PSYCH EXAM 3

Question 1

Describe the connections between the different forms of memory (sensory memory, short-term
memory, long-term memory) and the concepts of sensation, perception, attention,
consciousness, and learning

Answer 1

How the Different Types of Memory Connect to Other Concepts:

Sensory Memory

-Sensation: This memory holds raw data from our senses (like sights and sounds) for a very short time.

-Perception: Helps make sense of sensory data (e.g., recognizing a face).

-Attention: If we focus on sensory input, it moves to short-term memory.

-Consciousness: We aren’t aware of most sensory memory because it’s so brief.

-Learning: It’s the first step where new information can enter the system to be learned.

Short-Term Memory (STM)

-Attention: We only keep in STM what we pay attention to.

-Consciousness: STM holds information we’re actively thinking about.

-Learning: STM organizes information so it can be stored long-term.

Long-Term Memory (LTM)

-Learning: Stores knowledge and skills we can use later.

-Perception and Attention: What we already know helps us understand and focus on new things.

Question 2

Explain the method and results of Sperling’s “Whole Report” and “Partial Report” conditions.

Answer 2

Sperling’s Experiment

-Whole Report Condition:
Participants were shown a grid of letters (e.g., “XMRJ, PNKP, TRZF”) for a very short time.
They were asked to report as many letters as they could remember.

-Results: Participants could only recall about 4 letters, even though they felt like they had briefly seen all of them.
Interpretation: The sensory register holds more information than participants can report before it fades.

-Partial Report Condition:
After showing the same grid of letters, a tone signaled which row participants should recall.

-Results: Participants could recall about 3 letters from any row cued, showing the sensory register contains all the information, but only a portion can be moved into short-term memory (STM).

Question 3

Describe what type of information (sensations) is kept in the sensory register.

Answer 3

-The raw sensory data from all senses, such as visual images, sounds, or tactile sensations.

Visual data (e.g., shapes, colors, patterns).
Auditory data (e.g., sounds, speech).
Tactile data (e.g., pressure, texture).

Question 4

Describe the amount of information that is in the sensory register.

Answer 4

-The sensory register has a very large capacity, capturing most of the sensory input we experience at a given moment.

• while it sure has a large capacity, it can only keep stuff in for less than a second. So very briefly.

Question 5

Describe how long information lasts in the sensory register

Answer 5

Sensory memory fades quickly:

-Visual sensory memory (iconic memory): Lasts less than 1 second.
-Auditory sensory memory (echoic memory): Lasts up to 2–3 seconds.
-When the delay between the stimulus and the cue exceeds 1 second, recall drops sharply.

Question 6

Describe how we move information from the sensory register to short-term memory

Answer 6

Attention is the key process that transfers information from the sensory register to STM. Without attention, sensory information fades and is not encoded.

Question 7

Describe why we typically aren’t aware of the existence of our sensory register

Answer 7

-It operates unconsciously and updates constantly.

-Information in the sensory register is rapidly replaced by new sensory input, so we rarely notice its existence.

Question 8

Describe what the phonological loop and visuospatial sketchpad are

Answer 8

What are the phonological loop and visuospatial sketchpad?

Phonological Loop:
This is your “inner voice” that processes verbal and auditory information.
For example, repeating a phone number to yourself to remember it.

Visuospatial Sketchpad:
This is your “mind’s eye” that handles visual and spatial information.
For example, imagining a map or the layout of a room.

Question 9

Describe how short-term memory errors show us that the information we store in short-term memory is typically verbal (not visual).

Answer 9

-Short-term memory errors often involve confusing items that sound alike (e.g., mistaking “B” for “P”) rather than items that look alike.

-This suggests that STM primarily stores information in a verbal or auditory form instead of a visual form.

Question 10

Describe how long information lasts in short-term memory and explain the role of rehearsal in prolonging information in short-term memory.

Answer 10

-Duration: Without rehearsal, information in STM disappears in less than 2 seconds.

-Rehearsal: Actively thinking about or repeating the information keeps it in STM longer and allows it to be encoded into long-term memory.

Question 11

Describe the amount of information that we can keep in short-term memory.

Answer 11

-Short-term memory can hold 7 ± 2 items (5 to 9 items).

-The exact amount depends on how efficiently the information is rehearsed and how it is grouped (chunked).

Question 12

Explain what chunking is, and how chunking can increase the amount of information in short-term memory.

Answer 12

-Chunking: Grouping smaller bits of information into larger, meaningful units.

