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Intro to Psych - #2 > Memory > Flashcards

Memory Flashcards

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1
Q

Define memory

A

the ability to take in information, store + recall it at a later time

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2
Q

What are the 3 stages of memory?

A
  1. encoding
  2. storage
  3. retrieval
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3
Q

Describe the Atkinson + Shiffrin model

A 
- external events + sensory input 
LEADS TO 
- sensory memory + attention to important info
LEADS TO
- long-term memory
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4
Q

What are the 3 main forms of memory storage?

A
  1. sensory
  2. short-term
  3. long-term
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5
Q

Why don’t we go blind when we blink?

A

we don’t notice the darkness bc of sensory memory

> our memory holds the image for a second while we blink

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6
Q

Why is iconic memory useful?

A

bc we have a continuous perception of the world

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7
Q

What does sensory memory do?

A

retains incoming perceptual info after the OG stimulus is gone

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8
Q

Describe the Sperling Partial Report experiment

A

> letters were presented in 3 rows

> a box appeared to indicate what row to report the letters from

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9
Q

Describe the results from the SPR experiment

A
  • recall of 44%
  • exposure time for stimulus = too brief for item rehearsal
  • recall of each row = 100%
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10
Q

Give an example of real world intuition

A
  • film movies are individual snapshots BUT we see a continuous image
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11
Q

Describe the Simon + Levin’s Change blindness study

A
  • memory hold onto previous image during blank screen

- if the screen is too long, you won’t be able to compare the 2 images

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12
Q

What were the results of Simon + Levin’s change blindness study?

A
  • only 2% of subjects notice the change

- they can’t hold on to the image of the experimenter (because the door interrupts + disrupts the memory)

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13
Q

What info does STM hold?

A

the info that we are currently processing

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14
Q

What keeps info active in STM?

A

rehearsal

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15
Q

How is info moved from STM into LTM?

A
  • rehearsal: conscious repetition of info

- encoding: effortful processing to organise active info

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16
Q

STM is short w small capacity unless…

A

you rehearse to keep the info active

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17
Q

Describe the serial position effect

A
  • order of words in a list influences the recall

- best recall = for the items last in the list

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18
Q

What is chunking? What is a chunk?

A
  • organising information into smaller chunks

- chunks = a meaningful unit of information/material

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19
Q

Why is chunking useful?

A

because organised info is more easily recalled

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20
Q

What does chunking depend on?

A
  • previous experience

EX. Abbreviations I use won’t be the same that others use

21
Q

What did Chase & Ericsson do?

A
  • SF expanded his STM from 7 digits to 80 digits

- SF encoded the digits as running times to remember them

22
Q

Describe the chess experiment

A
  • 2 groups: novice + expertise
  • showed real + random chess boards w the same no. pieces
  • if memory allowed us to remember chess pieces > then both groups should remember
23
Q

What were the results of the chess experiment?

A
  • experts have better memory than novices bc they could group the pieces together
24
Q

Define forgetting

A

inability to retrieve info due to poor encoding, storage or retrieval

25
Q

What are the two reasons that forgetting happens?

A
  • interference

- decay

26
Q

Describe the Peterson & Peterson (1959) Duration + Decay in STM

A
  • meausre the duration of working memory

- had people count backwards in 3s while remembering a group of 3 constants

27
Q

How long is working memory if you don’t rehearse?

A

20s

28
Q

How is memory lost in LTM?

A

decay: practice to strengthen long term memories

Interference: new stuff affects how we remember old stuff

29
Q

Describe the Ebbinghaus Study

A
  • Forgetting curve over 30 days

- initially rapid then levels off with time

30
Q

What are the two types of interference?

A
  • proactive

- retroactive

31
Q

What is proactive interference?

A
  • old known info inhibits ability to remember old info when testing new
32
Q

What is retroactive interference?

A
  • new info inhibits ability to remember old info when testing old
33
Q

According to the Loftus study, memory is not _____?

A

verdicial

34
Q

Describe the Loftus, Miller & Burns study

A
  • group 1: saw vid of red car approaching STOP sign
  • group 2: saw vid of car approaching YIELD sign

> BOTH groups were asked if they saw another car pass the stop sign

35
Q

What were the results of the Loftus, Miller & Burns study?

A

> some people in group 2 said they saw a stop sign

> people reconstruct memories

36
Q

What are the two processes that can help LTM?

A

retrieval and encoding

37
Q

What is shallow-processing?

A
  • focuses on physical features

ex. looking at flashcards not the content

38
Q

What is deeper-processing?

A
  • meaningful
  • leads to better LTM + recall
  • can make connections w other stored content
39
Q

Why is cramming bad?

A

you don’t have time to elaborate/form connections

40
Q

What is the relationship between environment and memory?

A

recall is better when it occurs in contexts where the material was learned
> ex. physical context (room)
> emotional context (mood)

41
Q

Describe the Godden & Baddeley (1975) experiment

A
  • group 1: learn a list of words on land
  • group 2: learn words underwater
  • half from each group were tested on land, half-underwater
42
Q

Why should we avoid encoding specificity?

A
  • allows for deeper encoding

- avoid studying in one place

43
Q

Why is grouping material in a meaningful way useful? [4 POINTS]

A
  • deeper processing
  • this is the LTM equivalent of chunking
  • forming meaningful connections w other info
  • helps retrieval
44
Q

What are the 2 types of retrieval?

A
  • recognition and recall
45
Q

Why is recall more difficult than recognition?

A

because you need better memories for recall

46
Q

Describe Rodiger’s study

A
  • group 1: study, study
  • group 2: study, test

> the groups were then tested after 3 delays: 5 mins, 2 days, 1 week

47
Q

What were the results from Rodiger’s study?

A
  • groups were initially similar after 5 mins

- the group that was tested retained&raquo_space;> than the group that only studied

48
Q

What are the 4 mnemonic strategies?

A
  1. categorical clustering: organisation
  2. imagery: connecting unrelated words w images
  3. acronyms
  4. acrostics

Intro to Psych - #2 (6 decks)

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