ppl more likely to recall info when encoding and recall contexts are the same

e.g. If I memorize things at my desk, I’ll remember them better if I do the recall task at my desk vs in a classroom

35
Q

Godden & Baddeley scuba diver experiment

A

Supports encoding specificity principle: participants remembered words better when either on land or underwater for both memorizing and recall

36
Q

State-dependant retrieval

A

EMOTIONAL STATE is retrieval cue; info tends to be better recalled when the person is in the same emotional state during encoding and retrieval

37
Q

Transfer-appropriate processing

A

COGNITIVE PROCESSES are retrieval cue; memory more likely to transfer from one situation to another when the cog processes during encoding and retrieval match

38
Q

Cognitive interview

A

Procedure btw an interviewer and respondent that uses a series of retrieval techniques to help the respondent recall info

39
Q

Context reinstatement

A
  • Recall strat utilizing encoding specificity and state-dependent retrieval
  • Ppl encouraged to try to reconstruct the physical setting of an event + their physiological state during the event –> increases # of accurate details
40
Q

Retrieval-induced forgetting

A

Retrieving an item from LTM impairs subsequent recall of related items

41
Q

What are the two types of interference

A

Proactive: OLD way of learning blocks NEW way of learning

Retroactive: NEW way of learning blocks OLD way of learning

**can remember that pro = previous —> priority to prev as opposed to new memory

42
Q

Blocking

A

Failing to recall something, even if you know it

43
Q

How does the Loftus and Palmer 1974 car verb experiment demonstrate how our memories can be manipulated

A
  • Participants were shown the same video of a car crash
  • Later, participants were asked how fast the cars were going when they ____ into each other (smashed, hit, contacted)
  • SHORT TERM: The ppl w “smashed” said the cars were going a lot faster than the ppl w “contacted”
  • LONG TERM: 1 week, later, participants were asked if there was any glass on the ground (there wasn’t any); 14% of “hit group + 34% of “smashed” group said yes

Psych 10 (12 decks)

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