*Example: Instead of remembering “25121975” as 8 separate digits, you can chunk it into “25/12/1975” (Christmas Day).

-Why it works: Chunking reduces the number of individual items you need to remember, making it easier to rehearse and recall.

How chunking increases the amount of info in STM

-Chunking reduces the number of items to rehearse, making STM more efficient and increasing its effective capacity.

Question 13

Describe what is meant by deep processing and shallow processing. Explain how deep
processing (or elaboration) can help us encode information into long-term memory.

Answer 13

-Deep Processing: Involves thinking about the meaning of information and making connections to what you already know.
Example: Thinking about whether “mouse” is an animal.

-Shallow Processing: Focuses on surface-level features like appearance or sound.
Example: Thinking about whether “mouse” rhymes with “house.”

Question 14

Explain how deep
processing (or elaboration) can help us encode information into long-term memory.

Answer 14

Deep Processing:
Engages with the material meaningfully by analyzing, connecting, or interpreting it.
This helps create stronger associations, making the information easier to recall later.

Elaboration:
Adding context or connecting new information to prior knowledge reinforces memory storage.

Question 15

Explain why diversification and distributed practice help us make new long-term memories.

Answer 15

Diversification:
Thinking about material in different ways creates multiple connections, making recall easier.
Example: Using examples, mnemonics, or comparisons while studying.

Distributed Practice:
Spreading out study sessions allows your brain to process and consolidate information over time.

Why it works:
Repeated exposure strengthens memory pathways.
Practicing at intervals forces retrieval, enhancing retention.

Question 16

Explain how the concepts of deep and shallow processing might be used to explain why there is some evidence that taking notes by hand leads to better long-term memory encoding than taking notes on a laptop.

Answer 16

Laptop Notes:
Often involve word-for-word transcription, which is shallow processing.
You’re focused on typing quickly without engaging with the material meaningfully.

Handwritten Notes:
Require summarizing, paraphrasing, or creating concept maps, which is deep processing.
You must think about the material’s meaning to condense it into key points.

Question 17

How do mnemonics help us remember information?

Answer 17

How do mnemonics help us remember information?

Mnemonics create meaningful connections between unrelated pieces of information.
Example: Using “SuperMan Helps EveryOne” to remember the Great Lakes (Superior, Michigan, Huron, Erie, Ontario).
They work by:
Providing memory cues (e.g., the first letters of a mnemonic).
Turning abstract or unrelated items into a coherent, memorable pattern.

Question 18

Why is massed practice (“cramming”) less effective than distributed practice?

Answer 18

Massed Practice:
Involves repeating information in a short time.
Leads to shallow processing and poor long-term retention.
Distributed Practice:
Spreads study sessions over time, forcing retrieval and deeper engagement with the material.
Re-exposure helps you think about the material in new ways, reinforcing memory pathways.

Question 19

Describe what is known as the encoding-retrieval match.

Answer 19

Encoding-Retrieval Match:

This concept suggests that the environment in which you learn information acts as a cue that can aid in retrieving that information later.
Example: You might recall information better if you are in the same environment where you originally learned it (e.g., studying in the same room where you will take the test).

Question 20

Explain how retrieval cues can help us retrieve long-term memories (even ones that we didn’t necessarily know we had).

Answer 20

Retrieval Cues:

These are external stimuli, such as words, images, or environmental factors, that help trigger memories.
Example: In Tulving and Pearlstone’s (1966) study, participants who were given cues (like categories) were able to retrieve more words from memory, even those they didn’t recall initially without cues.

Benefit: Cues can help bring up memories that we didn’t actively recall before, as they serve as hints that activate the memory pathways associated with the original experience.

Question 21

Describe the concepts of retroactive interference and proactive interference.

Answer 21

Retroactive Interference:

Definition: New information interferes with the ability to recall old information.
Example: Learning a new language makes it harder to remember vocabulary from a previous language.

Proactive Interference:

Definition: Old information interferes with the ability to recall new information.
Example: Calling your new partner by your old partner’s name.

Question 22

Explain the concept of reconstructive remembering and describe how our memory schemas can influence what information we remember

Answer 22

Reconstructive Remembering:

Definition: This is the idea that memory is not a perfect recording of events, but rather a reconstruction influenced by our beliefs, expectations, and prior knowledge.

Schemas:
These are mental frameworks or organized scripts we use to make sense of the world.
Example: A typical “office schema” might include items like desks, chairs, and computers. If we are asked to recall the contents of an office, we might misremember or fill in missing details based on what we expect to see in an office.

