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AP Psych > Unit 2 Modules 2.3-2.7 > Flashcards

Unit 2 Modules 2.3-2.7 Flashcards

1
Q

The persistence of learning over time through the encoding, storage, and retrieval of information

A

Memory

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2
Q

What are the three steps in creating memories

A

encoding
storage
retrieval

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3
Q

The initial learning (3 types)

A

encoding

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4
Q

Maintaining the memory

A

storage

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5
Q

Information from storage

A

Retrieval

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6
Q

Part of retrieval:
What are the three ways to measure retention and show that you have it in your memory and can get it out of storage

A

Recall
recognition
relearning

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7
Q

Is the retrieval of previous learning. Example: Fill in the blank or essay question

A

recall

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8
Q

Is the identification of learned items. Example: Multiple-choice questions. Our ability to recognize information is vital

A

recognition

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9
Q

Measures how much faster material that has been forgotten can be learned again

A

relearning

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10
Q

Who discovered this?
Learning curve! Nonsense syllables? Example: If it took four hours to memorize a speech at the beginning of the school year, but at the end of the year, it only took one hour to relearn it. The three hours you saved is known as your _______ score

A

Hermann Ebbinghaus
saving

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11
Q

Memory models
_____: get information in
_____: retains the information
_____: later get the information back out of the brain

A

encode
store
retreive

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12
Q

Brains natural mode- processes many aspects simultaneously

A

parallel processing

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13
Q

Storage includes:
_______: immediate and brief memory from our senses
_______: brief few items (working memory-newer version-conscious active processing.)
_______: limitless knowledge, skills, experiences.

A

Sensory memory
Short-term memory
Long-term memory

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14
Q

______: A split-second holding tank
This gives the brain ____ time–if the information is important, it moves to the ___-___ /______memory
It also prevents us from being overwhelmed
Records images of scenes of echoes of _______.
Iconic-visual: ___ of a second
Echoic-auditory: - seconds

A

sensory memory
decision
short-term/working
sounds
.5
3-4

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15
Q

In your conscious mind- it’s brief and holds a few items that later get stored or forgotten

A

Short-term or working memory

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16
Q

Repeating information to hold onto it for more than a few seconds
part of short-term/working memory

A

Maintenance rehearsal

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17
Q

We can remember about ___ items (plus or minus 2) without rehearsal

A

7

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18
Q

Short-term/working memory is extremely vulnerable to ______ or interference

A

interruption

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19
Q

Say there is a hypothetical central executive in working memory that coordinates new info in working memory with info in long term and makes sense out of it. It acts like a kind of ___ _____ for stimuli, but disappears quickly (10-30 sec)
What is this describing?
The central executive coordinates the activities of the phonological ___ and the visuospatial sketchpad.

A

mental scratchpad
Alan Baddeley model of working memory
loop

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20
Q

Briefly holds auditory information

A

phonological loop

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21
Q

Holds objects appearance and place in space

A

visuospatial sketchpad

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22
Q

The formation of new neurons. While learning is occurring we experience the forming of new pathways and neural interconnections are strengthened. This biological process happens through neurogenesis and long term potential (LTP)

A

neurogenesis

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23
Q

What happens in the synapse due to memory? ______ ____ ________ an increase in cell’s ____ potential after learning. The _____ grows more receptors to receive more information. This is a biological basis for learning and ______.

A

long term potentiation
firing
dendrite
memory

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24
Q

Unconscious, incidental info-space, time, frequency, word meanings, or well-learned info.

A

Automatic processing

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25
Q

Unconscious
Muscle memory
Procedural
Skills
Conditioned Response
Non-declarative memory
Time, space, frequency

A

Implicit

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26
Q

Requires attention and conscious effort

A

effortful processing

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27
Q

Conscious
Facts and Experiences
What you are learning in school
Declarative

A

Explicit

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28
Q

Memory related to future action

A

Prospective Memory

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29
Q

permanent storage

A

Long-term memory

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30
Q

What are the three types of LTM

A

Episodic
Semantic
procedural

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31
Q

Specific events sequentially. Like the different episodes of a show
Explicit

A

episodic

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32
Q

General knowledge stored as facts, meaning, or categories
Explicit

A

semantic

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33
Q

Learned skills not requiring conscious recollection
like how to ride a bike
implicit

A

Procedural

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34
Q

When a recent experience influences a future action. Ex. being more likely to use a word you recently heard.

A

Priming

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35
Q

Is an unconsciously learned behavior (salivating)

A

conditioning

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36
Q

Increasing the capacity of our short-term memory by grouping info into meaningful units. Ex. Phone numbers, radio stations 101.5 or acronyms

A

Chunking

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37
Q

Chunking
Mnemonics
Hierarchies
Distributed practice
Deep Processing
Testing effect
Spacing effect
Making it personally meaningful (semantic processing)

A

Effortful processing strategies

38
Q

A memory technique that can help increase the ability to recall and retain info
There are many types of these

A

mnemonics

39
Q

Type of mnemonic
Mental pictures (imagery) are powerful aids to effortful processing, especially when combined with semantic encoding.

A

visual imagery

40
Q

Type of mnemonic
memorizing pieces of info by visualizing them in various spatial locations (memory palace) Ex. remembering a grocery list by imagining the items in various places throughout your house

A

Method of Loci

41
Q

are linked with numbers to make associations to help memorize a list.

A

Peg word system

42
Q

Chunking information into a more familiar form

A

Acronyms

43
Q

What were the four ways that Ebbinghaus found to improve memory?

A

Distributed practice
Overlearning
Testing effect
Rehearsal

44
Q

Spacing our learning or not cramming

A

distributed practice

45
Q

Continuing to review even after memorizing

A

overlearning

46
Q

quizzing yourself instead of just rereading material

A

Testing effect

47
Q

The more often you review the less you forget

A

rehearsal

48
Q

In one study, students who reviewed their notes in detail before bed retained ____% after nine weeks compared to students who did not review and only retained about ___%

A

75
20

49
Q

How memories are processed affects our _____ to retrieve them

A

ability

50
Q

Is learning on a superficial level (lost quickly)
Simply memorizing material without attaching meaning to the words letters or sounds

A

shallow processing

51
Q

Involves attaching meaning to new material.
Elaboration makes associations to existing memories (longer lasting) making it meaningful

A

Deep processing

52
Q

____-____ storage seems to be limitless in the amount of information it can store; however, memories that are not retrieved can ____ or become forgotten or even changed

A

Long-term
degrade

53
Q

We don’t store memories in 1 _____. They are stored throughout the brain in brain ____.

A

location
networks

54
Q

Which structures influence the memory system?

A

It depends on the type of memory.

55
Q

Implicit memory consists of the

A

cerebellum
Basal Ganglia

56
Q

Explicit memory consists of the

A

frontal lobes
hippocampus
consolidation

57
Q

Key role in forming and storing the implicit memories created by classical conditioning

A

cerebellum

58
Q

Deep structure involved in motor movement and procedural memory for skills. It receives info from cortex but doesn’t send info back to cortex for conscious awareness of procedural learning.

A

Basal ganglia

59
Q

When recalling a password, left frontal lobe, when recalling a visual party scene, right frontal lobe

A

Frontal lobes

60
Q

Like a save button for explicit memory

A

hippocampus

61
Q

Happens while we sleep

A

consolidation

62
Q

Sending memory to be stored throughout the brain

A

memory consolidation

63
Q

emotional memory-Stress hormones provoke the______ to initiate memory traces in the frontal lobe and basal ganglia

A

amygdala

64
Q

Clear, sustained memory of an emotionally significant moment or event
Ex. Remembering 9/11 or a special birthday

A

Flashbulb memories

65
Q

Once memories are in ____ ____ memory storage, we need to retrieve them or get them out. When we take them out we bring them to ___ ___ memory where we can open them, modify them and lay them back into ____ ____ memory.

A

long term
short term
long term

66
Q

The way we lay down memory in __ ____ memory determines the ability to get them out or remember them. Things that influence our retrieval are…
Activating retrieval cues
priming
context
our state of being
serial position effect

A

Long term

67
Q

______ are stored like spider webs in a pathway of associations
The more ____ (cues) you create with a memory, the more likely you are to retrieve it
The way we _____ information affects how we recall it later
Retrieval becomes easier when ____ with how it was encoded

A

memories
associations
encode
matched

68
Q

exposure to one thing influences your reaction to a later item
being ____ with the color yellow makes you think of lemons or bananas rather than apples or watermelons

A

priming
primed

69
Q

In the same physical setting as the memory (your room)

A

context-dependent

70
Q

The cues you use to encode are the cues most helpful in retrieving the memory

A

encoding specificity principle

71
Q

In the same state of mind as the memory (sleepy, energized)

A

State-dependent

72
Q

In the same emotional state as the memory (sad, happy)

A

Mood-congruent

73
Q

The tendency to remember items at the beginning and the end of a list rather then in the middle

A

serial position effect

74
Q

More likely to remember items presented first

A

primacy effect

75
Q

more likely to remember items presented last

A

recency effect

76
Q

What are the two ways loss of memories can take place?

A

retrograde
anterograde

77
Q

unable to remember old information
memory loss due to emotional or physical trauma

A

retrograde

78
Q

The inability to form new memories
brain damage prevents the creation of new memories

A

anterograde

79
Q

The difficulty in retrieving info from long-term memory can happen in 3 ways:

A

encoding failure
storage decay
retrieval failure

80
Q

Never really learning it in the first place
Distraction, shallow processing, and age can all play a role

A

encoding failure

81
Q

Natural forgetting over time
But we are able to return forgotten material faster the second time
Ebbinghaus studied memory and created a _______ ____.
He found that what we learn quickly ____ off after one day, but then begins to ____ over time

A

Storage Decay
forgetting curve
drops
plateau

82
Q

Caused by inference (proactive and retroactive)
the Tip-of-the-tongue phenomenon is classified as this

A

retrieval failure

83
Q

when other information in your memory competes with what you are trying to remember

A

interference

84
Q

Remembering older memories (blocking new)
only being able to remember your old locker combination
remembering your old girlfriends number but not the new girlfriend

A

Proactive interference

85
Q

Remembering newer material (blocking old)
Learning a new song makes it harder to recall an older one
When learning German, you can’t remember the Spanish word for house

A

Retroactive inference

86
Q

The temporary inability to remember information that you know you have stored in LTM
to combat this we often think of surrounding memories. Ex. I know her, is she from work? maybe school? She is friends with Zoe, etc.

A

Tip-of-the-tongue phenomenon

87
Q

Old memories retrieved, altered, and stored again

A

reconsolidation

88
Q

Elizabeth Loftus researched how leading questions can create false memories

A

Constructive memory

89
Q

When a memory is corrupted by misleading info

A

misinformation effect

90
Q

forgetting how info was acquired
Can result in confabulation (our brain’s filling in the memory gaps)

A

source amnesia

91
Q

That eerie sense that “I’ve experienced this before.”
Cues from the current situation may unconsciously trigger retrieval of an earlier experience
source amnesia (forgetting how info was acquired) in one possible explanation for this phenomenon.

A

deja vu

92
Q

Strategies for improving memory:
1.Rehearse repeatedly
2. make the material meaningful (semantic) (self-reference effect)
3. Activate retrieval cues
4. Use mnemonic devices
5. Minimize proactive and retroactive interference
6. Sleep more!!!!
7. Test your own knowledge

A

NICE!!!!

AP Psych (10 decks)

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