Memory and Language-Lecture 4 Flashcards

1
Q

Things that help Learning

A
  1. Rate of Learning (more better)
  2. Distributed Practice (less over long period vs lots over short period)
  3. Importance of testing and feedback
  4. Motivation
  5. Arousal (when you are most awake, also depends on whats being tested)
  6. Repetition
  7. Meaningfulness (more, better)
  8. Dual coding/recoding (using multiple codes to learn something, ex. visual, motor, hearing)
  9. Study with a friend
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2
Q

Levels of Processing

A
  • Amount of info in LTM depends on how deeply it is processed during learning
  • Elaborate rehearsal and distinctiveness helps
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3
Q

Evaluation of Levels of Processing

A
  • Places emphasis on memory processes rather than memory structures
  • true in general that elaborative processing leads to better retention
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4
Q

Problems with current Evaluation of Levels of Processing

A
  • Circularity (what does deep mean?)
  • Congruity Effect
  • Transfer-appropriate processing
  • Levels of Processing pattern in implicit memory test? (no)
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5
Q

General Principles of Retrieval

A
  • memory traces are connected by means of association or links
  • via process of spreading activation (more, stronger link)
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6
Q

Encoding Specificity Principle

A
  • relation between acqusition and retrieval
  • each item is encoded with respect to the context in which it is studied
  • unique trace with information from target and context
  • better retrieval when cue information matches the trace of the item-in-context
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7
Q

Context-dependent Memory

A

Better memory when more accidental features match between encoding and retrieval

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8
Q

Environmental context-dependent Memory

A

Influenced by external factors

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9
Q

State dependent context-dependent Memory

A

influenced by internal environment

only found in recall tasks, not in recognition tasks

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10
Q

Mood dependent context-dependent Memory

A

Memory for emotionally non-neutral material

Better if learned in congruent mood

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11
Q

Cognitive context-dependent Memory

A

Internal context also includes ideas, thoughts, convictions, etc one had encoding

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12
Q

Decay theory of forgetting

A

Fading of memory trace

Consequence: how much remembered depends on time elapsed

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13
Q

Interference theory of forgetting

A

memory traces disrupted or obscured by other material

Consequence: more interpolated events lead to more forgetting

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14
Q

Motivated forgetting theory of forgetting

A

Decide not to remeber something

Active inhibition

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15
Q

Consolidation theory of forgetting

A
  • a process lasting for some time which fixes information in LTM
  • Theory is that memories can not be fixed in LTM
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