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Psychology GRE > MEMORY > Flashcards

MEMORY Flashcards

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1
Q

MEMORY

A
  • understanding how things are remembered and why they are forgotten
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2
Q

3 Stages of Memory

A

1) Sensory memory
2) Short term memory
3) Long term memory

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3
Q

Sensory memory

A
  • last a few seconds

- connection between perception and memory

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4
Q

Iconic Memory (SM)

A
  • sensory memory of vision

- people can see more than they can remember

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5
Q

George Sperling (SM)

A
  • shown string of letters and people forgot other letters in time that it took to write down the first = partial report
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6
Q

Partial report (SM)

A
  • demonstrates that sensory memory (iconic memory) last only for a second
  • e.g. Sperling experiment with string of letter
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7
Q

Neisser (SM)

A
  • coined the term icon

- found backward masking

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8
Q

Icon (SM)

A
  • brief visual memory that last for a second
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9
Q

Backward Masking (SM)

A
  • when a light or pattern is presented before the iconic image fast, the first image will be erased
  • more successful if mask if similar to original stimulus
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10
Q

Echoic memory

A
  • sensory memory for auditory sensations
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11
Q

Short Term Memory (STM)

A
  • temporrary; last seconds
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12
Q

Working Memory (STM)

A
  • temporary memory that is needed to perform task
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13
Q

George Miller (STM)

A
  • capacity of 7 (+ or minus 2)
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14
Q

Chunking (STM)

A
  • grouping items to increase memory of STM
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15
Q

How are items coded in STM?

A
  • phonologically (auditory)
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16
Q

Rehersal (STM)

A
  • repeating or practicing to keep items in STM and transfer to LTM
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17
Q

Primary (maintenance) rehersal (STM)

A
  • repeating material to transfer into LTM
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18
Q

Secondary (elaborative) rehersal (STM)

A
  • organizing and understanding material to transfer into LTM
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19
Q

Interference (STM)

A
  • how informations or distractions cause one to forget items in STM
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20
Q

Proactive Interference (STM)

A
  • disruption of info that was learned before the new items are presented
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21
Q

Proactive inhibition (STM

A
  • caused by proactive interference

- problematic for recall

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22
Q

Retroactive interference (STM)

A
  • disruption of info that was learned aftr the new items is presetned
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23
Q

Retroactive inhibition (STM)

A
  • caused by reteroactive interference

- problematic for recall

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24
Q

Long-term Memory (LTM)

A
  • capable of permanent retention

- learned semantically

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25
Q

How is LTM measured?

A
  • by recognition, recall, and savings
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26
Q

Recognition (LTM)

A
  • recognize things e.g. multiple choice test
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27
Q

Recall (LTM)

A
  • generate information on own
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28
Q

2 types of recall (LTM)

A

1) cued recall: e.g. fill in the blanks

2) free recall: no cue

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29
Q

Savings (LTM)

A
  • measures how much info about subject remains in LTM by assessing how long it task to learn something the second time vs. the first
30
Q

Encoding Specificity Principle (LTM)

A
  • material is more likely remembered if retrieved in same context in which it was stored
31
Q

What is LTM not subject to? What is it subject to

A

NO: primacy and recency effects
YES: interference effects of STM (proactive and reteroactive interference)

32
Q

Episodic Memory

A
  • details, events, and discrete knowledge
33
Q

Semantic Memory

A
  • general knowledge of the world
34
Q

Procedural Memory

A
  • “how to” do something
35
Q

Declarative Memory

A
  • knowing a fact
36
Q

Explicit Memory

A
  • something and being consciously aware of know it

e. g. a fact

37
Q

Implicit Memory

A
  • Knowing something without being aware of it

e. g. HM not knowing he has done it before

38
Q

Hermann Ebbinghaus

A
  • first to study memory systematically
  • present subjects with list of syllables to study STM
  • forgetting curve (and learning curve)
39
Q

Forgetting Curve

A
  • presented by Hermann Ebbinghaus
  • sharp drop in savings immediately after learning and levels off, with downward trend
  • some doubt that nonsense syllables generalize to other types of memory
40
Q

