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Cognitive Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

Hypomemory

A
  • Can’t forget

* all memory is stored, can’t distinguish what is important or unimportant

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2
Q

Encoding

A

• How info. gets to memory

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3
Q

Storage

A

• How info is stored in memory

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4
Q

Retrieval

A

• How info. gets out of memory to be “used”

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5
Q

What are the memory processes?

A
  1. Encoding
  2. Storage
  3. Retrieval
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6
Q

What are the tasks for studying memory?

A
  1. Recall
  2. Serial Recall Task
  3. Free Recall Task
  4. Cued Recall Task
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7
Q

Recall

A

Must produce knowledge from memory

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8
Q

Serial Recall Task

A

Repeat listed items in the exact order in which you read or heard it

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9
Q

Free Recall Task

A

Must repeat listed items in any order

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10
Q

Cued Recall Task

A

Memorized list of paired items; when given 1 item of the pair must recall its match

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11
Q

William James & his memory theory

A
  • For over 80 years that was the only theory
  • Primary Memory
  • Secondary Memory
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12
Q

Primary Memory (William James)

A
  • Present
  • Effortless memory
  • conscious
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13
Q

Secondary Memory (William James)

A
  • Unconscious
  • Permanent
  • Retrieval is effortful
  • All about the past
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14
Q

Immediate Memory/Short-term memory

A
  • Sensory Store

* Short term store

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15
Q

Working memory

A
  • Central executive
  • Phonological loop
  • Visual spatial sketch pad
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16
Q

Akinson & Shiffrin’s Modal Model of Memory

A
  • Average idea of how things work
  • Computer=model for human cognition
  • memory= info processing
  • Acquire store & retrieval info
  • Component’s do NOT act in isolation
  • Memory is LIMITED
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17
Q

Modal Model of Memory: Structural Features

A
  1. Sensory Memory
  2. Short term memory
  3. Long term memory
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18
Q

Sensory store

A
  • Can hold many items
  • Hold info long enough to be processed for basic physical characteristics
  • Forms automatically w/o attention or interpretation
  • Attention however IS needed to transfer info to short term/working memory
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19
Q

Short Term Memory

A
  • conscious processing of info currently being actively worked on
  • Stored acoustically
  • Limited
  • Lasts about 30 seconds
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20
Q

Short Term Memory: Miller (1956)

A
  • Magical number +/- 2.

* Capacity usually 5-9 Items

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21
Q

Chunking

A

• words can be combined into larger meaningful sentences
• numbers can be combined into larger meaningful units such as telephone 3, social security #
- Effects of chunking: stretch short term memory capacity

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22
Q

Peterson’s short term memory task

A
  • letter string and then number string told, had to repeat back the letter string
  • first trial went fine, but after many trials performance decreases
  • Proactive interference
  • Maintenance rehearsal needs to occur to remember
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23
Q

Proactive Interfearance

A

info learned b4 is interfering with info you are currently trying to learn

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24
Q

Maintenance Rehersal

A

• Mental or Verbal repetition of information

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25
Q

Coding in short term memory

A
  • Visual
  • Auditory
  • Semantically Coding
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26
Q

Auditory Coding

A

Represents items based on sounds

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27
Q

Visual Coding

A

Representing items visually

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28
Q

Semantically coding (wickens 1976)

A

• Created proactive interferance because of the meaning of the words. (all of the words presented were fruits)

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29
Q

Long Term Memory Store Function

A
  • Organizes & stores info
  • Passive form of storage other than working memory
  • thought by some to be permanent
  • Unlimited?
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30
Q

Working Memory

A
  • Limited capacity system for temporary storage

* Manipulation of tasks (comprehension, learning, reasoning)

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31
Q

Working Memory Model

A

Central Executive

  1. Visual Spatial Sketchpad
  2. Phonological Loop
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32
Q

Phonological Similarity Effect

A
  • Recall of characters of words is impaired if they are similar, recall more when they do not sound alike
  • Items in the phonological store are based on phonological codes
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33
Q

Word Length Effect

A

•Memory for a list of words is better for short words rather than long words

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34
Q

Articulatory Supression

A
  • Saying “The, the, the” while recalling a list of words

* Speaking interferes with the rehearsal of the words.

35
Q

Persistence of vision

A
  • Retention of the perception in our mind

* e.g: fireworks goes off and we still see it in our mind for a split second

36
Q

Sensory store: echoic memory

A
  • 3-4 seconds stored

* hearing

37
Q

Sensory store: iconic

A
  • .5 seconds

* vision

38
Q

Central Executive

A
  • “Manager”
  • In charge of dividing attention btwn. auditory & visual tasks
  • controls suppression of irrelevant information
39
Q

The Modal Model of Memory

A
  1. Sensory Input
  2. Sensory Store
  3. Attention
  4. Short term store
    a. Maintenance Rehearsal
    b. Output
  5. Encoding
    a. Retrieval
  6. Long term (permanent) store
40
Q

Visuo-spatial sketchpad

A
  • responsible for almost anything visual
  • work space in which an image can be stored & manipulated
  • e.g: map reading
41
Q

Visuo-spatial sketchpad: Brooks (1968)

A
  • if using visual spatial sketchpad more accurate results when using the phonological loop to to response bc that way it does not effect rehearsal
  • if using the same system it will interfere with rehearsal
  • working memory set up to process diff types of info. simultaneously
42
Q

Levels of processing; Craik & lockhart (1972)

A
  • argue that there are not separate stores
  • deeper level of processing= higher prob. recall
  • theory could never be proven bc researcher had no control over how the word had a deep effect on you
43
Q

Phonological Loop

A
  1. Phonological store

2. Articulatory rehearsal process

44
Q

Comprehension; Bransford & Johnson (1972)

A
  • Group 1= saw the picture and weird story together & outperformed other bc they understood more
  • cannot remember something you don’t understand
45
Q

Testing: Roediger & Karipicke (2006)

A
  • Testing better than rereading
46
Q

What is good about testing?

