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psy 3217 > Unit 3 (Chapters 6-8) > Flashcards

Unit 3 (Chapters 6-8) Flashcards

1
Q

An archive of information about past events and knowledge learned

A

Long-term memory

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2
Q

What are the two memory types called?

A

Recognition and Recall

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3
Q

The identification of a stimulus that was encountered earlier

A

Recognition Memory

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4
Q

The person must produce the item to be recalled without any prompt or cue.

A

Free recall

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5
Q

The person must produce the item to be recalled
- Provides cues in order to help the person recall information

A

Cued-Recall

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6
Q

The distinction between short-term and long-term memories

A

Serial Position Curve

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7
Q

________ is the primary cause of forgetting in LTM

A

Interference

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8
Q

Older memories interference with retrieving newer memories

A

Proactive Interference

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9
Q

Newer memories interfere with retrieving older memories

A

Retroactive Interference

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10
Q

Loss of the ability to recall past events
- Loss of episodic memory
- Semantic memory still intact

A

Retrograde amnesia

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11
Q

Loss of the ability to form new memories

A

Anterograde amnesia

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12
Q

Specific experiences, including semantic and episodic memory

A

Autobiographical memory

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13
Q

Semantic memories that have personal significance

A

Personal semantic memory

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14
Q
  • Conscious memories
  • Episodic memories (personal events)
  • Semantic (facts; knowledge)
A

Explicit memory

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15
Q

Three types of implicit memory

A

1) Procedural memory
2) Priming
3) Conditioning

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16
Q

Occurs when learning from experience is not accompanied by conscious remembering

A

Implicit Memory

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17
Q

Procedural/Skill Memory

A

Memory for actions

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18
Q

A psychological concept that describes how a person’s response to a stimulus can be influenced by prior exposure to a different stimulus

A

Priming

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19
Q

A phenomenon where a subject’s behavioral response improves when they are repeatedly presented with stimuli

A

Repetition Priming

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20
Q

A person is more likely to rate statements read or heard before as true, even when they have been told otherwise

A

Propaganda Effect

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21
Q

Acquiring information and transforming it into memory

A

Encoding

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22
Q

Transferring information from LTM to WM

A

Retrieval

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23
Q

Repetition of stimuli maintains information but does not transfer it to LTM

A

Maintenance rehearsal

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24
Q

Using meanings and connections to help the transfer of information to LTM

A

Elaborative rehearsal

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25
Q

Close attention and elaborative rehearsal focused on meaning and relation to other things

A

Semantic (Deep) processing

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26
Q

Paying little attention to meaning

A

Non-semantic (Shallow) processing

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27
Q

The process that transforms new memories (STM) from where they can be disrupted, to a more permanent state (LTM), where they are resistant to disruption

A

Consolidation

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28
Q

Learning and memory are represented in the brain by physiological changes at the synapse
- Rapid

A

Synaptic Consolidation

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29
Q

Involves reorganization of neural connections and takes place over a longer time span

A

Systems Consolidation

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30
Q

What was Murdoch’s Serial Position Curve Experiment?

A

Task:
- Present participants with a long list of words, then ask them to recall them
- Plotted how many people remembered the first word, second word, etc.
- Made participants rehearse out loud
Results :
- Memory is better for words presented at the beginning of the list (primacy effect) and the end of the list (recency effect)

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31
Q

Better memory for things presented earlier/first in a task

A

Primacy Effect

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32
Q

Better memory for things presented last in a task

A

Recency Effect

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33
Q

What was Wickens et al. experiment about coding in short-term memory?

A

Task:
- Subjects were divided into either the “fruits” group or the “professions” group

  • Subjects in the Fruits group are presented with the names of three fruits on each trial.
  • After each presentation, subjects counted backward for 15 seconds and then recalled the names of the fruits.
  • Subjects in the Professions group were presented with the names of three professions on trials 1, 2, and 3 and with the names of three fruits on trial 4.
  • They also counted backward for 15 seconds before recalling the names on each trial.

Results:
- The Fruits group showed reduced performance on trials 2, 3, and 4, caused at least partially by proactive interference.
- The Professions group showed similarly reduced performance in trials 2 and 3.
- The increase in performance on trial 4 represents a release from proactive interference because the names of fruits, rather than professions, were presented on trial 4.

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34
Q

Describe Patient HM

A
  • Had a removed hippocampus
  • LTM impaired. STM intact
  • Cannot remember new information
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35
Q

Describe Patient KF

A
  • Had damage to the parietal lobe
  • STM impaired; LTM intact
  • Able to form and hold new memories; Reduced digit span
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36
Q

Patient KF and Patient HM are an example of what?

A

Double dissociation for STM and LTM

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37
Q

Which type of memory involves mental time travel?

A

Episodic Memory & Autobiographical Memory

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38
Q

The ability to mentally revisit past events and imagine possible future scenarios

A

Mental Time Travel

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39
Q

Describe Patient KC

A
  • Had damage to the hippocampus
  • Episodic memory impaired; Semantic memory intact
  • Cannot relive past events; Can remember general information about the past
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40
Q

Describe the Italian woman who suffered a encephalitis attack

A
  • Semantic memory impaired; Episodic memory intact
  • Can remember past events and create new event memory
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41
Q

Patient KC and the Italian woman are an example of what?

A

Double dissociation for Episodic and Semantic memory

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42
Q

What are the two types of LTM?

A

1) Explicit Memory
2) Implicit Memory

43
Q

What is the Remember/Know procedure?

A
  • Give participants a memory, and they can choose between the following:
    1) Remember if the stimulus is familiar and remember the circumstances when they first encountered it
    - Episodic memory
    2) Know if the stimulus is familiar but don’t remember the circumstances
    - Semantic memory
    3) Don’t know if the stimulus is familiar
44
Q

What occurs during the semanticization of remote memories?

A
  • A loss of episodic details for memories of long-ago events
  • Taking an episodic memory and making it more like a semantic memory
45
Q

Memories of events that happened in the distant past, such as years or decades ago

A

Remote Memory

46
Q

What did Addis study?

A
  • Neuroimaging while participants thought about..
    - Events from the past
    - Events that might happen in the future
    Results:
  • Similar brain areas involved with both past and future imaging
47
Q

What is the Constructive Episodic Simulation Hypothesis?

A

Episodic memories are extracted and recombined to create simulations of future events
- Helps us to anticipate future needs and guide future behaviors

48
Q

What was Graf and coworkers experiment?

A

Three groups of participants:
- 1) Patients with Korsakoff syndrome
- 2) Patients in alcohol treatment
- 3) Patients with no history of alcohol use
Task:
- Presented a list of 10 words; participants rated each word for how much they liked the word
- Explicit Recall: recall as many of the words as possible
- Implicit word completion: present word stems that can be completed with a word from the list.
- “HORSE” will prompt the completion of “Ho____” with the list words.
Results:
- Amnesiac patients did poorly on the recall test compared to the medical inpatients
- Amnesiac patients did as well as the other patients on the implicit memory test

49
Q

What are the two assumptions of the Levels of Processing Theory (Craik & Lockhart)

A

1) A memory trace is a by-product of perception and comprehension
- If this is true, intent to remember is not required

2) Retention of information is determined by what is encoded (type of processing)

50
Q

Why is trying to retain information with the intent to remember not efficient?

A

Retrieval occurs spontaneously and naturally

51
Q

What was Craik and Tulving’s Stimulus “Train” Experiment

A
  • Three different conditions, Varied by question type
    • Stimulus “Train”
      1) Physical features: Are their capital letters?
      2) Does it rhyme with “pain”
      3) Fill in the blank: “He saw a ______ on the tracks” Is it coherent?
      Results:
  • Deeper processing (fill-in-the-blank question) is associated with better memory
52
Q

What are some factors that aid encoding?

A
  • Distributed Practice (!!!)
  • Retrieval Practice (!!!)
  • Visual Imagery
  • Self-reference effect
  • Self-generation effect
  • Organizing to-be-remembered information
  • Relating words to survival value
53
Q

Analyzing information and finding how it’s relevant to you in your everyday life

A

Self-Reference Effect

54
Q

People remember information better when they generate it themselves, rather than passively receiving it

A

Self-Generation Effect

55
Q

What was Bransford & Johnson’s exeriment?

A
  • Presented difficult-to-comprehend information
    • Experimental group (EG) 1 saw a picture that helped explain the information before reading it.
    • EG 2 saw a picture after reading the passage
    • The control group did not see a picture
      Results:
    • EG 1 outperformed the others
      • Having a mental framework of comprehension aided memory encoding and retrieval.
56
Q

What was Karpicke & Roediger’s study-and-test experiment?

A
  • Group 1: studied and tested all words/all sessions
  • Group 2: studied only words missed in previous tests; tested on all words
  • Group 3: studied all words; tested only on words missed in previous tests
    Results:
  • Group 1 recalled 81% a week later
  • Group 2 recalled 81% a week later
  • Group 3 recalled 36% a week later
    • Shows that testing memory retrieval can improve memory
57
Q

Enhanced performance due to retrieval practice

A

Testing effect

58
Q

What was Tulving and Pearlstone’s recall study?

A
  • Presented participants with a list of randomized words to recall
  • Words came from specific categories such as birds, furniture, professions, etc.
  • Free recall condition: participants were asked to write down as many of the words as they could remember
    ** Recalled 40% of the words **
  • Cued-recall condition: provided with the names of the categories (birds, professions, furniture, etc.) and then asked to write down all the words they could remember
    ** Recalled 75% of the words. **
59
Q

What was Mantyla’s cued recall study?

A
  • Participants presented a list of 504 nouns
  • Study phase: asked to write three words they associated with each noun
  • Test phase: 3 conditions
    • Group 1: presented with the three words they had generated themselves
    • Group 2: presented with the three words someone else had generated
    • Group 3: Never saw the word list but presented with three words someone else had generated
      Results:
    • Memory was best when retrieval cues were created by the participant (G1) and not as good when retrieval cues were created by someone else (G2)
    • Control participants (G3) who tried to guess the words based on retrieval cues generated by someone else did very poorly
60
Q

Retrieval is ___ dependent

A

Cue

61
Q

What was Baddely’s “Diving Experiment”?

A
  • Encoding condition 1: Participants put on diving gear and study a list of words underwater
  • Encoding condition 2: Study list of words on land
  • Retrieval condition 1: Test for memory of word list underwater
  • Retrieval condition 2: Test for memory of word list on land
    Results:
    • Best recall occurred when encoding and retrieval occurred in the same location
    • Retrieval can be increased by reinstating the context in which learning occurred
62
Q
  • Learning is associated with a particular internal state
  • Better memory is a person’s mood at encoding matches the mood during retrieval
A

State-dependent learning

63
Q

What was Eich & Metcalfe’s experiment?

A
  • Encoding condition: Participants were put into either a sad or happy mood and then studied a list of words
  • Came back 2 days later, half of each encoding group (sad/happy) put into either a sad or happy mood, then tested for the words they had learned 2 days earlier

Results:
- Those who studied in a sad mood and tested in a sad mood (and vice versa) did better than cross-conditioned subjects

64
Q

What was Morris and coworkers’ rhyming and meaning study?

A

Two conditions: Rhyming & meaning condition
Results:
- Participants in the rhyming condition performed better in this task.
- Better retrieval occurs if the encoding and retrieval tasks are matched.

65
Q

What was Muller and Pilzecker’s experiment?

A
  • Two groups of participants learned lists of nonsense syllables
  • In the immediate (no delay) condition, participants learned the first list and then immediately learned the second list
  • In the delay condition, the second list was learned after a 6-minute delay
    Results
  • Participants in the delay condition were able to recall more nonsense syllables.
66
Q

After encoding, the activity of the hippocampus fades with time
- Only intercortical connections remain

A

Standard Model of Consolidation

67
Q

The hippocampus is activated during the retrieval of both recent and remote memories
- Hippocampus-cortical connections remain

A

Systems Consolidation

68
Q

Retrieved memories become fragile and are consolidated again

A

Reconsolidation

69
Q

Which area of the brain is responsible for determining the emotional components of memory?

A

Amygdala

70
Q

What was the Brunet and coworkers’ experiment?

A
  • Participants reactivated a traumatic memory
  • Propranolol is administered to block amygdala stress receptors during the reconsolidation of memory
  • Later reactivation of the same memory showed lower stress responses
71
Q

Memory is better for multiple short study sessions

A

Spacing effect

72
Q

Memory for specific experiences from our life, which can include both episodic and semantic components

A

Autobiographical Memory (ATM)

73
Q

The tendency of older adults to recall more memories from their adolescence and early adulthood

A

Reminiscence Bump

74
Q

What are the three explanations for the Reminiscence Bump?

A

1) Self-Image Hypothesis
2) Cognitive Hypothesis
3) Culture Life Script Hypothesis

75
Q

Memory is enhanced for events that occur as a person’s self-image or life identity is being formed

A

Self-Image Hypothesis

76
Q

Encoding is better during periods of rapid change that are followed by stability

A

Cognitive Hypothesis

77
Q

Personal events are easier to recall when they fit the cultural life script

A

Cultural Life Script Hypothesis

78
Q

Memory for the circumstances surrounding shocking, highly charged important events

A

Flashbulb Memories

79
Q

What are some examples of flashbulb memories?

A

9/11, challenger explosion, Kennedy’s assasination

80
Q

What was the Neisser and Harsch Challenger Study?

A
  • Studied people’s memories of the day they heard about the explosion of the Challenger space shuttle
  • Participants filled out a questionnaire within a day of the Challenger explosion
  • The questionnaire asked about where they were and what they were doing when they first heard about the event
  • Completed the same questionnaire 2.5-3 years later
81
Q

Repeated viewing/hearing/talking of event

A

Narrative Rehearsal Hypothesis

82
Q

What are some examples of the narrative rehearsal hypothesis?

A

TV, newspaper, radio, talking with others

83
Q

Prior knowledge has a significant influence on our episodic memory

A

Conceptually-Driven Processing

84
Q

Occurs at encoding; the retrieval of memories in which those memories are altered, revised, or influenced by newer info

A

Constructive Processing

85
Q

Occurs at retrieval; we reconstruct a memory by combining elements from the original material with existing knowledge

A

Reconstructive Processing

86
Q

What was Barlett’s research study?

A
  • Has people study material and then recall it several times, once shortly after study and then again at later intervals
  • Conclusions:
    1) People do not recall events verbatim. They forget specifics and recall the gist of an event or narrative
    2) Subject world knowledge played a significant role in what and how the story was recalled
    a) Memory for story events that did not fit with their understanding of the world was modified
    b) Normalization became more pronounced the greater the delay between reading and recall
87
Q

The enhanced probability of evaluating a statement is true after repeated presentation

A

The Illusory Truth Effect

88
Q

An inference made based on knowledge gained through experience with language

A

Pragmatic Inferences

89
Q

Inferences based on personal knowledge

A

Elaborative inferences

90
Q

Organized information related to knowledge about some aspect of the environment or topic of knowledge

A

Schema

91
Q

Knowledge about the spatial arrangement of specific locations

A

Scene Schemea

92
Q

Conceptions of sequence of actions that usually occurs during a particular experience

A

Scripts

93
Q

What was Brewer and Treyen’s Study?

A
  • Participants brought into an office and told to wait
  • After 35 seconds, they are taken to another room and asked to write down everything they could remember from the office
  • Results:
    • They recalled schema-consistent items (desk, chair, etc.)
    • However, they did not recall schema-inconsistent items (skull model, etc.)
    • They also recalled many items that were not actually present (books, stapler, etc.)
    • They were recalling what they thought should be in an office.
94
Q

Misleading postevent information presented after someone witnesses an event can change how that person later describes the event

A

Misinformation Effect

95
Q

What was Loftus and coworkers study?

A
  • Participants see slides of traffic accident with stop sign
  • Introduce MPI (Yield Sign)
    Results:
    • Participants remember what they heard (yield sign) and not what they saw (stop sign)
96
Q

What was Loftus and Palmer’s study?

A
  • How fast were the cars going when they hit/smashed each other
  • After the video, asked a number of questions.
  • Group 1 got the question “How fast were the cars going when they hit each other?”
  • Group 2 got the same question but “smashed” replaced “hit”.
  • Results
    • Those hearing “smashed” said the cars were going faster than those who heard “hit”
97
Q

Failure to distinguish the source of information

A

Source Monitoring Error

98
Q

What was Lindsay’s Study?

A
  • Participants watched a slideshow of a man stealing a computer narrated by a female voice.
    -They were then divided into 2 groups
  • Difficult condition: Misleading narrative by the same female voice immediately after slide show
  • Easy condition: Misleading narrative by mae voice 2 days after the slide show, right before test.
    In each case they were told to ignore misleading information
  • Results
    • Same voice for both stories created source monitoring errors
      Changing voice (female to male) did not create as many errors
99
Q

What was Hyman and coworkers study?

A
  • Participant’s parents gave descriptions of childhood experiences
  • Participant had conversation about experiences with experimenter; experimenter added a new event
  • When discussing it later, the participant now remembers the new event as actually happening and provided details
100
Q

A testimony by an eyewitness about what he/she saw during the crime

A

Eyewitness Testimony

101
Q

What was Wells and Bradfield’s study?

A
  • Participant view security videotape with the gunman in view for 8 seconds
  • Everyone identified someone as the gunman from photographs afterward
  • The actual gunman’s picture was not presented
102
Q

What was Stany and Johnson’s weapons focus study?

A
  • Participants viewed a video of a simulated crime
  • Results
    - Participants in the “no-shoot” condition remembered more details about the perpetrator, the victim, and the weapon than participants in the “shoot” condition
    - Presence of a weapon that was fired is associated with a decrease in memory about the perpetrator, the victim, and the weapon
103
Q

What was Ross et al. Experiment?

A
  • Studied the effect of familiarity on eyewitness testimony
  • When the actual robber was not in the photo, subjects in the experimental group erroneously identified the male teacher as the robber 60% of the time
  • When the actual robber was in the photo, the male teacher was identified 18% of the time

psy 3217 (4 decks)

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