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psych > mod 23 > Flashcards

mod 23 Flashcards

1
Q 
why do we need to have memory? 
to retain useful …, …, and … 
to recognize familiar … and … 
to build our capacity to use … 
to enjoy, share, and sustain …
A

skills; knowledge; expertise; people; places; language; culture;

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2
Q

why do we need to have memory cont.?
to build a sense of … that endures: what do I believe, value, remember, and understand?
to go beyond … in learning from experience, including lessons from one’s past and from the experiences of others

A

self; conditioning

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3
Q

memory: the persistence of … over time, through the … and … of information and skills

A

learning; storage; retrieval

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4
Q

three behaviors show that memory is functioning: …, … and …

A

recall; recognition; relearning

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5
Q

recall is analogous to … you retrieve information … and ….

A

“fill-in-the-blanks” previously learned; unconsciously stored

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6
Q

recognition is a form of “…” you identify which stimuli match your …

A

multiple choice; stored info

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7
Q

relearning is a measure of how much .. it takes you to learn information you had studied before, even if you don’t recall having seen the information before

A

less work

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8
Q

schematic by which memory works: … –> … –> …

A

encoding; storage; retrieval

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9
Q

encoding: the information gets into our brains in a way that allows it to be

A

stored

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10
Q

storage: the information is held in a way that allows it to later be

A

retrieved

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11
Q

retrieval: … and … the information, producing it in a form similar to what was …

A

reactivating; recalling; encoded

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12
Q

(models of memory formation)
Atkinson-Shiffrin model:
1. stimuli are recorded by our … and held briefly in …
2. some of this information is processed into … and encoded through …
3. information then moves into … where it can be retrieved later

A

senses; sensory memory; short-term memory; rehearsal; long-term memory

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13
Q

(models of memory formation) modifying the Atkinson-Shiffrin model:
more goes on in short-term memory besides rehearsal; this is now called …
some information seems to go straight from sensory experience into …; this is called …

A

working memory; long-term memory; automatic processing

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14
Q

some of the stimuli we encounter are picked up by our senses and processed by the sensory organs. this generates information which enters …
before this information vanishes from sensory memory, we select details to pay attention to, and send this information into … for … and other processing

A

sensory memory; working memory; rehearsal

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15
Q

short term memory holds information not just to rehearse it, but to … it
short-term memory integrates information from … with new information coming in from ..

A

process; long-term memory; sensory memory

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16
Q

explicit/declarative memories: facts an experiences that we can consciously … and …

A

know; recall

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17
Q

our minds aquire explicit memories through …: studying, rehearsing, thinking, processing, and then storing info in long-term memory

A

effortful processing

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18
Q

some memories are formed without going through all the Atkinson-Shiffrin stages. these are … memories, the ones we are not fully aware of and thus don’t “declare”/talk about

A

implicit/procedural memories

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19
Q

procedural/implicit memories are typically formed through … implicit memories are formed without our … that we are building a memory, and without … or other processing in working memory (such as knowing how to walk/balance)

A

automatic processing; awareness; rehearsal

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20
Q

automatic processing: some experiences go directly to

A

long-term implicit memory

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21
Q

some experiences are processed automatically into implicit memory, without any effortful/working memory processing:
… memory, such as knowing how to ride a bike, and well-practiced knowledge such as word meanings
…, such as a smell that triggers throughs of a fav place
info about …, such as being able to picture where things are after walking through a room
info about .., such as retracing a sequence of events if you lost something
info about .., such as thinking “I just noticed that this is the third texting driver I’ve passed today”

A

procedural; conditioned associations; space; time; frequency

22
Q

first phase of encoding and processing: …- the immediate, very brief recording of … before it is processed into … or .. memory

A

sensory memory; sensory information; short-term; long-term

23
Q

we very briefly capture a …, analogous to an echo or an image, of all the sensations we take in

A

sensory memory

24
Q

sensory memory consists of about a … to … second echo, or a 1/20th of a second image