Effect on Memory: Our schemas can cause us to remember things that fit our expectations or misremember details that don’t align with our schemas (e.g., thinking a book was in the room even if it wasn’t, because we expect to see books in an office).

Question 23

Explain the difference between retrograde amnesia and anterograde amnesia.

Answer 23

Retrograde Amnesia:
In retrograde amnesia, memory loss occurs for events that happened before the injury or illness.

Example: A person might not remember things from their past, like childhood memories or details of their life before an accident.

Anterograde Amnesia:
In anterograde amnesia, the ability to form new memories is impaired after the injury or illness.

Example: A person cannot remember new facts, events, or experiences that occur after the accident, but they can remember their past.

Question 24

Describe what abilities people with anterograde amnesia do, and do not, have.

Answer 24

Abilities Retained:
Implicit Memory:
People with anterograde amnesia may still have implicit memory, which includes skills and conditioned responses.
Example: They may still know how to ride a bike or play an instrument, even though they can’t recall learning these things.

Abilities Lost:
Explicit Memory:
They cannot form new explicit memories, such as facts, names, or details of events they encounter after the injury.
Example: They might meet someone, but after a short time, they cannot remember the person’s name or the conversation.

Short-Term Memory:
They may also struggle with short-term memory, such as remembering a list of items or events that happen within a short time frame.

Question 25

Describe both the weak and strong versions of linguistic relativity.

Answer 25

Weak Version: Suggests that language influences how we think and perceive the world but does not determine it entirely. Example: Navajo speakers categorize objects based on flexibility rather than color. Strong Version: Claims that language determines thought, meaning we can only think in ways that our language allows. Example: If a language lacks a future tense, its speakers may not conceptualize the future. -Hypothetical Example: 1984 (manipulated language makes certain thoughts impossible). -Real-world Challenges: Despite differences in language structures (e.g., Hopi verbs, Dani colors, Hanunoo rice terminology), evidence supporting strong determinism is limited. -Counterpoint: People can perceive and think about concepts even without specific words (e.g., "schadenfreude").

Question 26

Explain whether there is any evidence in support of the weak and strong versions of linguistic relativity.

Answer 26

Weak Version Evidence: There is evidence that language influences thought: Carroll & Casagrande (1958): Navajo-speaking children categorized objects by flexibility more often than English-speaking children, demonstrating that language biases how speakers perceive and classify the world. Framing Effects in Language: People interpret the same fact differently depending on phrasing (e.g., "95% fat-free" vs. "5% fat"). Strong Version Evidence: There is little real-world evidence for linguistic determinism: Hopi Language: While Hopi lacks a past-tense verb form, its speakers still think and talk about the past using other structures like “a while ago.” Dani Color Perception: Dani speakers, with only two words for colors, can still distinguish and categorize colors in experiments similarly to English speakers. Hanunoo Rice Vocabulary: Hanunoo speakers have 92 words for rice, but it is unclear whether this language difference reflects a fundamentally different way of perceiving rice or simply cultural importance.

Question 27

Describe the hierarchical structure of human languages.

Answer 27

Hierarchical Structure of Language: -Language is structured in levels, starting from smaller to larger units: -Phonemes: smallest units of sound. -Morphemes: Smallest units of meaning (e.g., “un-” in “undo”). -Syntax: Rules for combining words into sentences. -Semantics: Meaning of words and sentences. -Pragmatics: Contextual rules governing language use. English Challenges: Lack of one-to-one correspondence between phonemes and letters (e.g., “g” in "gun" vs. "giraffe").

Question 28

Describe what phonemes and phonology are.

Answer 28

-Phonemes: The smallest units of sound in a language (e.g., /k/, in "cat") -Phonology: The study of how phonemes are organized and used.

Question 29

Explain why the lack of a one-to-one correspondence between phonemes and letters makes English hard to read and write

Answer 29

Lack of One-to-One Correspondence: English has many irregularities: The same letter can represent different sounds (e.g., "g" in gun vs. giraffe). The same sound can be spelled differently (e.g., scene vs. seen). This inconsistency complicates learning to read and write English compared to languages with more phonetic spellings.

Question 30

Describe what morphemes, syntax, and semantics are.

