memory (8) Flashcards
memory
a set of processes used to encode, store, and retrieve information over different periods of time
encoding
the input of information into the memory system
-label/code info
-organize info
-new concepts match with existing ones
automatic processing
encoding of details (time, space, frequency, meaning)
-unconscious
effortful processing
encoding of details that take time and effort
-conscious
semantic encoding
words and meaning
-most effective, easy to recall
-personal relevance
visual encoding
encoding of images
-concrete words (dog, fish) are easier to recall than abstract words (value, truth)
acoustic encoding
encoding of sounds
-ABC’s, Periodic Table Song
Serial Position Effect
more likely to remember first (primary effect) and last (recency effect), but forget the middle
context-dependent learning
easier to recall memories that were created in similar contexts
-external enviornment
state-dependent learning
easier to retrieve memories if we are in a similar state of consciousness
-mood/emotion
-quiet study and quiet testing center
storage
retaining info once it has been encoded
atkinson-shiffrin model of memory
memories are processes the same way a computer processes info
-sensory - short-term - long-term
sensory memory
storage of brief sensory events (seconds)
-unimportant info- discarded
-important info- moves to short-term memory
short-term memory (STM)
processes incoming sensory info (15-30 sec)
memory consolidation
transfers short-term memory to long-term memory
rehersal
conscious repetition of info to be remembered
long-term memory
the continuous storage of info
-no limit
-permanent
explicit memory
memories of facts we can consciously remember and recall
semantic
knowledge about words, concepts, and languages
episodic
info about personally experienced events (addison’s birthday party)
implicit memory
memories that are NOT part of our conscious
procedural
stores info about how to do things
priming
stimulus affects response to another one (cookies and their smell remind me of home)
emotional conditioning
classically conditioned emotional response (cockroach in classroom)
retrieval
getting info out of memory storage and back into awareness (remembering something)
recall
access info without cues (fill in blank)
recognition
identify info that was previously learned after encountering it (multiple choice test)
relearning
identify info that was previously learned (relearning different languages)
amnesia
loss of long term memory that results in disease, physical trauma, or psychological trauma
retrograde amnesia
loss of memory for events that occurred PRIOR to the trauma
-results in PTSD
anterograde amnesia
cannot remember new information after trauma
-cannot transfer short-term to long-term memory
construction
formulation of new memories
reconstruction
process of bringing up old memories
suggestability
misinformation from external sources that leads to the creation of false memories (someone could suggest something and then it is thought to be true)
-humans are very vulnerable to this
eyewitness misidentification
testimonies lead to inaccurate and wrongful convictions
-a person may misremember an event after exposure to inaccurate info
forgetting
loss of info from a long-term memory
encoding failure
can’t remember info that was encoded and stored to begin with
memory errors
“seven sins of memory”
encoding failures
it requires effort and attention
never encoded & stored into long-term memory in the first place
egocentric bias
if someone wins 2nd they remember winning but think they won first
retroactive interference
newer information impacts retrieval of older info
amygdala
involved in emotion-based memories (fear)
arousal theory
strong emotion experiences trigger release of neurotransmitters and hormones that strengthen memories
flashbulb memory
clear recollection of important events (9/11)
hippocampus
explicit/declarative, recognition, and spatial memories
-cannot process new declarative memories
patient H.M.
-hippocampus removed due to epilepsy
-developed bad amnesia
-could not form new explicit/declarative memories
-learned new procedural skills (no cerebellum damage) but couldn’t remember learning them
cerebellum
processing implicit/procedural memories
prefrontal cortex
remembering semantic tasks
encoding: left frontal lobe activity
retrieval: right frontal lobe activity
chunking
grouping info into units (phone #’s)
mnemonics
memory aids that help us organize info for encoding (PEMDAS)
rehearsal
conscious repetition of info to be remembered
elaborative rehersal
transferring info from STM to LTM by making the info meaningful (connecting info to personal life)
distributed practice
memory consolidation takes time (avoid cramming)
minimize interference
reduce distractions and interruptions (jayme.)
activate retrieval cues
recreate situation and mood (environment where you study)
take care of health and sleep
yay
