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learning and cognition > test 3 > Flashcards

test 3 Flashcards

1
Q

autobiographical memory

A 
(subtype of episodic memory)
personal memories of importance
- episodic memories that matter
- "life story"
- always changing as relevancy of events changes
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2
Q

semantic priming

A

presenting related info/concepts to make other info more available

  • can be misleading
  • more likely w/ long-term memory
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3
Q

false memory

A
  • suggestibility
  • if false info is presented, you will likely embed it into your recall
  • proactive/retroactive interference can lead to more false memory
  • occurs with semantic priming (demonstration #1 helps further understanding)
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4
Q

flashbulb memory

A

something unexpected happens and you feel like your memory is you watching a video of it

  • vivid, detailed, seemingly perfect
  • only happens w/ memory of learning something, not experiencing something
  • can contain errors and change with recall
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5
Q

example of a flashbulb memory

A

being able to remember hearing about JFK’s assassination in intense detail (what you were wearing when you heard about it, what you’re doing, who you’re with)

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6
Q

amnesia

A

extreme problems with memory

  • affects long-term memory
  • affects explicit memory
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7
Q

retrograde amnesia

A

forgetting stuff from past

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8
Q

anterograde amnesia

A

not being able to store/encode new memories after onset point

  • most common
  • because you can’t form new long-term memories with anterograde, you eventually also develop retrograde amnesia with events that happened after onset
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9
Q

life without memory: clive wearing

A
  • anterograde memory
  • started with headaches, forgetting daughter’s name at times, delirium
  • thinks he “wakes up” every 2 minutes
  • keeps a diary of evens, but doesn’t believe it happened once he forgets
  • remembers important evens but has trouble recalling detail
  • shows signs of implicit learning and procedural memory - demonstrated by showing him the same video daily and he has an idea of what will happen
  • writing and ability to answer questions demonstrates usage of wm and stm
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10
Q

h.m. henry

A
  • became amnesiac because of surgery
  • strongest case to demonstrate differences between stm and ltm
  • could keep things in his conscious memory as long as he doesn’t redirect attention (demonstrated by digit span)
  • demonstrated implicit learning by understanding testing and research participation despite not knowing about it before
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11
Q

memory techniques

A
  • sleep
  • healthy diet
  • exercise
  • handwritten notes
  • testing effect
  • distributed practice
  • encoding specificity
  • time does matter
  • dividing attention is bad for memory
  • overconfidence
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12
Q

2 broad categories of mnemonic techniques/tricks

A

imagery

organizational

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13
Q

imagery mnemonic techniques

A

method of loci (location based)

- proactive interference can make this difficult

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14
Q

organizational mnemonic techniques

A

better for abstract concepts

  • chunking
  • first letter technique
  • narrative
  • hierarchy
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15
Q

first letter technique

A
  • forming acronyms from 1st letter to remember something (ROY G BIV for colors of the rainbow)
  • forming phrases with words that start w/ same letter (please excuse my dear aunt sally for PEMDAS)
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16
Q

narrative organizational mnemonic technique

A

telling a story using items you need to remember

- can sometimes be considered imagery too

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17
Q

hierarchy organizational mnemonic technique

A

making outlines for how things interact and fit together

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18
Q

prospective memory

A

remembering to do something in the future

  • mnemonics are not good for this
  • external memory aides are best
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19
Q

mental imagery views

A

analog view

propositional view

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20
Q

analog view

A

the imagery is like looking at the actual stimulus (most research supports this)
- context of mental imagery affects how much detail is visible to you (imagining a giraffe and a rabbit then a rabbit and a fly)

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21
Q

propositional view

A

even though it feels like you’re actually looking at it, it’s just a description or detailed definition
- defining features

22
Q

reaction time with mental imagery

A
  • when you generate an image prior, you are slower at answering questions about features that aren’t defining (head, legs, etc)
  • when you generate an image prior, you are slower at answering questions about defining features (whiskers, claws, etc) because you have to “zoom in”
23
Q

mental rotation studies

A
  • demonstrate analog view
  • determine whether a letter is forwards or backwards -> change orientation
  • people normally rotate it to prototypical version to decide -> why it takes longer the more it’s rotated
24
Q

schemas/schemata

A

subtopic of semantic memory

  • general knowledge about a topic, situation, event, or object
  • things you’ve been exposed to a lot (extract common elements and overlap the ideas about them)
  • big picture or gist of something
25
Q

schema violations

A

directly violate a schema (add something completely unexpected) and it becomes easier to remember

