Module 23 Flashcards
memory
persistence of learning over time; higher for faces
recall
measure of memory; must retrieve info learned earlier (long to short term); remember more than we can recall
recognition
measure of memory; identifying previously learned items; fast and vast
relearning
measure of memory; assess amount of time saved when learning material again; learning something more quickly the second, third, etc. time; Ebbinghaus
info-processing model
encoding -> storage -> retrieval
problems with info-processing model
views brain as similar to a computer btu memories are less literal and more fragile than a computer’s; brains use parallel processing more while computers use serial processing
connectionism
views memories as products of interconnected neural networks; specific memories arise from activation patterns in these networks; when something new is learned, connections change
3 stage model
Atkinson; external stimuli -> sensory mem -> short term/working mem -> long term mem
sensory memory
immediate, very brief recording of sensory info
encoding
getting info into brain
storage
retaining info
retrieval
getting info out of storage
short term/working mem
activated mem; active processing of mem and info; mem made here usually last up to 50% after 3 sec and are gone by 18 sec
central executive
directs attention and focus; gives priority to things; not exactly memory storage; during working mem; involved in consolidation
long term mem
relatively permanent and limitless storehouse of mem
automatic processing
unconscious encoding of incidental (space, time, freq) and of well learned info
implicit/nondeclarative mem
retention of learned (procedural) skills, classically conditioned associations, and motor/cognitive skills (primitive); unconscious
effortful processing
encoding that requires attention and conscious effort
explicit/declarative mem
retention of facts/experience that one can consciously know and declare
iconic mem
fleeting sensory mem of visual stimuli
echoic mem
fleeting sensory mem of audio stimuli; if attention is elsewhere, sounds and words can be recalled within 3-4 sec
Miller’s Magic #
we can store 7+-2 pieces of info in short term mem
working mem capacity
depends on age; young adults have the best; larger working mem = better multitasking; reflects intelligence; aids retention after sleeping and creative problem solving
chunking
organizing items into familiar and managable units; works best when personally meaningful segments
clustering
type of chunking; group info; similar to chunking
mneumonics
mem aids that use vivid imagery and organizational devices; visualization and acroynms
hierarchies
learning info based on broad concepts divided and subdivided down to create a flow of info and mem
spacing effect
tendency for distrubuted practice to yield better long term mem than cramming; occurs bc more mem consolidation can occur bc more sleep in btw days before retrieval
testing effect; retrieval practice effect
enhanced mem after retrieiving info; testing improves learning and mem and protects mem from stress effects that can impair retrieval
shallow processing
encoding on a basic level based on structure/appearance of words; errors= there/their, etc.
deep processing
encoding semantically based on words’ meaning; yields better retention
elaborate rehearsal
improve mem by connecting to personal experience and/or previously stored mem
self-reference effect
higher likelihood that we will remember self-centered info; strong in W/individualistic cultures; doesn’t effect E/collectivist cultures
