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GRE psychology Extras > Memory > Flashcards

Memory Flashcards

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1
Q

Method of Savings

A

Ebbinghaus
A method of studying retention in which the number of trials required to relearn a particular bit of material is subtracted from the number of trials required to learn the same material originally. The difference between the number of trials in both cases is known as the savings.

equation: (#trials to learn - # trials to rememorize)/#trials to learn x100

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2
Q

Forgetting curve

A

Without practice, we forget rapidly then at a certain point, forgetting occurs at a much lesser rate. With practice, the forgetting curve looks different

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3
Q

Encoding

A

Putting info into memory

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4
Q

Storage

A

retaining information into memory

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5
Q

retrieval

A

recovering the information in memory

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6
Q

recall

A

reproducing information you have previously been exposed to

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7
Q

recognition

A

realizing that a certain stimulus event is one you’ve seen or heard before

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8
Q

generation-recognition

A

an attempt to explain why you can usually recognize more than you recall; model suggests that recall involves the same mental process involved in recognition plus another process not required for recognition

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9
Q

recency effect

A

words presents at the end of the list are remembered best

Due to working memory

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10
Q

primacy effect

A

words presented at the beginning of the list are remembered second-best
Due to long-term memory

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11
Q

clustering

A

when asked to recall a list of words, people tend to recall words belonging in the same category

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12
Q

stage theory of memory

A

there are several different memory systems and each system has a different function and memories enter in a specific order: sensory, short-term/working, long-term

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13
Q

Duration of working memory

A

If nothing is done with the information: ~20 seconds, can be kept for much longer if the information is rehearsed

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14
Q

Chunks

A

Meaningful units of information
Miller
Limit is 7 (plus or minus 2)
Stored in short-term memory

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15
Q

Types of Long-term memory

A

Procedural: how to do things
Declarative: explicit info
- Semantic: general info
- Episodic: events you have experienced

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16
Q

Encoding memory

A

WM: phonetic
LTM: meaning/semantic

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17
Q

semantic verification task

A

subjects are asked to indicate whether or not a simple statement presented is true or false. Measure response latency
Used to investigate the organization of semantic memory

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18
Q

Spreading activation model

A

Collins and Loftus

semantic memory organized into map of interconnected concepts; the key is the distance between the concepts

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19
Q

Semantic feature-comparison model

A

Smith, Shoben, and Rips

Semantic memory feature lists of concepts, the key is the amount of overlap in the feature lists of the concepts

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20
Q

Levels-of-processing theory

depth-of-processing theory

A

Craik and Lockheart
what determines how long you will remember material is the way in which you process that material
1. physical (visual): little effort
2. acoustical (sound)
3. semantic (meaning): most effort - better memory

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21
Q

Dual-code Hypothesis

A

Paivio
information can be stored in 2 ways: visually and verbally.
- Abstract info: verbally
- Concrete info: visually and verbally

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22
Q

Schema

A

conceptual frameworks we use to organize our knowledge. we interpret experiences in terms of existing schemata

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23
Q

encoding specificity

A

assumption that recall will be best if the context at recall approximates the context during the original encoding

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24
Q

state-dependent learning

A

recall will be better if your psychological or physical state at the time of recall is the same as your state when you memorized the material

25
Q

Method of loci

A

associating information with some sequence of places with which you are familiar

26
Q

Frederick Barltlett

A

Used ghost stories and memory to show that prior knowledge and expectations influence recall, showing the importance of schema

27
Q

Eyewitness testimony

A

Loftus

completely unreliable

28
Q

Zeigarnik effect

A

tendency to remember incomplete tasks better than complete tasks

29
Q

filter theory

A

people have a limited capacity for sensory information and therefore screening incoming information, letting in the most important

30
Q

change blindness

A

the common failure to notice large changes in environments

31
Q

modal memory model

A

three-stage memory system: sensory, short-term/working, long-term

32
Q

Parts of working memory

A

central executive
phonological loop
visuospatial sketchpad
episodic buffer

33
Q

Central executive

A

controls the interactions between the others and long-term memory to be encoded

34
Q

Phonological loop

A

encodes auditory information and is active whenever a person tries to remember words by reading, speaking or repeating them

35
Q

Visuospatial sketchpad

A

processes visual information: object features, locations

36
Q

Episodic Buffer

A

holds temporary information about oneself, drawing heavily on long-term episodic memory

37
Q

Overlearning

A

rehearsing material you already know pretty well leads to improved memory, especially over longer periods of time

38
Q

Distributed practice

A

studying material in multiple sessions over time

39
Q

Massed practice

A

cramming. inferior to distributed practice

40
Q

Repetition priming

A

improvement in identifying or processing a stimulus that has been experienced previously.
implicit memory is involved

41
Q

Prospective memory

A

remembering to do something at some future time

42
Q

Retrieval cue

A

anything that helps a person recall information from memory

43
Q

Consolidation

A

a hypothetical process involving the transfer of contents from immediate memory into LTM

44
Q

reconsolidation

A

neural processes involved when memories are recalled and then stored again for later retrieval

45
Q

spatial memory

A

memory for the physical environment; location, direction and cognitive maps

46
Q

Transience

A

reduced memory over time

47
Q

Absentmindedness

A

reduced memory due to failing to pay attention

48
Q

Blocking

A

Inability to remember needed information (tip of the tongue phenomenon)

49
Q

Misattribution

A

assigning a memory to the wrong source

50
Q

Suggestibility

A

Altering a memory because of misleading information

51
Q

Bias

A

influence of current knowledge on our memory for past events

52
Q

Persistence

A

the resurgence of unwanted or disturbing memories that we would like to forget

53
Q

Flashbulb memory

A

vivid memories for the circumstances in which one first learned of a surprising and consequential or emotionally arousing event

54
Q

von Restorff effect

A

a distinctive event might be recalled more easier than trivial events, however inaccurate the result

55
Q

cryptomnesia

A

a type of misattribution that occurs when a person thinks he or she has come up with a new idea, yet has only retrieved a stored idea and failed to attribute the idea to its proper source

56
Q

suggestibility

A

the development of biased memories when people are provided with misleading information

57
Q

confabulation

A

the false recollection of episodic memory

58
Q

memory bias

A

the changing of memories over time in ways consistent with prior beliefs

GRE psychology Extras (8 decks)

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