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PYSC 100 > PSYC 100 Chapter 7 > Flashcards

PSYC 100 Chapter 7 Flashcards

1
Q

Memory

A

Retention of information over time

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2
Q

The paradox memory

A

Memory can be surprisingly good and surprisingly bad

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3
Q

Memory is/isnt

A

Is Reconstructive
Is Not a Recording

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4
Q

Systems of memory vary in:

A

Duration and span

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5
Q

Duration

A

How long info can be hald

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6
Q

Span

A

How much info can be held

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7
Q

Systems of memory

A

Info -> Sensory -> Short Term -> <- Long Term

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8
Q

Sensory Memory

A

Retaining Impressions of sensory information

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9
Q

Full report

A

Recall all items

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10
Q

Partial report

A

only some of the items

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11
Q

Iconic sensory memory

A

Visual, “fleeting images”
last less than a second

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12
Q

Echoic sensory memory

A

Audio, “echo”
lasts 5-10 seconds

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13
Q

Sensory memory Span and Duration

A

Span: Can hold a lot of information
Duration: Information disappears very quickly

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14
Q

Short Term memory

A

Retaining information for a short period of time

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15
Q

Working memory

A

Holding/manipulating/process during that short time
actively “working” with

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16
Q

Difference between short-term and working memory

A

Working allows for you to manipulate and process info you have stored
Short-term memory simply stores it for a while

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17
Q

Span of Short term memory

A

Between 5 and 9 pieces of information

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18
Q

Chunking

A

organizing information into meaningful chunks
ex. instead of memorizing all the numbers in a phone number separately put them into separate chunks 2173330601 as (217)(333)(0601)

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19
Q

Rehearsal

A

The holding of information in the brain through mental repetition.

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20
Q

Maintenance Rehearsal

A

repeating info over and over to yourself
ex. sloth bucket, sloth bucket, sloth bucket

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21
Q

Elaborative rehearsal

A

linking info together in a meaningful way
ex. bucket of sloths

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22
Q

Best type of rehearsal

A

Elaborative rehearsal

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23
Q

STM capacity and duration

A

Span: Limited capacity (can increase with chunking)
Duration: “Short” about 20 seconds (can increase with rehearsal)

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24
Q

Long term memory

A

Retaining information for a long amount of time, minutes to decades

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25
Q

Two types of LTM

A

Explicit, Implicit memory

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26
Q

Explicit memory

A

Memories we can recall intentionally; can be stated
ex. When is your birthday, who was the first president of the US

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27
Q

Implicit memory

A

Memories we cannot recall deliberately
ex. how to ride a bike, how to type on a keyboard

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28
Q

Two types of explicit memory

A

Semantic, Episodic

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29
Q

Semantic

A

Recollection of facts, General Knowledge

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30
Q

Episodic

A

Recollection of events, Specific experiences

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31
Q

Double Dissociation

A

Episodic vs semantic memory
Hippocampus vs lateral and interior temporal lobe
Hippocampus: Semantic
Lateral and Interior Temporal lobe: Episodic

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32
Q

Semantic Dementia

A

Loss of memory for meaning in both
verbal/nonverbal domains
ex. have difficulty finding words, impaired comprehension of words, impaired ability to recognize the semantic relationship between images

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33
Q

Semantic Satiation

A

seeing/hearing the repetition of words
making it meaningless

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34
Q

Aspects of implicit memory

A

Procedural
Priming
Classic Conditioning
Habituation

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35
Q

Procedural

A

Memory for how to do things (motor skills, habits)

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36
Q

Priming

A

The increased ability to process a stimulus because of previous exposure

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37
Q

Implicit memory formed and stored

A

in various parts of the brain depending on what type of memory it is

38
Q

LTM Span and Duration

A

Span: Unlimited
Duration: Forever

39
Q

Encoding

A

Getting information into memory

40
Q

Storage

A

Keeping information in memory

41
Q

Retrieval

A

Accessing information from memory

42
Q

Encoding: Levels of processing

A

Visual (surface) – Phonological (sound) – Semantic (meaning)
Shallow to Deep

43
Q

Storage: Consolidation

A

What happens to your brain “behind the scene” after the events- where your memory is stabilized and strengthened

44
Q

What is needed for consolidation to occur

A

Sleep
Time
Lack of interruption

45
Q

Interruption of consolidation

A

Memory of newly learnt information could be interrupted by information
that presented shortly after / concussion or trauma.

46
Q

LTP, Long term Potentiation

A

repeated, strong stimulation
from neuron A results in more enduring, enhanced activity of connected neuron B
“neurons that fire together, wire together”

47
Q

LTP increases?

A

CREB – a protein that supports memory
When CREB is enhanced, learning is also enhanced.

