Terry Ch. 6

Question 1

verbal learning

Answer 1

learning/memorizing lists of words (misnomer- it can be faces, etc); discover the basic laws of learning through studying the acquisition/retention of items

Question 2

rote learning

Answer 2

passive subject who needs to memorize something (not accurate)

Question 3

serial learning

Answer 3

Ebbinghaus- a list of items is learned and reproduced in order, one item after another (ex: alphabet)

Question 4

nonsense syllables

Answer 4

words that aren’t real, don’t have a meaning- to eliminate bias of remembering certain important words. Ebbinghaus meant for the order of the items on the list to be nonsensical

Question 5

relearn

Answer 5

you can learn something faster the 2nd, 3rd, 4th time you study it

Question 6

savings

Answer 6

how many trials it takes to learn something the second time- or how many were saved between the first and second time. a way to measure memory without recalling something; used in ECS experiments

Question 7

curve of forgetting

Answer 7

once you learn something, the most forgetting happens right away, and then the rate slows significantly

Question 8

psychophysiology

Answer 8

using a mathematical relationship for a psychological experience between a stimulus and result- interest of Ebbinghaus

Question 9

Ebbinghaus

Answer 9

created methodology for studying how we acquire and how we retain information; interested in psychophysiology; introduced the technique of memorizing word lists; introduced learning curve; discovered idea of massed practice

Question 10

CVC

Answer 10

consonant-vowel-consonant; used for creating nonsense words with no meaning

Question 11

serial-position effect

Answer 11

when memorizing a list, it’s easier to remember items at the beginning and end than the middle

Question 12

paired-associate learning

Answer 12

learn response word by pairing it with stimulus word (ex: learning names, pairing it with something) and then recalling the response when prompted by the stimulus; can develop only in one direction, so be sure to practice in both directions- the more difficult direction is retained longer

Question 13

primacy

Answer 13

remember things at the beginning better; increased by slower rate of presentation or by familiarity of items (items are more likely in long term memory)

Question 14

recency

Answer 14

remember the last thing you learned better; affected by how closely after presentation the testing takes place (items are still in short term memory)

Question 15

rehearsal

Answer 15

practice from the beginning and add one more each time; repeat several times and then add

Question 16

proactive interference

Answer 16

early learning disrupts later learning

Question 17

retroactive interference

Answer 17

later learning disrupts earlier learning

Question 18

interference

Answer 18

items you learn in the beginning suppress the next few items; the items at the end suppress the previous few items. when you learn the second one it interferes in both directions…much more interference happening to the middle items

Question 19

cognitive elaboration

Answer 19

adding details to a piece of information to help you remember it

Question 20

cognitive helplessness

Answer 20

we’ve tried to learn names before and had difficulty doing so, so in the future we rarely even try. then we fail- self fulfilling prophecy

Question 21

free-recall task

Answer 21

presented with a list of item and the test is just to recall whatever you can, order doesn’t matter

Question 22

distributed rehearsals

Answer 22

when given a list of items, young children will repeat each item when given, and older children will repeat multiple items at a time; this is more effective

Question 23

organization

Answer 23

use existing knowledge to group items that are similar/related (happens during learning, shown in output); aka reorganization because you change the organization

Question 24

associative clustering

Answer 24

pairings that you already know from general life (ex: black/white) are recalled together

Question 25

subjective organization

Answer 25

even if words are presented separately, people impose their own organization to help remember

Question 26

generalization

Answer 26

relating something new to something that it is similar to in what you know

Question 27

discrimination

Answer 27

being able to tell the difference between stimuli (ex: Manet vs Monet)

Question 28

direction of associations

Answer 28

if you learn things where one goes to the next, it’s easier to remember it in the order you learned it for paired associates learning (so you should learn both ways)

Question 29

serial memory model

Answer 29

information goes into short term memory, and then long term memory

Question 30

short term memory

Answer 30

conscious memory

Question 31

long term memory

Answer 31

subconscious memory

Question 32

subjective organization

Answer 32

if no categories/associations are apparent, people will impose their own organization; high clustering correlates with better recall

