Memory

Question 1

Memory

Answer 1

> essential to every day living
memory was non-existant = unfamiliar w/own life history
indication that learning has persisted over time
ability to store and retrieve info

Question 2

Steps of Memory

Answer 2

> encoding, storage, retrieval

>if one step lost, then forget info

Question 3

Encoding

Answer 3

> learning

>forming physical representation

Question 4

Storage

Answer 4

> stored in way, so info is accurate

Question 5

Retrieval

Answer 5

> pull info back out

Question 6

Three Stores of Memory

Answer 6

> Sensory Memory
Short-term Memory/Working Memory
Long-term Memory

Question 7

Sensory Memory

Answer 7

> extremely short buffer (maybe 2 sec)

>if don’t do anything w/info, then lost

Question 8

Working Memory (Short-Term Memory)

Answer 8

> current conscious awareness (maybe 20 sec)
if don’t do anything w/info, then lost
repetition or emotional experiences moves info to long-term memory

Question 9

Retrieval

Answer 9

> be able to copy info from long-term memory to short-term memory

Question 10

Short-Term Memory

Answer 10

> fairly limited capacity
Miller realized info is stored in chunks
average capacity: 7 +- 2 “things/chunks”

Question 11

Chunking

Answer 11

> how process/group info
multiple items into single chunk
ex. FBICIA = FBI + CIA

Question 12

Peterson & Peterson Experiment

Answer 12

> realized short-term memory doesn’t last long (without rehearsing-rapid decay)

1) Hear trigram (three letters)
2) Count backwards by 3’s (distractor task)
3) Recall
4) Repeat

Question 13

Conrad’s Experiment

Answer 13

> see/hear letters, then delay, then have to recall
errors revealed short-term memories are recorded acoustically
later research found evidence of visual STM code

Question 14

Decay

Theories of Forgetting in STM

Answer 14

> over time memory trace broken down = lost

>ex. newspaper in sun

Question 15

Interference

Answer 15

> memory doesn’t decay
info jumbled with other memories (can’t locate)
actual cause of forgetting
ex. lost keys exist, but don’t know where to find

Question 16

Retroactive Interference

Answer 16

> new learning interferes w/remembering old info
ex. Exp - learn list A - learn list B - recall list A
Control- learn list A - ————— - recall list A
(control group does best)

Question 17

Proactive Interference

Answer 17

> old learning interferes w/remembering new info
ex. Exp - learn list A - learn list B - recall list B
Control- ————— - learn list B - recall list B
(control group does best)

Question 18

Long-Term Memory

Answer 18

> capacity: essentially unlimited (when healthy)

>duration of info: minutes through years (at least 30 secs)

Question 19

Encoding is…
Semantic/Visual Imagery/Olfactory/Auditory/Motor
(Long-Term Memory Components)

Answer 19

>meaning (not word for word)
>partial images
>smell
>sound
>muscle memory (hard to explain, practice)

Question 20

Semantic Encoding in LTM

Answer 20

> errors are semantic/related

1) Hear list of words
2) Count backwards by 3’s
3) Recall

Question 21

LTM & Imagery Demo

Answer 21

> visual images are incomplete
general stuff is accurate
ex. visualize windows in house from inside or outside
ex. draw face of penny

Question 22

Forgetting

Answer 22

> several possible causes
faulty encoding, storage (brain damage), or retrieval = inability to retrieve info
ex. forget name of familiar face, forget answer on test

Question 23

Amnesia

Answer 23

> forgetting, disassociation, confusion
most cases are partial and caused by event
aware of fact can’t remember

Question 24

Retrograde Amnesia

Answer 24

> forget memories before accident (storage or retrieval failure)

Question 25

Anterograde Amnesia

Answer 25

> forget after event (encoding/storage failure)

Question 26

Fugue State

Answer 26

> loss of identity (retrieval failure)
very rare
memories can come back

Question 27

Dallenbach’s Cockroach Experiment Concepts

Answer 27

> led to ambiguous results

1) Train animal task
2) Knock animal out (allows decay, but no interference)
3) Wake and test animal (after up to 8 hrs)

Question 28

Dallenbach’s Cockroach Experiment Goals

Answer 28

> passage of time
limited interference
not hurt animal’s brain

Question 29

Dallenbach’s Cockroach Actual Experiment Methods

Answer 29

> usually cockroaches flee to dark side
trained them to not got to dark/shock side
G1: active group, free
G2: wrapped, can’t move

Question 30

Dallenbach’s Cockroach Experiment Results

Answer 30

> active bugs: 35% retained learning
force inactive bugs: 90% retained learning
evidence interference is cause of forgetting

Question 31

Dallenbach’s Student Experiment

Answer 31

> students learned non-sense syllables (could recall perfectly)
G1: sleep (retained 60%)
G2: normal day (retained 15%)
sleep prevents retroactive interference = better recall

Question 32

Retrieval Cues

Answer 32

> help relate/remember memories

>forgetting due to retrieval failure and interference

Question 33

Tulving and Pearlstone Experiment

Answer 33

> read/study 48 words with “unimportant” categories
G1: free recall = 19
G2: cued recall (reminded of category names) = 36
category cues helped to overcome interference

Question 34

Encoding Specificity Principle

Answer 34

> learn in a context
retrieval cues can be external environment or internal state of person
memory is optimal when retrieval conditions duplicate conditions present when memory formed

Question 35

Scuba Context Experiment

Answer 35

> taught on a beach or underwater
G1: learned/tested in same environment
G2: learned in environment 1, tested in 2
preformed better if learn and tested in same environment

Question 36

State Dependent Retrieval Eich’s Experiment

Answer 36

>tested frame of mind (1970's)
>Ranks of Study/Test Results:
Non-drug/non-drug
Drug/drug
Non-drug/drug
Drug/non-drug

Question 37

Moods and Memories

Answer 37

> recall experiences consistent with current mood
problem w/people who suffer from depression
(emotional cues cause them to remember failures more)

Question 38

Depth of Processing

Answer 38

> perspective on memory, changes how long it lasts
more neurons required for deep processing
quality of processing, not quantity of time spent

Question 39

Depth of Processing Example

Answer 39

> remember BEAR (shallow, rhyme, deep task)
Results:
shallow- 42%
rhyme- 65%
deep- 90%
results were same even if knew test was coming

Question 40

Memory is Reconstructive Process

Answer 40

> based on facts and bias
periodically updated (thus, prone to errors)
ex. video camera vs. website

Question 41

Mug Book Effect Process

Answer 41

> witnesses see several suspects in person
told later will identify in lineup
then see ten photos of suspects (old and new)
later asked to pick out original lineup

Question 42

Mug Book Effect Results

Answer 42

> just as likely to identify someone in mug book as original presentation
exposing witnesses to photos bias later memory
photos interfere with memories of original event

Question 43

Loftus and Palmer Experiment

Answer 43

> asked about car accident participants saw on tape
saying “smashed” in question implied more violent collision
later asked about broken glass, “smashed” group thought glass became broken
(bias altered actual details in memory)

Question 44

New Info Alters Memory Content Experiment

Answer 44

> used family and fake souvenirs to construct fake memory
ex. lost in mall, hot air balloon ride, TMC experiment
lost in mall: 25% constructed story that never happened
hot air balloon: 60% made fake stories on accident