Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Pyschology > module 8 > Flashcards

module 8 Flashcards

1
Q

What is a useful way to form a response concerning memory?

A

Using information about the past combined with information about the present

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

True or false; our memories are like recording devices and allow for a simple ‘search and retrieve’ system?

A

F

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is a better metaphor for memory than search?

A

reconstruction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is the process of memory in terms of reconstruction?

A

Take info from the environment to help trigger useful memories, creating a useful response given the situation presented and what you have stored.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is the true usefulness of memory:

a) to help you learn

b) to help you in the present

c) to help you focus on what is important and ignore what is not

A

b) to help you in the present

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is the example of a reconstructive metaphor Neisser gives?

A

Palaeontologists making educated guess of what missing dinosaur bones were like. Similar to us making ‘best guesses’

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is the best way to think in order to understand how memory works?

a) functionally

b) rationally

c) empirically

A

a) functionally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are the three main properties of immediate memory?

A

representation (how it is ‘coded’), duration, and capacity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

which property of immediate memory is addressed from the question: “What kind of information can immediate memory contain?”

A

representation
(it is answered through experience)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what mental experience proves that information in immediate memory can be represented verbally?

A

the inner voice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is the most compelling evidence of people having an inner voice?

A

errors people make in immediate recall
ex. sound alike errors (ie T instead of P, G, B etc.)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is the primary mode of coding information in immediate memory?

A

auditory/verbal information (proven by sound alike errors being most common)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

How do we consume and produce most meaningful information?

A

Speech and written text

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what are the inner voice and inner eye responsible for?

A

inner eye: visual representation of immediate memory, the act of ‘seeing’ something with your imagination
inner voice: auditory representation of immediate memory, the act of ‘hearing’ your voice in your head (ie when reading, counting etc)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

When imagining a seagull and asked if the seagull has legs, which scenario would take you longer to respond to the question:

a) if the seagull is imagined to be beside an elephant

b) if the seagull is imagined to be beside a fly

A

a) if the seagull is imagined to be beside an elephant

you have to mentally ‘zoom in’ to see the details

same thing is true for visuals, smaller details are often missed and take more time to respond to

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What did Stephen Kosslyn ask people to imagine?

A

Two animals standing next to eachother
he then asked them to answer a question about one of the animals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

mental imagery (ie inner eye) taps into the same brain structures as what

a) occipital functions

b) sensation

c) perception

A

c) perception (proves inner eye is like perception in general)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what takes longer to respond to: smaller mental images or larger mental images?

A

smaller mental images

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

How long can information stay in immediate memory before it is forgotten?

A

forever, BUT you have to engage in rehearsal for it to remain there

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what is rehearsal

A

process of repeating information to yourself, ‘rehearing’ info over and over

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

How did Lloyd and Margaret Peterson investigate limits of memory?

A

asked people to remember groups of three consonant letters, interrupted the rehearsal (count backwards as soon as letters were given), and tested accuracy of recall after set amount of time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

what is memory capacity?

A

how much info able to be held in a memory system at a time. capacity typically = what you can rehearse in 2 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What did George Miller suggest about the average persons ability to remember?

A

the average person can hold about 7 separate peices of information at a time.
7 plus or minus two
led to 7 digit phone number

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

why are Chinese students able to remember one more digit than their american student counterparts?

A

chinese numbers take less time to pronounce

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what is chunking

A

arranging info into compact and meaningful chunks
easy to rehearse in immediate memory
experts use chunking to advance (ie chess/basketball), but it has to be possible/meaningful

26
Q

what is the working memory model?

A

model of immediate memory that emphasizes its role as a system for manipulating information in consciousness

27
Q

Where is information existing in working memory managed in Baddeley’s model?

A

the phonological loop (auditory + verbal info)
the visuospatial sketchpad (visual + spacial info)

28
Q

What is the central executive?

A

It directs activities of working memory

  • it directs flow of information to and from short/longterm memory, phonological loop, and visuospatial sketchpad
  • calls up info, allows for you to manipulate it
29
Q

What is elaboration/elaborative rehearsal?

A
  • meaningfully relating new info to what is already stored
  • manipulate info in immediate memory to connect it to long term memories
30
Q

what is a ‘level of processing’ experiment?

A
  • ask people to remember a list of words presented one at a time
  • people perform deep process or shallow processess of words depending on questions asked
  • proves people encode better when meaning is attributed to words
31
Q

what is shallow and deep processing?

A

deep: encoding new info through making meaningful connections to existing knowledge (ie is this a living thing?)
shallow: encoding info based on it surface characteristics (ie is this word all capitals)

32
Q

what are examples of effectively elaborate on information to improve memory and transfer memory to long term?

