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AP Psychology > Memory (Modules 26-30) > Flashcards

Memory (Modules 26-30) Flashcards

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1
Q

Memory

A

Learning that has persisted over time, information that has been stored and can be retrieved

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2
Q

There are three steps of memory (according to information-processing models).

A
  1. Encoding: Get information into our brain.
  2. Storage: Retain information.
  3. Retrieval: Get information back out.
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3
Q

Parallel processing

A

The processing of many aspects of a problem simultaneously; brain’s natural mode of information processing

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4
Q

What happens to the neurons in your brain every time you learn something new?

A

The neural connections chance, forming and strengthening pathways that allow you to learn and interact with the environment

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5
Q

Forming memories is another three-step process.

A
  1. Sensory Memory: First record of to-be-remembered information; fleeting
  2. Short-term memory: Processed from sensory memory; encoding through rehearsal
  3. Long-term memory: Moved from short-term memory to here after enough rehearsal
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6
Q

Sensory Memory

A

First record of to-be-remembered information; fleeting

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7
Q

Short-term memory

A

Processed from sensory memory; encoding through rehearsal

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8
Q

Long-term memory

A

Moved from short-term memory to here after enough rehearsal

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9
Q

Working Memory

A

A newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory

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10
Q

Chunking

A

Organizing items into familiar, manageable united; often occurs automatically

Ex. words (KLCISNE vs NICKELS)

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11
Q

Mnemonics

A

Memory aids, especially those techniques that use vivid imagery and organizational devices

Ex. Peg-word system (“one is a bun; two is a shoe; three is a tree…”)

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12
Q

Hierarchies

A

Systems in which concepts are arranged from more general to more specific

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13
Q

Spacing effect

A

We retain information better when our rehearsal is distributed over time

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14
Q

Testing effect

A

Repeated quizzing of preciously studied material

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15
Q

Shallow processing

A

Visual and acoustic encoding; the encoding of picture images and sound

Ex. Is the following word in capital letters? BRAIN
Does the previously mentioned word rhyme with train? Yes.

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16
Q

Deep processing

A

Semantic encoding; the encoding of meaning, including the meaning of words

Ex. Would the word “shoe” fit in this sentence?
The girl put the ___ on the table.

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17
Q

Which is better for your memory over time – shallow or deep?

A

Deep

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18
Q

Iconic memory

A

A momentary sensory memory of visual stimuli; a photographic memory lasting no more than a few tenths of a second

Ex. Sperling’s Experiment: When shown a group of letters, people could recall rows if asked to recall rows, but only half of all the letters if asked to recall all of the letters

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19
Q

Echoic memory

A

A momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can be recalled within 3-4 seconds

Ex. When you’re in a conversation and your focus briefly shifts from the person to the TV

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20
Q

How many things can short-term memory hold?

A

7 + or - 2

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21
Q

What is the capacity for long term memory?

A

Infinite

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22
Q

What part of the brain lays down new explicit memories (names or events)?

A

Hippocampus

23
Q

What happens to memories while you are sleeping?

A

Memories are filed and processed for later retrieval. Greater hippocampus activity during sleep = better memory.

24
Q

What kinds of memories does the cerebellum form?

A

Implicit Memories

25
Q

What kinds of memories does the basal ganglia form?

A

Explicit Memories

26
Q

Flashbulb memories

A

A clear memory of an emotionally significant moment or events

Ex. Hearing about the 9/11 attack

27
Q

What part of the brain is involved in emotional memories, like flashbulb memories?

A

Amygdala

28
Q

Explicit memory

A

AKA declarative memory. Memory of facts and experiences that one can consciously know and “declare.” Encoded through effortful processing.

29
Q

Effortful processing

A

Encoding that requires attention and conscious effort

30
Q

Implicit memory

A

AKA non-declarative memory. Retention independent of conscious recollection; learning how to do something. Encoded through automatic processing.

31
Q

Automatic processing

A

Unconscious encoding of incidental information, such as space, time and frequency, and of well-learned information, such as word meanings

32
Q

Examples of things you automatically process (3)

A

1) Space - recognizing the place on a page where certain material appears when studying
2) Time - noting the sequence of the day’s events
3) Frequency - how many times things happen (ex. “This is the third time I’ve run into her today.”)

33
Q

Long-Term Potentiation (LTP)

A

An increase in a synapse’s firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory.

34
Q

Three Measures of Retention

A

1) Recall - the ability to retrieve information not in conscious awareness; measure of memory in which the person must retrieve information learned earlier as in a fill-in-the-blank test
2) Recognition - a measure of memory in which the person need only identify items previously learned, as on a multiple choice test
3) Relearning - a measure of memory that assesses the amount of time saved when learning material for a second time

35
Q

Recall

A

The ability to retrieve information not in conscious awareness; measure of memory in which the person must retrieve information learned earlier as in a fill-in-the-blank test

36
Q

Recognition

A

A measure of memory in which the person need only identify items previously learned, as on a multiple choice test

37
Q

Relearning

A

A measure of memory that assesses the amount of time saved when learning material for a second time

38
Q

What is the point to remember about Ebbinghaus’ learning experiments?

A

It’s easier to remember material after reviewing material over time.

39
Q

Retrieval cues are things that can make it easier to remember something. Give two examples of retrieval cues.

A

1) Mnemonic devices - memory aids that use vivid images or organizational devices
2) Associations formed at the time a memory is encoded (tastes, smells, sights)

40
Q

Priming

A

The activation, often unconsciously, of particular associations in memory

41
Q

Deja vu

A

“I’ve experienced this before.” French for already seen. Cues from a current situation may subconsciously trigger retrieval of an earlier experience.

42
Q

Mood congruent

A

The tendency to recall experiences that are consistent with one’s current good or bad mood

43
Q

What are the possible reasons we could forget something because of an encoding failure?

A

Absent mindedness or inattention to detail

44
Q

What did Ebbinghaus’ forgetting curve prove about how much time it takes to forget something?

A

Forgetting novel information easily is common, but over time, retention levels off after its initial drop.

45
Q

When you have retrieval failures, what is one way you could help yourself remember the information?

A

Review, repeat and rehearse the material you are trying to learn.

46
Q

Proactive Interference

A

The disruptive effect of prior learning on the recall of new information

Ex. Knowing a friend’s old college email address makes it harder to remember their new email address.

47
Q

Retroactive Interference

A

The disruptive effect of new learning on the recall of old information

Ex. Learning a new password for a bank debit card makes it harder to remember the password for an ATM card that had been used for a long time.

48
Q

Repression

A

In psychoanalytic theory, the basic defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings and memories

49
Q

Famous psychology associated with repression

A

Sigmund Freud

50
Q

Misinformation effect

A

Incorporation misleading information into one’s memory of an event

51
Q

Psychology associated with the misinformation effect

A

Elizabet Loctus

52
Q

Source Amnesia

A

Attributing to the wrong source an event we have experienced, heard about, read about or imagined; at the heart of many false memories (AKA source misattribution)

53
Q

Is it easy to tell real memories from false ones?

A

No, because memory heavily relies on reconstruction as well as reproduction, thus unreal memories feel like real memories.

54
Q

Suggestions to help you improve your memory while studying

A
  • Make up and use mnemonics.
  • Study material multiple times, using spaced practice.
  • Give meaning to the material; make connections.
  • Re-create the mood and situation in which your original learning occurred.
  • Minimize interference. Sleep after studying.
  • Sleep more.
  • Quiz yourself on material often.

AP Psychology (15 decks)

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