Answer 30

Morphemes: The smallest units of language that carry meaning. Examples: Root words: "run" Prefixes: "un-" Suffixes: "-ed" Syntax: The rules for combining words into sentences. Example: In English, adjectives typically precede nouns (e.g., "blue car"). Semantics: The rules governing the meaning of words and sentences. Example: "Colourless green ideas sleep furiously" is syntactically correct but semantically nonsensical.

Question 31

Explain how an understanding of the pragmatic rules of language use can help us extract the deep structure of sentences from their surface structure

Answer 31

-Pragmatic Rules: Guidelines for effective communication, such as being relevant, truthful, and appropriately informative. Example: If someone says, "I have a headache," and you reply, "There's a pharmacy nearby," you imply a suggestion to buy medicine without explicitly stating it. Extracting Deep Structure from Surface Structure: -Surface Structure: The literal arrangement of words in a sentence. -Deep Structure: The underlying meaning of the sentence. Pragmatics help resolve ambiguities: Example: "The shooting of the hunters was terrible." Possible deep structures: The hunters shot poorly. The hunters were shot, which was terrible. Pragmatic understanding helps listeners infer the intended meaning based on context

Question 32

Describe the different stages (cooing, babbling, expressive jargon, first words, and telegraphic speech) through which human children develop language.

Answer 32

Stages of Language Development in Human Children Cooing (3-5 weeks): Producing vowel-like sounds (e.g., "oooh," "aaah"). Marks the earliest stage of vocal experimentation. Babbling (4-6 months): Repetitive consonant-vowel sounds (e.g., "ba-ba-ba," "da-da-da"). Babbling becomes more varied and resembles conversational tones (expressive jargon). First Words (12 months): Single meaningful words appear (e.g., "mama," "milk"). Telegraphic Speech (24 months): Two- to three-word phrases that omit less critical words but demonstrate rudimentary grammar (e.g., "want cookie," "go park").

Question 33

Describe what over-generalisations are and explain how they reveal that children are not learning language just by imitating what they hear

Answer 33

Definition: Applying regular grammatical rules to irregular cases (e.g., "falled" instead of "fell," "mouses" instead of "mice"). Significance: Shows children are not merely imitating adults but actively learning and applying grammatical rules, even incorrectly.

Question 34

Explain whether non-human primates in their wild environments have communication systems as complex as human languages.

Answer 34

Complexity: Non-human primates, such as chimpanzees and vervet monkeys, have communication systems involving gestures and vocalizations. Example: Vervet monkeys use specific calls for predators (e.g., barking for leopards, coughing for eagles). Limitations: These systems are inflexible and lack grammatical structure or generative grammar, making them far less complex than human language.

Question 35

Explain what language abilities non-human primates in captivity have been able to develop

Answer 35

Acquired Skills: Non-human primates in captivity have demonstrated limited language abilities: Washoe (chimpanzee): Learned 160 signs in American Sign Language (ASL). Koko (gorilla): Used plastic shapes to represent words. Kanzi (bonobo): Used a keyboard to construct sentences and understood complex sentences. Evidence of creativity: Washoe combined words (e.g., "water-bird" for a swan). Limitations: Lacks generative grammar and flexibility seen in human languages.

Question 36

Explain why the ability to form categories is useful to us.

Answer 36

Usefulness of Categorization Efficiency: Allows us to infer properties about unfamiliar objects (e.g., "This is a fruit, so it’s likely edible"). Decision-Making: Simplifies the complexity of the world into manageable groups (e.g., animals, vehicles, tools).

Question 37

Explain why psychologists have rejected the idea of “defining features” and think instead of the “family resemblance” of category members

Answer 37

Defining Features: Early theory suggesting all members of a category share specific traits. Rejected because many categories have fuzzy boundaries (e.g., "vehicle" includes cars, but also bicycles and sleds). Family Resemblance: Category members share overlapping features but don’t need all the same traits. Example: Chairs can differ in shape and material but share enough similarities to be recognized as a category.

Question 38

Describe how all things can be thought of as members of categories at many different levels. Describe what basic level categories are.

Answer 38

Levels of Categories: Superordinate: Broadest (e.g., "furniture"). Basic Level: Most commonly used and understood (e.g., "chair"). Subordinate: Most specific (e.g., "rocking chair"). Basic-level categories are preferred because they strike a balance between specificity and generality.

Question 39

Explain the differences between ill-defined problems and well-defined problems.

Answer 39

Ill-Defined Problems: Lack clear starting and end points (e.g., "become a better person"). Well-Defined Problems: Have specific goals and clear solutions (e.g., "solve a math equation")

Question 40

Explain the differences between algorithms and heuristics.

Answer 40

Algorithms: Step-by-step procedures guaranteeing a solution (e.g., mathematical formulas). Pros: Reliable and accurate. Cons: Time-consuming. Heuristics: Mental shortcuts that are faster but don’t guarantee solutions (e.g., "trial and error"). Pros: Efficient for quick decisions. Cons: May lead to errors.

Question 41

Describe how the availability heuristic can sometimes lead us to make incorrect judgments about the probability of certain events.

Answer 41

Definition: Judging the likelihood of an event based on how easily examples come to mind. Errors: Can distort risk assessment: Example: Shark attacks are memorable due to vivid media coverage, leading people to overestimate their frequency compared to more common but less dramatic events like lawnmower accidents. Leads to inaccurate probability judgments.

Question 42

Describe historical and modern views on the relationship between the mind and the body

Answer 42

In Descartes’ view, the physical body and the mental mind belong in separate realms. The mental mind is able to influence the physical body through the brain. Others, including Hippocrates, suggested alternative views involving a close connection between the mind and the brain. Phineas Gage’s case, and the work of Broca and Wernicke, helped to convince people that the mind and brain were not in fact separate. The mind is “in” the brain and when the brain is damaged/injured/destroyed, so is the mind.

Question 43

Summarize the major focus of the historical schools of psychology

Answer 43

Structuralism – “What is conscious experience?” Functionalism – “Why is conscious experience?” Behaviourism – “Forget about conscious experience – behaviour is most important!” Freudian psychoanalysis – “Forget about conscious experience – the unconscious is most important!”

Question 44

Explain what makes something “science”? Describe the scientific principles of parsimony, falsifiability, replication, and converging evidence.

Answer 44

The scientific method  Observe, hypothesize, predict, test, modify hypothesis, re-test. Parsimony  Make your hypothesis as simple as possible. Only create a more complex explanation when a simple one can’t account for the data. Falsifiability  Make sure you can test your hypothesis. Design your study so that the data you collect could either: (a) support, or; (b) contradict your hypothesis. Converging evidence  No one study ever “proves” anything. Look for evidence from multiple studies with different methods. Only rely on well-replicated findings. Whether something is a science or not does not depend on what you study, but on how you study it. Psychology (Humans and human interactions) Biology (Cells and cellular interactions) Chemistry (Molecules and molecular interactions) Physics (Particles, atoms and atomic interactions)

Question 45

Explain what a correlation is, and what conclusions you can and cannot make from correlations.

Answer 45

Correlations assess the degree of relationship between two variables. But correlation is not the same as causation! When all we have is a correlation between two variables, we can’t say for sure that one variable (e.g. attending class) causes the other (e.g. good grades). It is often possible to imagine the reverse direction of causality (e.g. attending class might cause better grades, but it is also possible that getting a good grade early on in the course causes you to attend class more often). Third variable problem. It is also often possible that a correlation between two variables can be caused by a third variable (e.g. students who are highly conscientious or hard-working might always attend every class and also study a lot for exams; so conscientiousness independently causes attendance at class AND good grades, without attendance at class necessarily having any direct causal effect on grades). For these reasons, we cannot conclude that one variable causes another if all we have is acorrelation between the two variables. In order to make a causal conclusion, we need to conduct an experiment.

Question 46

What makes something an experiment? Identify examples of independent and dependent variables.

Answer 46

An experiment is a test or investigation where researchers change something (independent variable) to see how it affects something else (dependent variable). - **Independent variable**: This is what you change or manipulate in the experiment. It must have at least two different levels or conditions to compare. - **Dependent variable**: This is what you measure or observe to see how it changes in response to the independent variable. For example, in an experiment testing how light affects plant growth: - **Independent variable**: The amount of light (e.g., no light, low light, bright light). - **Dependent variable**: The plant's growth (measured by height or number of leaves). The idea is that changing the independent variable (light) will affect the dependent variable (growth).

Question 47

Describe and explain the neural processes of excitation and inhibition

Answer 47

Excitation: When neurotransmitters open channels in the cell wall of a neuron that allow positively- charged Sodium ions (Na+) to enter the cell. Makes the neuron more likely to send on its own signal (action potential). Inhibition: When neurotransmitters open channels in the cell wall of a neuron that allow negatively-charged Chloride ions (Cl-) to enter the cell and positively-charged Potassium ions (K+) to leave the cell. Makes the neuron less likely to send on its own signal (action potential).

Question 48

Describe, with examples, what agonists and antagonists do.

Answer 48

Nicotine is an agonist and Caffeine is an antagonist. Agonists are chemicals that work in the same way as one of the brain’s natural neurotransmitters (e.g., Nicotine works like Acetylcholine). Antagonists are chemicalsthat block or oppose the action of one of the brain’s natural neurotransmitters (e.g., Caffeine blocks the actions of Adenosine)

Question 49

Describe the major functions associated with the different lobes of the brain

Answer 49

Each hemisphere is divided into four parts, or lobes: The frontal lobe - Planning, decision-making, strategic thinking, inhibition. Also contains the motor cortex, which helps you move your body. Parietal lobe – Location of the sensory cortex which tells you which body parts are being touched. Temporal lobe – auditory processing. Highly active during language tasks. Occipital lobe – the site of most visual processing.

Question 50

Explain the difference between Sensation and Perception

Answer 50

Sensation is the stimulation of your senses caused by input from the outside world. Sensations are the raw input you receive, in terms of colours, and edges, textures, high-and low-pitched noises. Perception is the meaning that you assign to that stimulation. Perceptions are created both bottom-up and top-down

Question 51

Explain the difference between bottom-up and top-down processing

Answer 51

Bottom-up processing: Taking the sensory input and building up a recognisable image from the combination of lines, corners and colours. Top-down processing: Taking our knowledge, beliefs and expectations about the visual scene and using them to help construct a meaningful representation of what we are looking at.

Question 52

Describe the different functions of the two types of photoreceptors (the visual sensory neurons): Rods and cones.

Answer 52

Where are they located? What jobs do they do? The 4.6 million cones are located mostly in the centre of your retina, and process colour and fine detail. The 92 million rods are located more around the edges of your retina, and because they are more sensitive to light, they are responsible for your ability to see at night (or in other low- light conditions

Question 53

Describe what the results on dichotic listening tell us about attention.

Answer 53

A person is presented with two streams of auditory information and asked to ‘shadow’ one of them. What kinds of information are NOT gathered from the unshadowed message? Meaning, even in a short and repetitious message What kinds of information ARE gathered from the unshadowed message? Changes in pitch and our own names

Question 54

Describe the sleep cycle: how does our sleep cycle change through the night?

Answer 54

Sleep cycles through the various stages four or five times a night. As the night progresses, more and more time is spent in REM sleep, and less and less time in the deeper stages of sleep

Question 55

Describe the terminology of classical conditioning and the differences between classical and instrumental/operant conditioning

Answer 55

What is the difference between the conditioned stimulus, the conditioned response, the unconditioned stimulus and the unconditioned response? (Remember, replace the word “conditioned” with “learned” and “unconditioned” with “unlearned” to try to remember the differences between these things.) In Classical Conditioning, you learn that certain events result in certain outcomes. And what changes in Classical Conditioning is typically a feeling (an emotion) or a physiological response (e.g., salivation). In Instrumental Conditioning, you learn that your behaviour results in certain outcomes. So, what changes in Instrumental Conditioning is your own behaviour

Question 56

Describe the different schedules of reinforcement

Answer 56

Behaviours are more likely to be repeated in future if they are reinforced, but a lot depends on when and how often those reinforcements are delivered. Partial reinforcement schedules come in four varieties: Ratio schedules reward you after a certain number of actions. Interval schedules reward you after a certain period of time. Fixed schedules reward you steadily. Variable schedules reward you intermittently.

Question 57

What are the three different types of memory?

Answer 57

Sensory memory, Short-term memory, and long-term memory

Question 58

what is Icnonic memory?

Answer 58

Memory for visual stimuli that lasts one second

Question 59

What is echoic memory?

Answer 59

memory for auditory stimuli that lasts 5-10 secs

Question 60

what is sensory memory?

Answer 60

the immediate, very brief recording of sensory information in the memory system iconic and echoic subtypes

Question 61

fact about short term memory

Answer 61

Duration of Up to 20 seconds long Decay + Interference process makes us lose the info

Question 62

What is rehearsal?

Answer 62

the process of repeating information to extend the duration of STM

Question 63

fact about long-term memory

Answer 63

Enduring store of information that we have developed over time

Question 64

Explicit memory

Answer 64

memories we recall intentionally and have conscious awareness.

Question 65

implicit memory

Answer 65

memories we don't deliberately remember or reflect on consciously.

Question 66

what is retrieval?

Answer 66

the process of getting information out of memory storage