Question 33

available memories

Answer 33

present in the memory store (you have learned it)

Question 34

accessible memories

Answer 34

can be recalled/retrieved (you have learned it AND you can recall it)

Question 35

tip of the tongue experience

Answer 35

you know you know it, but you can’t recall it right now (it’s available but not accessible)

Question 36

cue overload effect

Answer 36

having too many cues messes you up- if you give them too much detail they’ll only remember what you told them, get stuck (cue words are so active in memory that they suppress recall of other words)

Question 37

recall test

Answer 37

reproduce/recall studied information

Question 38

recognition test

Answer 38

present studied items along with unstudied/distractor items to see if the previously studied item can be detected (most successful retrieval this way)

Question 39

relearning test

Answer 39

initially studied material is relearned and the amount of saving is assessed

Question 40

encoding specificity

Answer 40

you’ll have the most success in retrieval if you use the same meaning you used to encode the information to begin with (ex: familiar actor, new movie)

Question 41

implicit learning

Answer 41

learn something without intending to, often you can’t verbalize it (how to get somewhere…)

Question 42

remembering vs knowing

Answer 42

remember specific info, know vague/familiar info; messes you up on recognition tests if you know it but it’s not part of what you memorized
ex: professor knows a name belonged to some student in the past vs professor remembers something about the student and thus their name

Question 43

false fame effect

Answer 43

study where they had to count beeps and then identify famous people- identified a made up person as famous because they had heard their name during the split attention part

Question 44

acronym

Answer 44

first letters of a list of items make up an already meaningful word. ex: HOMES for great lakes (works better if order isn’t important)

Question 45

verbal keyword mediator

Answer 45

find a mediating word to link to-be-associated words, mostly used for learning foreign languages

Question 46

narrative story method

Answer 46

remember something like a list of words by creating a story that puts them all together- very powerful

Question 47

procedural memory

Answer 47

skill- you can’t always talk about how

Question 48

method of loci/locations

Answer 48

imagine yourself walking through a location and coming across the different items in certain locations (whether abstract- feeling freedom- or concrete)

Question 49

peg word

Answer 49

if you need to remember a number (or an order), imagine a word that reminds with each number and put them all in a situation together.
(1-bun, 2-shoe, 3-tree, 4-door, 5-hive, 6-sticks, 7-heaven, 8-gate, 9-wine, 10-hen)

Question 50

mnemonics

Answer 50

the study of how to improve your memory/devices used to aid encoding and retrieval

Question 51

first letter mnemonic

Answer 51

if you have to remember a list, remember the first letter of each item and make up a phrase/sentence. helps with names and orders

Question 52

visual keyword mediator

Answer 52

imagine the 2 items interacting (ex: dog, bicycle- dog riding bicycle)

Question 53

misapplication of distinctiveness principle

Answer 53

hide something in a weird place thinking you’ll remember it because it’s unusual- that’s confusing distinct with unusual; distinctiveness helps you remember an object or location, but not an association between the two

Question 54

absent mindedness

Answer 54

do something and then forget about it (set down keys, don’t know where)

Question 55

updating errors

Answer 55

if you always do something a certain way and then do it once differently, you forget and go back to the regular place- forgot to update your memory

Question 56

Baker/baker paradox

Answer 56

it’s harder to remember names than other things- we remember that someone is a baker, not that his name is Baker

Question 57

prior knowledge

Answer 57

pre-existing associations that can either help or hinder the learning of new associations

Question 58

free response

Answer 58

give a word and they say the first thing they think of; is often only one direction (butter –> fly but not fly –> butter)

Question 59

steps of paired associate learning

Answer 59

learning the response, discriminating among the stimuli, associating response to stimuli

Question 60

categorical clustering

Answer 60

words from the same semantic category (ex: types of food) tend to be recalled together

Question 61

when is free recall better than recognition?

Answer 61

when the word is presented with a different stimulus than the one you associated it with during learning; it would be recalled easily, but you may not recognize it with the different stimulus

Question 62

essential components of a mnemonic system

Answer 62

known list of cues, items are associated with cues, striking imagery, same cues during studying and recall