26
Q

schema script

A

a schema that includes event ordering (1st day in a class)

  • something that could occur in different ways but usually occurs the same (like 1st day of class)
  • no anything that /requires/ specific order (cooking, baking)
  • culture specific (eating at restaurants)
27
Q

3 characteristics of autobiographical memory

A
  1. although we make some errors, out memory is often accurate for a variety of information (remembering the names of streets near childhood home)
  2. when people make memory mistakes, the mistakes generally concern small details rather than important ideas
  3. memories often blend together information from a variety of sources
28
Q

consistency bias in autobiographical memory

A

we tend to exaggerate the consistency between our past feelings and beliefs and our current viewpoint

29
Q

source monitoring

A

trying to identify the origin of a particular memory (ex: remember where you heard something from)

30
Q

reality monitoring

A

trying to identify whether an even really occurred or whether you actually imagined the event

31
Q

flashbulb memory research

A

roger brown and james kulik

  • people can make memories
  • memory for an unexpected event is just as accurate as memory as for a surprising event
32
Q

post-event misinformation effect

A

people view an event, given misleading info about event, later they mistakenly recall the misleading info rather than the event they actually saw

33
Q

constructivist approach to memory

A

emphasizes that we construct knowledge by integrating new information with what we know

34
Q

5 factors affecting accuracy of eyewitness testimony

A
  1. more errors the more stressful a situation is
  2. long delay causes more errors or contamination of post-event misinformation
  3. more errors if misinformation is plausible
  4. more errors with more social pressure
  5. more errors if someone provides positive feedback
35
Q

relationship between memory confidence and memory accuracy

A

no correlation between confidence and accuracy

- as confident in misinformation-based memories as in correct memories

36
Q

pollyanna principle

A
  1. more accurate recall for pleasant items
  2. more accurate recall for neutral stimulus when associated with pleasant stimulus
  3. unpleasant memories fade more than pleasant memories
37
Q

recovered memory/false memory controversy

A

recovered memory perspective

false memory perspective

38
Q

memory strategy

A

perform mental activities that can help to improve encoding and retrieval

39
Q

total-time hypothesis

A

the amount of information that you learn depends on the total time you devote to learning

40
Q

keyword method (mnemonics)

A

identify an english word (the keyword) that sounds similar to the new word you want to learn

41
Q

shephard and metzler’s research

A

mental rotation of images

  • takes longer to rotate an image in our head 180 degress (completely flipped) than anything else
  • the more rotated an image is, the longer it takes to accurately process
42
Q

distance and shape effects on visual imagery

A
  • more time to scan a large mental distance compared to a small mental distance
43
Q

visual imagery and interference

A

mental image can interfere with perception of an actual physical image

44
Q

auditory imagery

A

mental representation of sounds

45
Q

schema trends

A
  1. people remember information consistent with schema when time is limited and the event is minor
  2. people do not remember information that is inconsistent with schema when time is limited and the event is minor
  3. people seldom create false memory for a lengthy event that did not occur
  4. when info describes major event inconsistent with standard schema, people are likely to remember
46
Q

abstraction

A

memory process that stores the meaning of a message rather than the exact words

47
Q

verbatim memory

A

people usually have poor word-for-word recall even just a few minutes after a passage has been presented

48
Q

pragmatic approach

A

people pay attention to the aspect of a message that is most relevant to their current goals

49
Q

memory integration

A

our background knowledge encourages us to take in new information in a schema-consistent fashion

50
Q

bartlett’s study

A

1930s - study the recall of stories

  • when you don’t have background information to stories it’s harder to remember
  • 1st to describe how much easier it is to remember the gist rather than details
  • showed that memory is constructive/reconstructive
51
Q

implicit learning

A

learning something without awareness of learning it

  • different than having an implicit memory
  • can use explicit memory to retrieve something that was implicitly learned

learning and cognition (5 decks)

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