Midterm 2 _ chapter 7 Flashcards
Encoding, Retreival and Consolidation
- **Encoding ** –> process of aquiring info and transferring it to LTM
- Retreival –> bringing info into consciousness by trasnfering it from LTM to WM
- Consolidation –> process of solidifying memories into a more permenant state in which they are resistant to diruption
Coding vs Encoding
- Coding –> form in which info is presented
- Encoding –> process used to get info into LTM
Levels of processing theory
Depth of processing
Craik & Lockhart 1972
- memory depends on depth of processing that an item receives
- shallow processing –> attention is on surface level features [maintenace rehearsal] [physical features]
- Deep processing –> attention is focused on the item’s meaning and its relation to existing knowledge [elaborative rehearsal] [results in better memory]
[Craik & Tulving]
Presented words to participants and asked them 3 different types of questions
1. A question about physical features of the word [shallow processing]
2. a question about rhyming [deeper processing]
3. a fill-in-the-blanks question [deepest processing]
Forming visual images
Bower & Winzenz 1970
- Used a procedure called paired association learning
- Presented 15 pairs of nouns
- One group repeated them silently and the other formed mental images
[results]
Partiipants who ceated mental images remembered more than twice as many words
Self-reference effect
Memory is improved of you link the info to yourself
[leshikar2015]
- When participants associated adjectives they had to remember with themselves they remembered them better
Generation effect
Better memory for information that you generate yourself
[Slameka & Graf]
- Read group vs generate (fill-in-the-blank)
- paired-associate learning
- Generate group reproduced 28% more word pairs
Retreival cue
A word or other stimulus that helps a person remember info stored in memory
- remembering words in a particular category
- organizing information
Relating words to suvival values
- Proposed by Nairne (2010)
- Based on process of evolution and surval
- little support to theory since the same results where found using zombie simulations and other improbable senerios
Retrieval practice effect
[Karpicke & Roediger]
- 3 Groups studied and we tested in session 1
session 2,
- group 1 studied and were tested on all materials
- group 2 studied only the material they got wrong in session 1 and were tested on all the material
- group 3 studied all the material but were only tested on those they got wrong in session 1
- They were then tested again after 1 week
[results]
- group 1 and 2 did equally good but group 3 failed
- reinforced the testing effect, performance was enhanced due to retrieeval practice
Effective studying
- Elaboration
- Generate & Test
- Organizing
- Take breaks
- Avoid “illusions of learning”[familiarity effect]
- Be an active note-taker
Cued Recall Method
The participant is presented with retreival cues to aid in recall of the previously presented stimuli
[ex.]
organizing stimuli into categories
Improving retreival
Matching conditions during encoding to the conditions during retrieval
- Context (encoding specificity)
- Mood (state-dependent learning)
- Task (transfer-appropriate processing)
Encoding Specificity
States that we encode info along with its context
[Godden & Baddeley]
- diving experiment
- Results showed that the best recall occured when encoding and retrieval occured in the same location
State-Depent Learning
Learning that is associated with a particular internal state such as mood or state of awareness
[Eich & Metcalfe]
- Mood experiment
- memory for words studied happy or sad was better 2 days later when participants were happy or sad
Transfer-Appropriate Processing
Retreival is better if the same task are used during encoding and retrieval
[Morris et al.]
- When participants were asked about rhyiming componants when presented with a stimulus, they were unable to answer questions about semantics of individual words
- Retreival performance depended on whether the retreaval task matched with the encoding task
Standard model of consolidation
- connections between the cortex and the hippocampus are initially strong and connection between cortical areas are weak
- as time passes connection between cortex and hippocampus become weak and cortical areas become strong
- eventually only intercortical connections remain
The Multiple trace model of consolidation
In contrast to the standard model, the mtm proposes that the hippocampus remains in active communication with the cortical areas even for remote memories
