Module 24 (Encoding and Learning)

Question 1

Memory’s three basic functions

Answer 1

Encoding
Storage
Retrieval

Question 1

Memory

Answer 1

an information processing system that works constructively to encode, store, and retrieve information and experience

Question 2

Encoding

Answer 2

registering experience and information in the mind

Question 3

Effortful processing

Answer 3

a type of elaborative encoding that requires attention and conscious effort: processing where meaning is added to information, which enhances storage and retrieval

Question 4

Retrieval

Answer 4

-involves location and recovering information from memory
-Info may be available but not accessible

Question 5

Stages of memory

Answer 5

-Sensory memory, working (short-term) memory, and long-term memory
-Three different “memory stages” encode and store memories in different ways, working together to transform sensory experience into a lasting, durable record (neural trace) that is meaningfully connected to other things we know

Question 6

Sensory memory

Answer 6

-preserves very brief sensory impressions of stimuli
-The actual capacity of sensory memory can be 12 or more items
-All but 3 or 4 items disappear before they can enter consciousness (or working memory)

Question 7

Iconic memory

Answer 7

a momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second

Question 8

Echoic memory

Answer 8

a momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3-4 seconds

Question 9

Haptic/Tactic memory

Answer 9

a momentary sensory memory of touch stimuli, like pressure, pain, itching

Question 10

Olfactory memory

Answer 10

a momentary sensory memory of smell stimuli, quickly travels to brain

Question 11

Gustatory memory

Answer 11

a momentary sensation of taste stimuli, helps identify foods through 5 basic flavors

Question 12

Working memory

Answer 12

-a newer understanding of short-term memory; conscious, active processing of both incoming sensory info and info received from long-term memory
-Mental workspace where we sort, process, and encode info before adding it to enduring storage (LTM)
-Capacity= the magic number of 7+/-2
-Info stored for 20 seconds
Rehearsal leads to longer duration

Question 13

Short-term memory

Answer 13

briefly activated memory of a few items (such as digits of a phone number while calling) that is later stored or forgotten

Question 14

Maintenance rehearsal

Answer 14

process in which info. is repeated/reviewed to keep it from fading while in working memory

Question 15

Chunking

Answer 15

-organizing pieces of info. into smaller number of meaningful info
-BCNCNCNSCASB -> ABC CBS NBS CNN

Question 16

Effortful processing

Answer 16

-a process of elaborative rehearsal in which info. is actively reviewed and related to info already in longterm memory
-Memory goes where attention goes, because you can’t have effortful processing without attention

Question 17

How effortful processing benefits memory

Answer 17

-Thinking about meaning of the to-be-remembered (TBR) info
-Forming associations between TBR info and other info already stored in LTM

Question 18

Levels of processing theory

Answer 18

-explanation for the fact that info that is more thoroughly connected to meaningful terms in long-term memory will be better remembered
-Deeper, more effortful level of processing (such as semantic, “type of”) led to greater remembering than shallow processing (such as visual, “written in capitals”)

Question 19

Distributed practice (spacing effect)

Answer 19

-distributed study leads to improved retention
-Cramming is “learning without remembering”

Question 20

Types of repetition

Answer 20

massed and distributed

Question 21

Massed repetition

Answer 21

repeated presentations that occur closely together in time (“cramming”)

Question 22

Distributed repetition

Answer 22

repeated presentations that are spread out over time

Question 22

Retrieval practice (the spacing effect)

Answer 22

-Those who study x4 (SSSS) were able to recall more after 5 min, but recalled significantly less after a week (85% and 40%), whereas those who studied and repeatedly tested themselves (STTT) were able to recall a lot both after 5 min and a week (70% and 60%)
-Feedback on testing makes effect stronger