Test 2 Flashcards
What are ways one can check how rehearsal effects the memory?
Run an experiment that has one group that rehearses and one that doesn’t and occupy people so they have no rehearsal time between trials
Empirical Evidence Support Rehearsal Effects
Craik and Watkin’s experiment where people rehearse without knowing they’re rehearsing. They hear a list of words and are told that they need to recall the last word that starts with a ‘g’ so they constantly rehearse the most previous ‘g’ word, unknowingly rehearsing all of the other ‘g’ words. After they’re done hearing the list, the experimenters tell them to recall all other ‘g’ words that were in the list. The IV was the number of intervening items in between the target ‘g’ words. They found that there were not any significant differences and that the amount of rehearsal time didn’t change anything. They claim that rehearsal is not a reliable strategy for memory.
What are the 4 assumptions of memory processing?
The process of memory generally exists on a continuum ranging from shallow to deep. So if shallow processing is occurring, there is a less likely chance that that certain memory will be reliable and vice versa. The type of processing done predicts reliability of the memory. Types of rehearsal also affects/determines how a memory is processed. Maintenance rehearsal, for example, represents shallow processing because one is not purely trying to learn/remember it.
Empirical Evidence Supporting Deep Vs. Shallow Processing
Hyde and Jenkin’s experiment had people read a list of words. 1 group knew of the following memory test, 1 group did not and the control was told to just memorize the list (IV #1). These people then had to take/do some orienting tasks to encode the words. These tasks were tallying certain letters and noting their part of speech (shallow) and noting their frequency and pleasantness (deep). The DV was measuring how many words were remembered. The results were that there is no significant difference between the first two groups in the IV1. Having knowledge of a memory test after does not affect the results. The encoding stage tasks did vary in results though, superficial tests had low recall and deep ones had high recall.
Empirical Evidence Supporting Deep Vs. Shallow Processing
Hyde and Jenkin’s experiment had people read a list of words. 1 group knew of the following memory test, 1 group did not and the control was told to just memorize the list (IV #1). These people then had to take/do some orienting tasks to encode the words. These tasks were tallying certain letters and noting their part of speech (shallow) and noting their frequency and pleasantness (deep). The DV was measuring how many words were remembered. The results were that there is no significant difference between the first two groups in the IV1. Having knowledge of a memory test after does not affect the results. The encoding stage tasks did vary in results though, superficial tests had low recall and deep ones had high recall.
What was the levels of processing in Coglab about?
We had an orient task consisting of judging the words based on upper/lowercase, rhyming, or a similar meaning. The DV was the proportion of studied words recognized.
What is elaboration and what does it lead to?
It is the expansion on the depth of something/concept. When more info is added and being able to connect one thing to previous knowledge. It can lead to redundant encoding.
What is redundant encoding and what are its benefits?
Redundant encoding is having more than one way to encode something. It is beneficial because it allows for alternate retrieval routes (having another way to get back) and it supports inferences/assumptions
What is the generation effect?
Generating info yourself allows you to be more likely to remember it rather than if someone else tells you it/you read it
Empirical Evidence Supporting Generation Effect
Slamecka and Graf conducted a 2x2 experiment. They had a group of people that were required to generate the correct word and another group that read the right word. Within each group, they had to come up with/read a word that rhymed with the first and one that was a synonym. Comparing the test within the groups (rhyme vs synonym), there was statistically significant evidence proving that they were more likely to remember the synonymous word. Between the generate vs read group, the participants were statistically significant more likely to remember the word if they generated it themselves.
What is forgetting
Information encoded and then forgotten
Empirical Evidence Supporting Forgetting
Herman Ebbinghaus was interested in the ‘pure’ memory and did a study on himself. He used CVC trigrams and was measuring the savings (new time divided by original time to remember, %). He created a list of nonsense words and tested how long it took him to relearn it, the same list. He did this multiple times at various retention intervals. His results were that the forgetting function shows that people forget early on rather than later. “Forgetting occurs over the mere passage of time.”
What was the problem with Ebbinghaus’ finding?
His statement was untestable because there can be other factors that influence memory and forgetting
What causes people to forget?
Decay
Interference
Amnesia
Empirical Evidence of Decay
Jenkins and Dallenback had 2 participants stay in the lab for months. They learned a list of syllables that they were asked to recall. The recall retention interval warned by length and how it was filled (with activities or sleep). If the 2 people would have been there longer, they would have eventually had the same results. But these results showed that there is lower amount of recall if the retention interval is filled with an activity rather than sleep. People are unsure if it is because of decay as well as what the interval is filled with.
What are the types of memory interference?
Retroactive
Proactive
What is retroactive interference?
Learning new info makes it harder to remember something previously learned
Empirical Evidence Supporting Retroactive Interference
An experimental group and control group learn two lists of word pairs. The experimental group gets the 2 words in the first list and then the second list contains 1 same word and 1 new word. They are then tested to see if the second list interfered with their remembering of the first by being asked what the first pair of words was. The control group was given the same first list as experimental group but they did not get a second pair, to prevent the interference.
Empirical Evidence Supporting Retroactive Interference
An experimental group and control group learn two lists of word pairs. The experimental group gets the 2 words in the first list and then the second list contains 1 same word and 1 new word. They are then tested to see if the second list interfered with their remembering of the first by being asked what the first pair of words was. The control group was given the same first list as experimental group but they did not get a second pair, to prevent the interference.
What is proactive interference?
Past information interferes with your ability to learn something new
What is proactive interference?
Past information interferes with your ability to learn something new
Empirical Evidence Supporting Proactive Interference
An experimental and control group were given 2 lists of word pairs to learn. The experimental group was given the first word pair and then the second word pair with 1 word different. They were then tested for the second list to see if the first pair interfered with learning the second. The control group doesn’t get a first pair, but they get the same second one as experimental group. This is to reassure that the new info in experimental group interferes with the old.
What are the types of amnesia?
Retrograde
Anterograde
What is retrograde amnesia?
Difficulty remembering things in the past
What is anterograde amnesia?
Unable to make new memories or store any new information in the long term store
What are the types of memory distortion?
Constructive Processing
Reconstructive Processing
What is constructive processing?
At the time of encoding, you are relying on schema to understand the story and then you store your interpretation rather than the exact story
What is reconstructive processing?
It happens at the time of retrieval and you may have encoded/remembered the story exactly, but at the state/time of retrieval, your own schema interferes with recall and you report different stories or parts of it
What is schema?
A large unit of organized info used for representing concepts, situations, events, and actions in memory. It is like you already have this framework that allows you to think/retrieve info differently than other people based on previous knowledge
