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Module 01: History, Methods, and Paradigms > Module 05: Memory Structures > Flashcards

Module 05: Memory Structures Flashcards

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1
Q

encoding

A

acquiring info which is held in storage for later retrieval

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2
Q

retrieval

A

calling to mind previously experienced info

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3
Q

what is the case of clive wearing

A

had brain damage from encephalitis

caused severe amnesia

remember nothing more than a few minutes before

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4
Q

what did plato compare memory to

A

wax tablet on which impressions are made

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5
Q

modal model of memory

A

info is received, processed, and stored differently for each kind of memory

unattended info presented quickly stored briefly in sensory memory

attended info in STM for periods up to 20 or 30 seconds

info needed for long periods of time in LTM

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6
Q

describe sensory memory

A

the initial brief storage of sensory info, closely connected to perception

there is visual, auditory, olfactory, gustatory and tactile sensory memory

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7
Q

what is the partial report technique

A

participants informed only to recall a single row but wouldn’t know which row until after display was shown (informed by pitch)

recalled 9/12 letters in sensory memory right after display, recall dropped if tone delayed

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8
Q

what is the icon and how many items can be stored

A

brief/sensory visual memory (Neisser)

visual store could only hold around 9 items briefly

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9
Q

masking in icon

A

items can be ‘erased’ by other stimuli presented right after

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10
Q

what is the echo

A

sensory memory for auditory material

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11
Q

what did moray find in his study on whole report and partial report listening task

A

people giving partial reports could proportionally report more letters => info is stored briefly

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12
Q

does the icon or the echo have larger capacity

A

visual memory has larger capacity, but length of time info can be stored is longer in auditory store

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13
Q

what is the suffix effect

A

auditory masking, harder to recall words spoken if cue is a word

the more auditory similarity between the suffix and items on the list, the greater the suffix effect

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14
Q

how long does STM last

A

1 to 2 minutes

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15
Q

describe the serial position effect

A

recall more words at the beginning or end of a list than they do in the middle

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16
Q

describe the primacy effect

A

improved recall of words at beginning of a list

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17
Q

describe the recency effect

A

improved recall of words at end of list

results from using sensory or STM memory

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18
Q

what is the capacity of the short term store

A

7+- 2

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19
Q

what is chunking

A

chunk individual units into larger units

helps overcome limitation of 7 units in STM

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20
Q

what is the dominant code in STM

A

acoustic

21
Q

what is interference in memory retrieval

A

info can displace other info, making it harder to retrieve

accounts for forgetting rather than decay

22
Q

describe proactive interference

A

material learned first can disrupt retention of subsequently learned material

23
Q

describe release from proactive interference

A

the greater the similarity among pieces of info, the greater interference

24
Q

describe the four theories for the types of searches for retrieval of info from STM

A
  • parallel search: examine items at the same time
  • serial search: comparisons done one at a time
  • self terminating search: stops when match is found, successful search takes less time
  • exhaustive search: if match found, continue looking
25
Q

how is info retrieved in short term memory

A

high speed, serial, exhaustive search

26
Q

what is the capacity of long term memory

A

virtually unlimited

27
Q

_____ similarity affects STM; _____ similarity affects LTM

A

acoustic, semantic

28
Q

what did henry bahrick find when plotting forgetting curves

A

recall declined at beginning, stayed flat, final decline, large portion still accessible after 50 years even though not rehearsed (permastore state)

29
Q

what did herman ebbinghaus find when he taught himself nonsense syllables

A

plotted a forgetting curve for time it took for him to relearn a list of nonsense syllables after initial learning followed by retention interval of varying amounts of time

found that forgetting was rapid at first but levels off (not linear)

30
Q

describe retroactive interference

A

learning of first material is affected by your learning of material afterwards

learning of first material is ‘contaminated’

31
Q

T/F: interference plays a role in most forgetting material from LTM

A

true

32
Q

what is it called when an object or stimulus points to and leads to the recovery of a target memory

A

retrieval cue

33
Q

what is the fan effect

A

as participants study more facts about concept, time needed to retrieve fact about that concept increases

34
Q

what are mnemonics

A

techniques to improve memory

35
Q

what is the encoding specificity principle

A

memory improved when info available at encoding also available at retrieval

context

36
Q

what is the context effect

A

recall best when environment same as learning environment

note that recognition memory does not show same context effect

37
Q

state dependent learning

A

recall better when person recreates state they were in during learning

not with recognition tasks

38
Q

T/F: info in STS activates relevant info from LTS and relays some of that info into STS

A

true

39
Q

what is working memory

A

limited capacity workspace divided between storage and control processing

40
Q

what are the components of working memory and describe them

A

central executive – directs flow of info, chooses which info is operated on and how

phonological loop – carry out subvocal rehearsal to maintain verbal material (learning to read, understand language, acquiring vocab)

visuospatial sketchpad – maintain visual material through visualization, creation and use of mental images

episodic buffer – required when remembering specific events from the past, requires more storage capacity

41
Q

what are the 2 separate and distinct interacting systems

A

episodic memory – specific events in which you yourself participated, temporal organization

semantic memory – holds info that entered general knowledge base, organized on basis of meanings and meaning relationships

42
Q

what was the case of gene (damage in frontal and temporal lobes)

A

shows anterograde and retrograde amnesia (no episodic memories)

can still recall facts (has semantic memory intact)

43
Q

what does removing the inner sector of temporal lobes in brain, including hippocampus and amygdala do

A

lost ability to transfer episodic memories to LTM

44
Q

anterograde amnesia

A

amnesia for new events, inability to form new memories

45
Q

retrograde amnesia

A

amnesia for old or past events

46
Q

what does damage to the frontal lobe cause

A

disrupts attention, problem solving, and planning

more distractible and harder to ignore irrelevant stimuli

47
Q

what is hebbs rule

A

cells that fire together wire together

48
Q

long term potentiation

A

neural circuits in hippocampus that are subjected to repeated and intense electrical stimulation develop hippocampal cells that become more sensitive to stimuli

Module 01: History, Methods, and Paradigms (8 decks)

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