week 9: metamemory

Question 1

cue utilization hypothesis

Answer 1

• familiarity w question
• originated from a framework describing how ppl answer questions
• cue-based info emphasis
• more familiar cue=better judgement

Question 2

metamemory def

Answer 2

• awareness of our own memory
• in three steps: learn something, appraise your learning, and rate the quality of memory

Question 3

cue vs targets

Answer 3

cues: questions or prompts
targets: memory traces that ppl make judgements about

Question 4

target based sources

Answer 4

• info from memory trace about which the judgement is made
• info that was retrieved from memory
• ease of recovery

Question 5

cue based sources

Answer 5

• info taken from memory cue (ie question)

Question 6

steps for cue utilization hypothesis

Answer 6

• find fact in memory
• retrieve plausible answer from facts that are in memory
• evaluate amount of available info relevant to the question

Question 7

accessibility hypothesis

Answer 7

• ppl make inferences on what is in memory based on info available including partial retrieval
• also, intensity of memory traces

Question 8

competition hypothesis

Answer 8

• metamemory judgements are influenced by memory competition during retrieval
• target based sources
• metamemory judgements are higher with less competing info

Question 9

judgements of learning

Answer 9

• estimates of our own learning
• we are poor estimators of how well we have learned

Question 10

why are we bad at JOL

Answer 10

• inability hypothesis: we are incapable of accurately appraising our own mental states or cog processes
• monitoring retrieval hypothesis: when we make judgements, info is still in WM so we are over confident

Question 11

what types of cues affect JOLs

Answer 11

• extrinsic: aspects of learning situation eg massed vs distributed
• intrinsic: aspects material being learned ie perceived ease/fluency of learning (JOLs are sensitive to it) consistent w cue utilization
• mnemonic: accessibility, shift from intrinsic, memory based sources of info, assessments on how we previously did

Question 12

t or f: JOLs decrease with competition and increase with time

Answer 12

false, decrease with both

Question 13

allocation of study time and JOLs

Answer 13

• study time should maximize amount of new knowledge learned
• can allocate study time to optimize JOL and learn some things over others

Question 14

labour in vain effect

Answer 14

• when ppl encounter hard info, they put more effort into learning it but bc it is so difficult, ppl have trouble learning anything new
• there is little gained knowledge

Question 15

region of proximal learning

Answer 15

when people shift to spending more time on material that is just beyond their current ability

Question 16

feelings of knowing

Answer 16

• occurs when you cant remember but feel as though you will in time or that youd recognize the info if presented with it
• based on what you think you should know
• info released slowly (revelation effects)
• correspond well to memory if accurate partial info is provided
• reasonably good predictors

Question 17

game show method for FOK

Answer 17

• first to buzz in gets to answer

Question 18

ppl with ____ damage are less accurate on FOK tasks

Answer 18

frontal lobe

Question 19

which increases FOK: when info is revealed slowly or all at once

Answer 19

slowly

Question 20

tip of the tongue state

Answer 20

• failure to recall info but feel that you are abt to retrieve it
• theory: incomplete activation view

Question 21

incomplete activation view

Answer 21

• TOT occurs when search range has not been sufficiently narrowed
• too many possibilities so we cannot retrieve desired word

Question 22

block view TOT

Answer 22

• TOT occur when related but inappropriate competitors are activated to a greater degree and block access to appropriate info
• cycle of retrieving the wrong, most recent info

Question 23

remember know judgement

Answer 23

• remember= conscious recollection of circumstances in which info was learned
• know= no conscious recollection, only general familiarity feeling

Question 24

things that affect remember but not know responses

Answer 24

• elaborative rehearsal
• context
• generational effects
• frequency
• intentionality
• divided attention at learning
• serial position
• production/drawing
• retention intervals (<1 day)
• reading out loud

Question 25

things that affect know but not remember responses

Answer 25

- repetition only - maintenance rehearsal - modality (visual or auditory) - suppression of focal attention - perceptual match

Question 26

things that affect both know and remember responses

Answer 26

- word vs non word - masses vs distributed - similarities vs differences - gradual vs abrupt - retention intervals (<1 day)

Question 27

does elaborative/active encoding increase remember or know responses

Answer 27

remember

Question 28

does differences focused learning increase remember or know responses

Answer 28

remember

Question 29

does repetition priming increase remember or know responses

Answer 29

know

Question 30

how do you know you dont know something

Answer 30

- rapid judgements are made and based on info of content we dont know consistant w cue utilization hypothesis - memory retrieval practice doesnt go far and thus it is unknown

Question 31

remember processes correspond with _____ based ___ driven processes and know is driven by ____ based ___ driven

Answer 31

knowledge based conceptually driven, perceptually based data driven

Question 32

recognition without awareness

Answer 32

- performing above chance while feeling like were not - recognizing something weve seen before without the conscious awareness that it was seen - feels like guessing but results are above chance (think kaleidoscope)

Question 33

unconscious recognition w out awareness is accompanied by changes in ERP signals _____ ms after the presentation of an image

Answer 33

200-400

Question 34

what are the two requirements for recognition w out awareness

Answer 34

- memory must be encoded - info abt context should be weak or absent

Question 35

hindsight bias

Answer 35

- thinking of events are more deterministic after they happen than they would before it occurred - ie remembering mental state as different than what it was - can be applied to relationships (current state= perceived state of relationship) - when remembering the past you are influenced by the present

Question 36

knew it all along effect

Answer 36

- stage one, ppl are asked a question/ evaluate info - stage two, ppl given feedback abt info encoded at stage 1 - stage 3, ppl indicate memory for what they knew at stage 1 - ppl have a hard time remembering not knowing

Question 37

mnemonics

Answer 37

- mental or physical devices used to help us remember - ex: rhymes, acronyms, acrostics (first letter of each word)

Question 38

peg method

Answer 38

- mnemonic - learn a symbol rhyme then use this to make distinctive interactive cues - these cues are pegs on which you can hang memories - use known sequences - encourages mental imagery

Question 39

method of loci

Answer 39

- elaborate imagined scenes in which objects/words/digits can be 'placed' in discrete locations for later retrieval - set of well known locations (better for those w a linear path) - builds on fact that hippocampus has spatial tuning - con: proactive interference

Question 40

story mnemonic

Answer 40

- make a new story with the things you are meant to remember

Question 41

what are ppl with exceptional memory called

Answer 41

- mnemonisits or memorists

Question 42

who was shereshevsky

Answer 42

- exceptional memory, capacity of 70 in STM - has synesthesia thus more detailed memory traces

Question 43

highly superior ABM

Answer 43

- extremely accurate memory for personal past - potential neural differences in parahippocampal gyrus, inferior and middle temp gyri, and temporal lobe - less grey matter in part of basal ganglia

Question 44

eidetic imagery

Answer 44

- photographic memory

Question 45

aphantasia

Answer 45

- deficit in visual image processing