A

Gives you experience to get what you know out of memory

47
Q

What are some ways to improve memory?

A
  • Associate what you are learning to what you already know
  • Avoid illusion familiarity
  • Take breaks
  • Relate it to yourself
48
Q

Distributed v. Mass practice effect

A
  • Distributed = over an amount of time

* Mass practice= aka craming

49
Q

Context effect: Encoding specificity

A
  • Memory is best when studying & test cues match

* Experiment: if learned words under water, tested better under water. If learned on land, tested better on land.

50
Q

Context effect: State dependent learning

A
  • learning associated with emotional state
  • experiment: studying while sad & tested while sad=did better
  • results: persons memory is better when their mood during retrieval matches their mood during encoding.
51
Q

Serial position effect: Recency Effect

A
  • Remembering the last few words & write it down quickly so you wont forget
  • goes into STM
52
Q

Serial position effect: Primacy Effect

A
  • 1st few words remembered: due to rehearsal.
  • goes into long term, bc it lasts more than 30 seconds.
  • if there were more space btwn. words, better recall
53
Q

Serial position effect in: jury decision making

A
  • prosecution always goes first, which means they set the story
  • Important info in the middle
54
Q

Serial position effect in: humor response

A

• Really funny joke (primacy)- Moderately funny to really funny (recency, what they will tell their friend)

55
Q

What are some disruptions to the serial position effect?

A
  • Von-Restorff Effect
  • Next in line effect
  • Vicarious peak effect
56
Q

Von Restorff Effect

A
  • surprising items that stand out is more likely to be remembered
  • experiment: fruits listed & then modanna is said, recall word very well
57
Q

Next in line effect

A
  • Given word, say word, recall word
  • Remember first & last word
  • dont remember the word before or after theirs too well
58
Q

Vicarious peek effect

A

• Remembering your word & your partners word very well

59
Q

Memory in the brain

A

•not in one place. placed in the relative part bc of the diff. components to a memory

60
Q

Frontal cortex

A

working memory

61
Q

Medial temporal lobe

A

Long term memory

62
Q

Long term Potentiation (LTP)

A
  • Neuron changing
  • enhanced firing of neurons = learning
  • takes time to have “short cuts”
63
Q

Consolidation

A

transforms new memories from a fragile state to a more permanent state

64
Q

Standard model of consolidation

A
  • retrieval on hippocampus during consolidation; after consolidation hippocampus is not needed
  • hippocampus is the librarian knows where to go to look for things
  • Reactivation occurs
65
Q

Reactivation Consolidation

A

Replays neural activity w/ memory in a sleep/relaxed wakefulness state related to the memory

66
Q

Hippocampus

A

highly active in recent memories

67
Q

Cortex

A

Highly active in older memories

68
Q

Anterograde (new)

A

• cant form new memories (hippocampus effected)

69
Q

Retrograde (old)

A

• loss of memory for events before trauma

70
Q

Explicit Memory

A

• Conscious
• Declarative
1. Semantic Memory
2. Episodic Memory

71
Q

Semantic Memory

A
  • Fact
  • General knowledge
  • No “mental time travel” required
  • can be enhanced if you relate it to yourself
72
Q

Episodic Memory

A
  • Facts about you, episodes of your life
  • can be lost
  • Requires mental time travel
  • No accuracy guranteed
73
Q

Double Dissociation

A

Double Dissociation is when two related mental processes are shown to function independently of each other.

74
Q

Implicit Memory Unconcious

A
  • Repetition Priming
  • Procedural Memory
  • Conditioning
75
Q

Procedural Memory

A
  • Skill memory, Old memory

* Requires motor skills, not learning skill

76
Q

Repetition Priming

A
  • Given a word, may cause you to react quicker to a similar/related word/image. ex: presented with a bird may cause a quick reaction to seeing another bird.
  • Warrington & Weiskrantz (1968): would stop presentation earlier bc they were learning.
  • Tulving: finish the word. (in alzheimer’s patients)
77
Q

Semantic Coding

A

Representing items in terms of their meaning

78
Q

Release from proactive interference

A
  • In Wickens (1976) experiment, the release occurred when participants were presented with a word from a different category
  • Caused performance increase
79
Q

Phonological store

A

• holds info for only a few seconds

80
Q

Articulatory rehearsal process

A

• responsible for rehearsal to keep items in the phonological store from decaying

81
Q

Conceptual Priming

A
  • enhancement caused by the priming stimulus is base don the meaning of the stimulus.
  • See furniture and then see a chair.
82
Q

Propoganda effect

A

More likely to believe something heard before bc there have been exposure to it previously.

83
Q

Classical Conditioning

A

(1) Neutral stimulus that will not cause a reaction is presented
(2) Conditioning stimulus that DOES result in a response is presented

Cognitive Psychology (9 decks)

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