A

3;4

25
Q

evidence of auditory sensory memory, called … memory, can occur after someone says, “what did I just say” Even if you weren’t paying attention, you can retrieve about the last eight words from echoic memory

A

echoic

26
Q

evidence of visual sensory (..) memory: George sperling’s experiments

A

iconic

27
Q

George sperling exposed people to a 1/20th of a second view of a grid of letters, followed by a … which old them which row of letters to pull from iconic memory and recall. without the tone, people recalled about … percent of the letters; with the tone, recall for any of the rows was typically … percent

A

tone; 50; 100

28
Q

George miller proposed that we can hold … information bits. more recent research suggests that the avg person, free from distraction can hold about: … digits, … letters, or … words

A

7 +/- 2; 7; 6; 5

29
Q

working memory, which uses …, …, …, …, and other processing, has greater capacity than .. memory. the capacity of working memory varies; some people have better …

A

rehearsal; focus; analysis; linking; short-term memory; concentration

30
Q

Lloyd Peterson and Margaret Peterson wanted to know duration of short-term memory. their experiment:

  1. people were given triplets of …
  2. to prevent …, the subjects had to do a distracting task
  3. people were then tested at various times for …
A

consonants; rehearsing; recall

31
Q

result of Peterson experiment: after …, most memory of the consonants had decayed and could not be retrieved

A

12 seconds

32
Q

if we have short-term recall of only 7 letters, but can remember 5 words, doesn’t that mean we could remember more than 7 letters if we could group them into words? this is an example of an … strategy

A

effortful processing

33
Q

effortful processing strategy: a way to encode info into memory to keep it from … and make it easier to ..

A

decaying; retrieve

34
Q

effortful processing is also known as

A

studying

35
Q 
examples of effortful processing: 
… (…) 
…: images, maps, and peg words
…/…
…, especially distributed practice
... processing
... processing
making information ...
A

chunking; grouping; mnemonics; hierarchies/categories; rehearsal; deep; semantic; personally meaningful

36
Q

chunking: organizing data into

A

manageable units

37
Q

chunking works even better if we can assemble information into

A

meaningful groups

38
Q

a mnemonic is a memory “trick” that connects information to … such as imagery or structure

A

existing memory strengths

39
Q

a peg word system refers to the technique of … new words with an existing list that is already … along with numbers.

A

visually associating; memorized

40
Q

we are more likely to recall a concept if we encode it in a .., a branching/nested set of … and ….

A

hierarchy; categories; sub-categories

41
Q

serial position effect: you’ll remember things you learn in the … and the ..; things in the middle you normally forget

A

beginning; end

42
Q

massed practice refers to … all at once. it is not …

A

cramming information; time-effective

43
Q

the spacing effect was first noted by Hermann Ebbinghaus in the late 1800s. you will develop better … and …, especially in the long run, if you use the same amount of study time spread out over many shorter sessions.

A

retention; recall

44
Q

memory researcher harry bahrick noted that the longer the time between study sessions, the better the better the …, and the fewer sessions you need

A

long-term retention

45
Q

the best way to practice? consider the … effect. Henry Roediger found that if your distributed practice includes … (having to answer questions about the material), you will … more and … more than if you merely reread

A

testing; testing; learn; retain

46
Q

shallow learning occurs when you’re learning things … – not being memorized as well as deep learning

A

superficially

47
Q

deep/semantic processing: when encoding info, we are more likely to retain it if we deeply process even a simple word list by focusing on the… (…) of the words

A

semantics; meaning

48
Q

“shallow” unsuccessful processing refers to memorizing the … or … of words

A

appearance; sound

49
Q

we can memorize a set of instructions more easily if we figure out … rather than seeing them as …

A

what they mean; set of words

50
Q

memorizing meaningful material takes … the effort of memorizing nonsense syllables

A

one tenth

51
Q

actors memorize lines (and students memorize poems) more easily by deciding on the … and … behind the words, so one line flows naturally to the next

A

feelings; meanings

52
Q

the self-reference effect, relating material to …, aids … and …

A

ourselves; encoding; retention

psych (28 decks)

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