A

using imagery, relating to info about yourself, organizing info effectively, and processing info distinctively

33
Q

what are the four ways to ensure effective learning occurs?

A

the use of: spacing, mnemonics, techniques that naturally fit well with the function of our brains, and retrieval practice.

34
Q

what is massed practice?

A

cramming, repeated exposure over short period of time without gaps between repetition, not effective as by the 5 or 6th repeat, you learn less

35
Q

what is the spacing effect?

A

learning is more robust when repeated over time
improves all 3 memory types: episodic, semantic, and procedural

36
Q

what are mnemonics?

A
  • provides framework for recall and encoding
  • improves memory
  • ex peg word - imagery to list of items - one is a gun etc
  • ex loci - imagine tems on a well known path way aka memory/mind palace
  • ex phrases acronyms etc
37
Q

what is adaptive memory?

A

how the brain is designed to learn and remember given evolutionary considerations
- info based on survival will be easily recalled later

38
Q

What did Nairne and co. find about adaptive memory?

A

living things are more easily remember than non living things

39
Q

What is the PAO strategy to remember?

A

Person - action - object
all three assigned to one thing to remember three of the objects
ex. deck of cards

40
Q

what is retrieval practice?

A
  • aka ‘testing effect’
  • repeated retrieval of info
  • when retrieved, cues that help with retrieval are enhanced
41
Q

what is the encoding specificity principal?

A
  • retrieval cues are only useful if they match original context of where info was learned
  • aka encoding retrieval match
  • how you encode effects how info is retrieved
  • ex testing environment replicating study environment
42
Q

what factors can influence memory?

A
  • mood
  • mental state
  • location
  • context of encoded info
43
Q

what is the explicit and implicit memory?

A

explicit: remembering consciously/with intent
implicit: remembering unconsciously/ w/out intent

43
Q

what is the explicit and implicit memory?

A

explicit: remembering consciously/with intent
implicit: remembering unconsciously/ w/out intent

44
Q

how can you test implicit memory?

A

memory tests not framed as memory tests
( ex roediger and co. : complete the word, participants filled in the word with one they were exposed to earlier)

45
Q

what are the three types of errors of omission identifies by Schacter?

A

transience, absent-mindedness, and blocking

46
Q

what is transience?

A
  • information degrades overtime
  • forgetting
  • cues help to remember
47
Q

true or false: time is the only factor that allows for memories to decay

A

F

48
Q

what are the two types of interference?

A

retroactive interference: inability to remember old info because of newer, similar info interfering
proactive interference: inability to remember new info because of older, similar info

49
Q

what is the sin of absent mindedness?

A

memories are unavailable because of failure to encode them

50
Q

what is the sin of blocking?

A

not enough cues are available to help memory recovery

51
Q

what is TOT state?

A

tip of the tongue, when you can’t remember a piece of information, but have a powerful feeling that you know what you are trying to remember

52
Q

what is the difference between errors of emission and errors of commission?

A

emission: info goes unremembered
commission: info is remembered but with pieces missing/altered

53
Q

what are the four types of errors of commission?

A

misattribution, suggestibility, bias, and persistence.

54
Q

what is the sin of persistence?

A
  • unwanted retrieval of memories
  • ex PTSD, SA
55
Q

what is a schema?

A
  • highly organized knowledge structure
  • contains pieces of specific info
56
Q

what is misattribution? examples?

A
  • commission
  • incorrectly recalling info you are trying to remember
  • ex deja vu, flashbulb memories
57
Q

what is a flashbulb memory?

A
  • significant and surprising
  • emotional, tinted with emotion
  • not always accurate
  • ex 9/11, JFK assassination, trump election
58
Q

what is suggestibility?

A
  • commission
  • memories can be altered by context in which they are remembered to better fit new context
  • ex. asking ‘which hand was the robber holding his gun in?’ suggests robber had gun and was a man
59
Q

whats is misinformation effect? example?

A
  • misleading information alters memory
  • ex. eyewitnesses
  • ex Elizabeth Loftus, car passing stop/yield sign
60
Q

What did Elizabeth Loftus study?

A
  • misinformation
  • convinced people they were lost in a mall as a kid - implanted autobiographical memories
  • stop sign/yield sign
  • unreliability of eyewitnesses (how schemas bias it)
61
Q

what is the sin of bias? examples?

A
  • memories change based on influence of knowledge and beliefs
  • ex memory schemas (cluster of facts), can be overgeneralized=bias

Pyschology (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions