Terry 9

Question 1

encoding

Answer 1

acquiring new information; beginning to form a memory trace

Question 2

Which side of the brain encodes verbal and which encodes photographs?

Answer 2

left: verbal. right: photographs

Question 3

episodic memory

Answer 3

remembering information based on its occurrence at a particular time and place

Question 4

word meaningfulness

Answer 4

1. occur often in language/print
2. easy to pronounce
3. associated with other items
4. more imagable

Question 5

concrete words

Answer 5

1. refer to actual physical things
2. imagable
3. many associations

Question 6

abstract words

Answer 6

refer to nonphysical abstract ideas

Question 7

imagery

Answer 7

refers to items being mentally imaged; actually seeing something makes it easier to remember than just seeing the name of it

Question 8

testing effect

Answer 8

after you study material, taking a practice test on it rather than studying it more (better when you receive feedback); later look at effects of study vs practice testing

Question 9

spacing of repetitions

Answer 9

massed vs spaced presentation of an item (spaced can mean time in between and/or other items in between)

Question 10

isolation effect

Answer 10

one distinctive item that stands apart from other items in a series

Question 11

maintenance rehearsal

Answer 11

repetitive thinking about material; passive/shallow

Question 12

elaborative rehearsal

Answer 12

using more cognitive effort to think about it; using more associations or representing it uniquely in your memory; deep. best for short-term retention/when you know you won’t be interrupted during rehearsal. produces more of an episodic memory (you remember time/place you studied it)

Question 13

arousal

Answer 13

mental/physiological arousal, affected by circadian rhythms, stimulant/depressant drugs, emotional arousal

Question 14

incentives

Answer 14

explicit rewards for learning/remembering

Question 15

incidental learning

Answer 15

you’re asked to think about some material, not told there will be a retention test

Question 16

intentional learning

Answer 16

you are told to remember something because you’ll be tested

Question 17

dual-memory distinction

Answer 17

rehearsal in short-term memory promotes better long-term representation of the information

Question 18

elaboration hypothesis

Answer 18

expanding a newly formed memory trace; remembering it better by relating it to other known facts

Question 19

distinctiveness hypothesis

Answer 19

elaborative rehearsal increases distinctiveness of a memory; stands out, easily separated from other memories, less interference from other memories during retrieval; can occur through shallow processing

Question 20

cognitive effort hypothesis

Answer 20

the amount of effort expended in rehearsal is what determines retention; measured by impairment of performance on a task done simultaneously with memory task

Question 21

keyword mnemonic

Answer 21

use a mediating word to connect 2 target items

Question 22

narrative method

Answer 22

create a story to link together a series of target words

Question 23

Rank in order from best memory to worst memory: pictures, objects, words

Answer 23

1. objects
2. pictures
3. words

Question 24

why images are easier to remember than words

Answer 24

can use both verbal and visual encoding (dual encoding); more specific/distinctive than just a word

Question 25

semantic memory

Answer 25

general knowledge

Question 26

episodic memory

Answer 26

personal recollections

Question 27

domain-specific knowledge

Answer 27

we have detailed/specific knowledge in certain subject areas, in these areas we can recall info and learn new info more easily than someone with less knowledge in these areas

Question 28

von Restorf effect/isolation effect

Answer 28

isolating one item on the list makes it stand out

Question 29

retrograde amnesic effect

Answer 29

enhanced recall of a distinctive item can impair recall of the items just before it

Question 30

anterograde amnesic effect

Answer 30

words after the distinctive one are forgotten

Question 31

seductive detail effect

Answer 31

interesting details grab our attention more than abstract/general material that these details relate to, so we remember the seductive details more than the main ideas (take away energy from processing other info + interrupts flow)

Question 32

retrograde amnesia hypothesis

Answer 32

in massed practice, when you practice material for the 2nd time so close together it actually interferes with the soaking in of the first round

Question 33

attention-deficit hypothesis

Answer 33

people feel that a second repetition right after the first one is unnecessary; they’d rather pay attention to things that haven’t been repeated in a while

Question 34

encoding variability hypothesis

Answer 34

when you space rehearsals you encode info slightly differently each time so you might associate certain items with more than one thing

Question 35

generation effect

Answer 35

increased memory performance on material that is generated by the participant from a prompt, rather than externally provided. meaningful comprehension/associations leads to elaborative processing + this gives more practice in retrieving info in response to a cue

Question 36

limits of elaboration

Answer 36

doesn’t work for implicit memory; verbal overshadowing

Question 37

verbal overshadowing

Answer 37

trying to describe something nonverbal with something verbal can lead to less accurate retention

Question 38

incidental learning

Answer 38

don’t need intention/preparation in order to remember (what you had for breakfast)

Question 39

limits of elaboration

Answer 39

doesn’t work for implicit memory; verbal overshadowing

Question 40

incidental learning

Answer 40

don’t need intention/preparation in order to remember (what you had for breakfast)

Question 41

yerkes-dodson law

Answer 41

best performance occurs at medium arousal- too much or too little and performance is affected

Question 42

how emotion affects memory

Answer 42

increases hormones that aid in encoding; makes you focus more on central details than peripheral details; distinctive, talked about a lot (elaboration, rehearsal)

Question 43

flashbulb memories

Answer 43

we remember important moments (9/11) like a picture, and we are immune to forgetting them (may really be formed in the days after when you tell and retell) (may remember other things as well, but will be less certain of them)

Question 44

weapons focus

Answer 44

victims focus attention on the weapon (the central detail) but not on things like who was holding it (peripheral details)

Question 45

selection (schemas)

Answer 45

schemas guide selection of what is to be encoded- usually schema-relevant details

Question 46

storage (schemas)

Answer 46

provides an outline to fit new information into

Question 47

abstraction (schemas)

Answer 47

some parts of a schema occur so often that they’re abstracted and stored in the schema, rather than remembering details from any one event

Question 48

normalization (schemas)

Answer 48

we remember what normally happens, instead of what happened one particular time

Question 49

retrieval (schema)

Answer 49

schema provides retrieval cues for memory search

Question 50

metamemory

Answer 50

knowledge about memory: estimates of difficulty of learning, strategies, monitoring progress, awareness of what we know/don’t, beliefs about oru memory vs memory in general

Question 51

judgments of learning

Answer 51

after studying, before testing, participants rate how well they think they learned material

Question 52

memory self-efficacy

Answer 52

judgments about how well wethink our memory will do in a particular situation