Frederick Bartlett

A
  • memory is reconstructive v. rote

- people remember ideas of stories vs. details

41
Q

Allan Paivo

A
  • dual code hypothesis: items will be better remember if they are encoded both visually and semantically (icons and understanding)
42
Q

Dual Code Hypothesis

A
  • things are better remembered if they are encoded both visually and semantically (icons and understanding)
43
Q

Paired-associate learning

A
  • behavioursits explain memory through recall of one item cueing the recall of another
44
Q

Elizabeth Loftus

A
  • memory of traumatic events are altered by events itself and way questions are asked
45
Q

Karl Lashley

A
  • memories are stored diffusely in brain
46
Q

Donald Hebb (memory)

A
  • invovles changes in synapses and neural pathways to make a memory tree
47
Q

E. R. Kanel

A
  • similar ideas of hebb and memory tree by studying the Aplysia
  • studies of brains in young chicks show that their brains are altered with learning and memory
48
Q

Brenda Milner

A
  • wrote about HM who had a lesion in his hippocampus to stop epilepsy
  • remember things from before surgery, STM intact but could not form long term memories
49
Q

Serial Learning

A
  • a list is learned a recalled in order (serial recall)
  • feedback is given after the entire list is recall
  • subject to primacy and recency effects
50
Q

Primacy and recency effects

A

-first and last items are remember and the middles ones forgotten
- benefit from most rehearsal/exposure
= serial position curve

51
Q

Serial Position Curve

A
  • cause by primacy and recency effects in a serial recall task
52
Q

Serial-anticipation learning

A
  • asked to recall items one at a time and given feedback to each items then move onto next
53
Q

Paired-associate learning

A
  • used when studying foreign languages

e. g. pairing English word with Spanish word

54
Q

Free-recall learning

A
  • all items learned and recalled in any order without a cue
55
Q

Facto that make a list easier to learn and retrieve

A
  • acoustic dissimilairty
  • semantic dissimilairty
  • brevity (both in term, and length of list)
  • familiarity
  • concreteness
  • meaning
  • importance to the subjec
56
Q

2 mains theories that suggest the origin of forgetting are:

A

1) decay theory

2) interference theory

57
Q

Decay theory

A
  • AKA trace theory
  • memories fade with time
  • criticize for simplicity
58
Q

Interference theory

A
  • competing information blocks retrieval

e. g. 2 groups and one sleeps while the other works on task; the sleeping group will remember more

59
Q

Mnemonics

A
  • memory cue that help learning and recall

e. g. acroynm

60
Q

Generation-recognition model

A
  • anything one might recall should be easily recognized

- e.g. principle of multiple choice

61
Q

Tip of the tongue phenomenon

A
  • verge of retrieval but can’t
62
Q

State-dependent memory

A
  • same as state dependent-learning
  • retrieval is more successful when it occurs in same state that encoding occurred
    e. g. depressed ppl can’t recall happy memories
63
Q

Clustering

A
  • brain groups similar items into memory regardless if they are learned together
  • grouped in conceptual/semantic hierarches
64
Q

Order of items on a list (recall task)

A
  • subjects state the order of two items if they are far apart (e.g. 7 is before 593) than closer together (133 is before 136)
65
Q

Incidental learning

A
  • measured by presenting subjects with items they are not suppose to try to memorize and test for learning
66
Q

Eidetic memory

A
  • photographic memory

- more common in children and rural cultures

67
Q

Flashbulb memorys

A
  • recollections burned into the brain
68
Q

Tachtiscope

A
  • instrument used in cognitive or memory experiments

- presents visual material for fraction of second

69
Q

Zeigarnik effect

A
  • tendency to recall uncompleted tasks better than completed ones
70
Q

Dual code hypothesis

A
  • test material better retained with understanding (elaborative rehersal)
  • rote memorization depends on only one link and susceptible to decay
71
Q

Decay theory is also called:

A

Trace theory

Psychology GRE (15 decks)

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