Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

psych > Memory (test 2) > Flashcards

Memory (test 2) Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Memory

A

the process by which we encode, store, and retrieve information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Atkinson-Shiffrin ‘Modal’ Model

A
  • sensory memory –attention–>
  • short term memory –encoding–>
  • long term memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

sensory memory

A
  • stores all the stimuli that register on the senses
  • iconic (visual) memory
  • echoic (auditory) memory
  • typically lasts <1 sec.
  • requires attention to enter short-term (working) memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Sperling Task

A
  • much of our sensory information is available immediately after processing but it fades quickly
  • in class when those letter appeared on the screen and we only probably saw 1 or 2, probably top right bc we read left to right
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Sperling Task

A
  • presented 12 letters from 50 msec

- 76% reported correctly when prompted

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Short term memory

A
  • function: conscious processing of information to enable retrieval
  • requires attention, aided by rehearsal
  • information remains for seconds; up to 30
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Short term memory capacity (STM)

A

-limited capacity (units of info)
-millers magical number: 7 ± 2
Cohen’s number: aout 4

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

“Chunk”

A
  • meaningful units of information
  • without rehearsal: 4 ± 2 chunks
  • with rehearsal: 7 ± 2 chucks
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Bradley’s Working memory (WM) model

A

central executive—> visuospatial sketchpad &episodic buffer&phonological loop——–>long term memory
(look up picture idk)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

working memory and self

A
  • conscious experiences of “you” takes place in WM

- using personal experience (LTM) interacts w new incoming information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Working memory: whys thinking so tough?

A
  • limited ability to attend to a lot of info
  • need to maintain important info
  • and we suppress unimportant info
  • prefrontal cortex
  • individual differences
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Executive processing

A

-combining incoming info with previously learned knowledge (LTM)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

“paradoxical effect of thought suppression”

A
  • wegner 1989

- “don’t think about white bears…obviously you wanna think about white bears”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Long term memory

A
  • in theory: permanent and unlimited
  • filed and coded to be retrieved when needed
  • subdivisions based on type
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

long term memory contains:

6 total

A
  • declarative memory: factual or descriptive information
  • ->semantic memory: general info
  • ->episodic memory: personally experienced events
  • Procedural memory: (non-declaratie)..procedures
  • –>skilled actions
  • –>habits
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Explicit (declarative) Memories

A
  • Semantic-general knowledge (facts, attitudes and beliefs)

- Episodic-personal experiences tied to place and time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Memory Cues

A
  • better at remembering when the same place and/or mental state we learn (taking a test in the classroom you studied in)
  • context dependency: scuba diving
  • State dependency: drugs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

mood and memory

A
  • congruency (Bower)
  • happ moods=happy thoughts
  • sad moods=sad thoughts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Implicit (procedural) memories

A

-demonstrates through behavior
-habits
skills
-classical conditioned responses
-priming

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Automatic vs. Control

A
  • over time, learned skills become automatized (reading, driving, etc)
  • auto and control:can be declarative/non-declarative
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

stoop effect

A

-color ‘game’ we did in class, we try to say what color the word is–>gets hard bc the color of the word doesn’t match what the word says

22
Q

Priming behavior

A

Bargn, Chen, and Burrows

  • have people unscramble words associated w old people, see if they walk slower
  • called embodied cognition
23
Q

Serial Position Effect

A

-more likely to remember the items on the beginning of the list and at the end of the list; not so much the middle

24
Q

Levels of Processing Theory:

A
  • emphasizes the degree to which new material is analyzed mentally
  • unimportant information is not remembered because it is not processed (encoded) deeply
25
Q

Shallow Processing

A

-physical and sensory (shape, color, etc)

26
Q

Deep Processing:

A

Concepts and meaning (how something is used, how it related to other things, etc.)

27
Q

breadth of processing

A
  • organize and integrate
  • elaborative encoding
  • giving meaning to stimuli, making thing easier to remember
28
Q

Retrieval Cue

A

-stimulus that allows us to recall information that is in long-term memory

29
Q

recall retrieval cues

A

-the retrieval of specific pieces of stored information (essay exam)

30
Q

Recognition retrieval cues

A
  • retrieval in which individuals are presented with a stimulus and asked to identity it (multiple choice test)
  • recognition is easier than recall
31
Q

how do we bring back traces into working memory?

A

-associations, schemas (stereotypes)

32
Q

what components make our memories sometimes inaccurate ?

A
  • the impact of others!

- ex: false confessions, recovery of repressed incidents, eyewitness testimony

33
Q

Decay (why do we forget)

A

-the loss of information in memory through its nonuse

34
Q

Cue-dependendent Forgetting

A

-forgetting that occurs when there are insufficient retrieval cues

35
Q

Interference

A

-information in memory disrupts the recall of other information

36
Q

Proactive Interference

A

-information leaned EARLIER disrupts the recall of newer material
-old interferes w new
(studied french and high school and studies french in college, french interferes w spanish when taking a test)

37
Q

Retroactive Interference

A
  • difficulty recalling information because of later exposure to different material
  • new interacts w old
  • (took french first, then took spanish, try to take french test and your new knowledge of spanish interacts with your old knowledge of french)
38
Q

amnesia

A

memory loss that occurs without other mental difficulties

39
Q

retrograde amnesia

A

lost memory for occurrences prior to certain event

-who am i? how did i get here?

40
Q

Anterograde Amnesia

A
  • lost memory for events that follow an injury

- 50 first dates, patient H.M

41
Q

Infantile/childhood amnesia (includes everybody)

A

-most episodic memories before age 4 are lost

42
Q

flashbulb memories

A
  • memories centered on a specific, important, or surprising event
  • very vivid, 9-11, chris’ story about softball
  • sometimes inaccurate
  • memories change, confidence typically does not
43
Q

stress and memory

A

-you don’t have a good memory when you’re stressed

44
Q

eyewitness memory

A
  • can be unreliable bc…
    1. fear of a weapon interferes with processing other information
    2. leading questions from investigators
    3. especially unreliable in children
45
Q

simultaneous lineups

A

all in a line together

46
Q

sequential lineups

A

one after the other, you send someone away you don’t see them again

47
Q

implanting memories

A
  • can we change people’s memories?

- can we create memories that never happened

48
Q

Elizabeth Loftus

A
  • shopping mall experiment: fake memories about being lost in a shopping mall—–>didn’t happen
  • bunny effect: try to get people to remember meetings bugs bunny at disney land;
49
Q

False Confessions

A
  • kassin % Kiechel (1996(
  • computer task: tells people to DO NOT HIT THE ATL KEY
  • program dies, people accused of hitting the alt-key
  • people can accept the guilt of a crime they did not commit, more likely to if there is an eyewitness and
  • cofabulation: re-read the list of letters, asked to “recall” when they hit the Alt key, even when they DIDNT
50
Q

West Memphis Three

A

-three kids in west memphis Arkansas confessed to killing 3 boys when they didn’t–>served 18 years in jail

51
Q

schema

A

organized knowledge structure or mental model that we’ve stored in memory

psych (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions