W7 - Memory Flashcards

1
Q

Autobiographical memory

A

Memory for the events of one’s life.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Consolidation

A

The process occurring after encoding that is believed to stabilize memory traces.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Cue overload principle

A

The principle stating that the more memories that are associated to a particular retrieval cue, the less effective the cue will be in prompting retrieval of any one memory.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Distinctiveness

A

The principle that unusual events (in a context of similar events) will be recalled and recognized better than uniform (nondistinctive) events.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Encoding

A

The initial experience of perceiving and learning events.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Encoding specificity principle

A

The hypothesis that a retrieval cue will be effective to the extent that information encoded from the cue overlaps or matches information in the engram or memory trace.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Engrams

A

A term indicating the change in the nervous system representing an event; also, memory trace.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Episodic memory

A

Memory for events in a particular time and place.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Flashbulb memory

A

Vivid personal memories of receiving the news of some momentous (and usually emotional) event.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Memory traces

A

A term indicating the change in the nervous system representing an event.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Misinformation effect

A

When erroneous information occurring after an event is remembered as having been part of the original event.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Mnemonic devices

A

A strategy for remembering large amounts of information, usually involving imaging events occurring on a journey or with some other set of memorized cues.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Recoding

A

The ubiquitous process during learning of taking information in one form and converting it to another form, usually one more easily remembered.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Retrieval

A

The process of accessing stored information.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Retroactive interference

A

Recent memories interfere with the retrieval of old memories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Semantic memory

A

The more or less permanent store of knowledge that people have.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

A stage in learning: Storage

A

The stage in the learning/memory process that bridges encoding and retrieval; the persistence of memory over time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Availability

A

item is in memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Accessibility

A

item can be retrieved from memory

20
Q

What causes forgetting

A

failure of availibility

21
Q

retrieval failure

A

failure of accessibility

22
Q

Cue Dependency Principle

A

The strength of a memory depends on the number and informativeness
of its cues.

23
Q

Encoding Specificity Principle

A

Cues are most effective if they are encoded along with the to-be-
remembered information

24
Q

How long do we keep memories?

A
  • Forgetting happens all the time, usually for poorly encoded information.
  • Memories are strengthened every time we retrieve them.
  • If you learn information well, how long can you keep it?
25
Q

What is the duration of sensory memory and short term memory? How do we know (i.e., can you describe an experiment that tells us the answer)?

A

Sensory Memory: Lasts approximately 1/4 to 1/2 second for visual information and 2 to 4 seconds for auditory information. This was demonstrated by Sperling’s partial-report experiment.

Short-Term Memory: Lasts about 15 to 30 seconds without rehearsal, as shown by Peterson and Peterson’s experiments involving trigrams and backward counting.

26
Q

What is the capacity of sensory memory and short term memory? How do we know?

A

sensory: 5-10 items
short term memory: 7+/- 2 verablly and 4+/-1 visually

27
Q

What do memory studies of expert chess players tell us about short-term/working memory?

A

in a Game - experts recalled correctly a significantly higher number of peices than novies
Random - the number of peices correctly recalled does not differ between the two

28
Q

What are the different types of long-term memory?

A

Explicit (declarative) memory
Implicit (nondeclarative) memory

29
Q

Early models of short-term memory just treated it like a single “box” where we stored things temporarily. How is Baddeley’s working memory model different?

A

with Baddeley’s model short-term memory is slip into three boxs that all feed in and out of the central excutive(sesory memory) and the long-term memory, these boxes are:
- photological loop
- episodic buffer
- visual-spatial sketchpad

30
Q

What are four strategies than improve encoding into long-term memory? Can you describe an experiment that demonstrates each?

A

Experiment: Craik & Tulving (1975)

Method: Participants processed words by appearance, rhyme, or meaning, then took a yes/no recognition test.

Results: Words processed for meaning were remembered better than those processed by appearance or rhyme, showing deeper processing improves long-term memory encoding.

31
Q

Levels of processing theory distinguishes between maintenance rehearsal and elaborative rehearsal. What is the difference? Why do you think elaborative rehearsal is better?

A

maintenance rehearsal - is just rehersing the same thing again.
elaborative rehearsal - adds or makes the information more elaborte each time you rehers it.
- it is better because it goves more meaning by linking pre-existing knowledge to better incode the new info

32
Q

An effective study strategy is mind-mapping. Given what you know about memory encoding and retrieval, why is mind-mapping effective?

A
  • linking ideas together - Chunking
  • drawing - Visual Encoding
  • writing out the info how you interprit it
  • Elaborative Rehearsal
33
Q

What are two important lessons we learn from Ebbinghaus’s memory studies?

A
  • overlearnign leads to stable remembering
  • savaings: the reduction in time reqired to learn a second time
34
Q

Anterograde amnesia

A

Inability to form new memories for facts and events after the onset of amnesia.

35
Q

Consolidation

A

Process by which a memory trace is stabilized and transformed into a more durable form.

36
Q

Decay

A

The fading of memories with the passage of time.

37
Q

Decay

A

The fading of memories with the passage of time.

38
Q

Declarative memory

A

Conscious memories for facts and events.

39
Q

Declarative memory

A

Conscious memories for facts and events.

40
Q

Dissociative amnesia

A

Loss of autobiographical memories from a period in the past with brain injury or disease. often linked to PTSD

41
Q

Encoding

A

Process by which information gets into memory.

42
Q

Interference

A

Other memories get in the way of retrieving a desired memory

43
Q

Medial temporal lobes

A

Inner region of the temporal lobes that includes the hippocampus.

44
Q

Retrieval

A

Process by which information is accessed from memory and utilized.

45
Q

Retrograde amnesia

A

Inability to retrieve memories for facts and events acquired before the onset of amnesia.

46
Q

Temporally graded retrograde amnesia

A

Inability to retrieve memories from just prior to the onset of amnesia with intact memory for more remote events.