Module 5

Question 1

Long term memeory

Answer 1

Unknown duration or capacity. Contains everything we know. Stored semantically (based on meaning)

Question 2

Ebbinghaus forgetting curve

Answer 2

Recall rates for new information drops rapidly for first two days, then plateaus for the rest of time. At any given time you can remember 30% of info about a prompt

Question 3

Serial position curve

Answer 3

Objects in the middle of a set are remembered less than those at the beginning or end. Supports STM and LTM systems being separate since effects are dissociable

Question 4

Primacy effect

Answer 4

Early items are remembered, rehearsal transfers them to long term memory; can be reduced by stopping repetition (do a task between every word and effect goes away)

Question 5

Recency effect

Answer 5

Last items are remembered, they are still in short term/working memory; can be reduced by preventing rehearsal in some way (count during rehearsal period, effect goes away)

Question 6

Retroactive interference

Answer 6

New info overwrites old info

Question 7

Proactive interference

Answer 7

Old info disrupts coding of new info

Question 8

Decay

Answer 8

Forgetting information over time

Question 9

Squire’s LTM Model

Answer 9

Proposed explicit and implicit memory systems

Question 10

Declarative/explicit memory

Answer 10

Holds semantic and episodic memory; information we can verbally describe (different brain areas activated for diff memory systems)

Question 11

Semantic memory

Answer 11

Knowledge about facts; recall does not involve sensory experience

Question 12

Episodic memory

Answer 12

Knowledge about past events that happened to us; recall involves sensory experience

Question 13

Nondeclarative/implicit memory

Answer 13

Holds procedural memory, classical conditioning, nonassociative learning, and priming, prejudice

Question 14

Procedural memory

Answer 14

How to do physical actions

Question 15

Non-associative learning

Answer 15

Learning that needs to conditioning, like habituations

Question 16

Priming

Answer 16

One stimulus facilitates processing of another (word completion tasks like hangman style, incomplete pictures tasks)

Question 17

Explicit tasks

Answer 17

Recognition and recall
Free recall: any order
Serial recall: given order
Cued recall: hint given

Question 18

Implicit tasks

Answer 18

Procedural and priming
Procedural = do people get better at doing tasks over time/with training
Repetition = exact same stimulus more than once
Semantic pairing = items presented are semantically similar

Question 19

Anterograde amnesia

Answer 19

Loss of memory AFTER brain damage occurs. Problem with encoding new information.

Question 20

Retrograde amnesia

Answer 20

Loss of memory BEFORE brain damage. Loss is largest closer to the time of damage. Can recover from farthest memory forwards.

Question 21

Patient HM

Answer 21

Evidence for implicit and explicit memory systems being separate. Had part of his brain removed. Kept STM, WM, and implicit memory, but could not form new explicit memories. Could complete priming and procedural tasks despite not remembering any previous training in those tasks.

Question 22

Consolidation

Answer 22

Forming new memories

Question 23

Synaptic consolidation

Answer 23

Fast-acting, neuronal level, always happening, structural changes to the brain

Question 24

Systems consolidation

Answer 24

Multiple brain structures cooperating to encode new info, takes a long time, involved the medial temporal lobe and the hippocampus

Question 25

Reconsolidation

Answer 25

Reactivation of memory over short time periods

Question 26

Standard model of consolidation

Answer 26

Hippocampal dependent for encoding, retrieval is not dependent. Hippocampus is needed for encoding but not for storage

Question 27

Multiple-trace theory (MTT)

Answer 27

Argues Hippocampus is needed for encoding of semantic and episodic, but also needed for retrieval of episodic. Hippocampus acts as index to all episodic memory and tells which trace to pull when remembering

Question 28

Levels of Processing Theory

Answer 28

Proposed by Craig and Lockhart. Deep levels of processing are better for encoding memory. Spurred ideas of elaboration and distinctiveness
Issues: Cannot make predictions and relies on circular logic

Question 29

Craig and Lockhart experiment

Answer 29

Pair target words with three types of questions. Font, rhyme, and similar meaning. Surprise recall task found memory was best for the similar meaning paired words. Concluded deeper encoding causes better retrieval

Question 30

Maintenance rehearsal

Answer 30

Repeating information to keep it active in working memory

Question 31

Elaborative rehearsal

Answer 31

Links info from STM to info that is already in LTM; attach meaning to new info and make it easier to retrieve

Question 32

Distinctiveness

Answer 32

Distinct items are easier to remember (aka isolation or con Restorff effect); Tulving and Pearlstone proved with the ‘red e in chisel’ recall test

Question 33

Forgetting

Answer 33

Failures in retrieval. The memory is still stored, it is just inaccessible

Question 34

Tip-of-the-tongue phenomenon

Answer 34

Knowing that you know something but not being able to retrieve it

Question 35

Encoding specificity theory

Answer 35

Memory is better when the context of encoding matches the context of retrieval (Tulving and Thomson task)

Question 36

Tulving and Thomson experiment

Answer 36

Participants given words paired with other given words, then asked to self-generate words that went with the target words. Given recognition task and cued recall task. Assumed elaboration would lead to better memory, but found the opposite. Problematic for levels of processing, supports encoding specificity

Question 37

Context-dependent learning

Answer 37

Anything in the environment should match from encoding to retrieval

Question 38

Transfer appropriate

Answer 38

Cognitive process matches during encoding to retrieval

Question 39

State dependent specificity

Answer 39

internal environment (mood, pain, etc) matches at encoding and retrieval

Question 40

Godden and Baddeley experiment

Answer 40

Learned words either underwater or on land. Took recall test either underwater or on land. When encoding environment matched test environment recall improved. Supports encoding specificity

Question 41

How to improve long term memory

Answer 41

Engage in deep processing, organize knowledge, generate info yourself, make info personally relevant, use imagery (dual code theory), create interactive images, distribute recall practice (more elaboration, more possible cues, sleep aids consolidation)

Question 42

Self generation effect

Answer 42

Better memory for things you have created or generated yourself

Question 43

Propaganda effect

Answer 43

People were more likely to rate argumentative statements as true if they had encountered them before