48
Q

Reconsolidation

A

retrieving an old memory returns it to a momentary,
unstable state, making it vulnerable to changes; relearning of your old memory

49
Q

Interruption to reconsolidation

A

might change/erase the old memory

50
Q

Forgetting Therapy

A

interrupt with your memory reconsolidation process,
resulting in the memory being erased

51
Q

Primacy effect

A

memory for the first items of a list tends to be better
perhaps because more chance for rehearsal, and
better attention at the beginning

52
Q

Salience effect

A

items that stand out from the rest are easier to remember

53
Q

Recency effect

A

memory for the last items of a list tends to
be better perhaps because still in STM, still
“fresh”

54
Q

Memory Illusion

A

thinking something occurred bc it is related

55
Q

Recall

A

Generating remembered information

56
Q

2 types of recall

A

Free and Cued

57
Q

Free recall

A

Accessing information from memory without any cues to aid your retrieval.

58
Q

Cued recall

A

Information related to stored memories that helps bring the memories back to mind

59
Q

Recognition

A

Selecting the correct information from an array of options

60
Q

Interference

A

Loss of information due to competition

61
Q

Two types of interference

A

Proactive and Retroactive

62
Q

Proactive interference

A

When old information interferes with our ability to
remember new information
ex. At the beginning of the year if you kept writing
the date as 2022 instead of 2023

63
Q

Retroactive interference

A

When new information interferes with our ability to
remember old information

64
Q

Relearning

A

How much faster we reacquire something we learned before

65
Q

Encoding specificity

A

Remember best when retrieval conditions match encoding condition

66
Q

Context-dependent memory

A

Better retrieval when external context was the same as during encoding

67
Q

State-dependent memory

A

Better retrieval when internal state was the same as during encoding
Could be emotional/chemical states

68
Q

encoding failure

A

“attentional-memory effect”/ weapon effect
Central important details are specifically encoded and memorized whereas surrounding peripheral information are not

69
Q

storage failure

A

forgetting if you dont access/use a memory, the memory will decay over time, less available for later retrieval

70
Q

Hyperthymesia

A

Being able to possess an extremely detailed
autobiographical memory

71
Q

Schema

A

Organized knowledge structure used for understanding and remembering; kind of mental model; framework
can be used to fill gaps in memory unless more specific information is provided
can be used to generate expectations for what is likely to be true in a situation

72
Q

flashbulb memories

A

memories for important events in our lives that might feel different than regular events
Seem clearer, more vivid, more persistent, exceptionally detailed
even though the memories are compelling, not always as accurate as they seem
Flashbulb memories may be just like any other memories but seem different because they don’t decay and are often recalled/brought to mind or very unique so there are very few similar events to interfere with them

73
Q

misinformation effect

A

Creation of false memories due to misleading information provided after the event

74
Q

Source monitoring confusion

A

Confusion about the origin of the memory

75
Q

Cryptomnesia

A

“hidden memory” – when a previously forgotten
memory goes unrecognized; mistakenly believe a thought/idea is new/original

76
Q

Reality monitoring confusion

A

Confusion about whether we experienced or imagined an event

77
Q

Memory (failure) phenomena

A

False memory (schema)
- Flashbulb
- Misinformation effect
- Source monitoring
- Reality monitoring
- Eyewitness testimony

78
Q

Memory failure mechanisms

A

Encoding
Storage
Retrieval

79
Q

Factors that influence false memories

A

-Schemas
-Misinformation
- Source-monitoring confusions
- Plausibility
- Suggestibility

80
Q

Amnesia

A

Some form of memory loss

81
Q

Retrograde Amnesia

A

Forget the past (things that have already happened), this is very uncommon

82
Q

Anterograde Amnesia

A

Can’t learn new things, Caused by damage to the hippocampus, it is the most common type of amnesia

83
Q

self-referential encoding

A

Encoding based on an event’s relation to our self-concept, which leads to enhanced memory for the event.

84
Q

multistore model of memory

A

A model proposing that information flows from our senses through three storage levels in memory: sensory, short-term, and long-term

85
Q

affective conditioning

A

A form of conditioning in which a previously neutral stimulus acquires positive or negative value

86
Q

spacing effect

A

The enhanced ability to remember information when encoding is distributed over time

87
Q

forgetting curve

A

The retention of information over various delay times.

88
Q

tip of the tongue phenomenon

A

A failure to retrieve information despite confidence that it is stored in memory.

89
Q

motivated forgetting

A

Willful forgetting of information so that it is less likely to be retrieved later

90
Q

infantile amnesia

A

The inability of adults to retrieve episodic memories from the first few years of life.

91
Q

reminiscence bump

A

A time of prominent memory making between adolescence and early adulthood

PYSC 100 (11 decks)

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