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Psych 209 Exam 3
Chapters 5, 6, 7
| Question | Answer |
|---|---|
| Three structural components of the modal model of memory | Sensory memory, short-term memory and long-term memory. |
| Duration of sensory memory, short-term memory and long-term memory. | Sensory: >1sec-2sec Short term: 15-18 sec Long term: Permanent |
| Persistence of vision | Moving lights leave a trail |
| Sperling’s whole report and delayed partial report procedure. Define study and what was found. | Whole report: Participants recall 4.5 letters out of 12 in array. Partial report: 3.3 letters out of 4 in a single row. Able to recall 82% of letters but whole report condition was due to letters rapidly fading after initial letters were reported. |
| The results of the Peterson and Peterson study, and what they attributed those results to. | Information can be held in short-term memory for about 18 seconds when rehearsal is prevented. They attributed the results to be due to decay. |
| Alternative explanation for the Peterson and Peterson study based on findings by Keppel and Underwood | The results of the study were due to proactive interference. |
| Capacity for short-term memory, according to Miller | People can hold 7 plus or minus 2 items in short-term memory. |
| Chunking and the effect it has on memory | Grouping items in memory in a meaningful way. Increases the capacity of short term memory |
| R. Conrad's study (1964). What he found and what was special about the errors. | even though the letters were presented visually, the participants’ errors tended to be based on sound. Encoding in short term memory is auditory. |
| Wickens 1976 study. | 3 groups memorize 4 lists. 2 of the groups have a different catagory for the last list. After being told each list, the participant counts back from a number by 3's. Rehearsal after that. Different catagory for 4 released from proactive interference. |
| Working memory model | Concerned with the manipulation of information that occurs during complex cognition in short term memory. |
| Word-length effect, how it relates to the phonological loop | Memory for a list of words is better for short words than for a list of long words. Long words use up the phonological loop. The phonological loop is broken or used up by repeating a word over and over. |
| When is divided attention easier? | When it involves seperate components of working memory. Ex: auditory and visual. |
| Which area of the brain is most involved in working memory? | The prefrontal cortex |
| What is perseveration and what area of the brain is damaged when it is present. | Difficulty in switching from one behavior to another. Damage to the prefrontal lobe. |
| Retrograde amnesia | Loss of memory for the past |
| Anterograde amnesia | The inability to retain or build new memories |
| Serial position curve (Primacy effect, Recency effect) | Items at the beginning and the end of a list are recalled easier. Primacy effect: Items at the beginning are rehearsed more Recency effect: Items at the end of the list are still fresh in short term memory |
| Primary type of encoding for short and long term memory | Short: Auditory Long: Semantic |
| Implicit memory | Memory that occurs without conscious effort |
| Explicit memory | The conscious use of memory |
| Episodic memory (type of explicit) | Autobiographical memory. Personal experience |
| Semantic memory (type of explicit) | Stored knowledge. Facts. |
| How to increase the primacy effect? | Slow the delivery of the items. Allows for more rehearsal. |
| How to eliminate the recency effect? | Subjects count out loud for 30 sec. after delivery of items. Items leave short term memory. |
| Classical conditioning (type of implicit) | Pairing of a neutral stimulus with a stimulus that evokes a response. Response is evoked, eventually, when only presented with the neutral stimulus |
| Priming (type of implicit) | Exposure to a stimulus influences a response to a later, similar, stimulus |
| Procedural memory (type of implicit) | Memory for the performance of particular types of action. |
| Recall (type of retrieval) | Remembering information without having the answer readily available within the question itself. Essay. |
| Recognition (type of retrieval) | Answer is available in the question. Person just has to recognize it. Multiple choice. |
| Repetition priming vs. conceptual priming | Repetition: Test stimulus is the same or resembles the priming stimulus Conceptual: Test stimulus is related to the concept presented in the prime. |
| Propaganda effect | People are more likely to rate statements they have read or heard before as being true, just because they have had prior exposure to the statement. |
| Maintenance rehearsal | Repeating information over and over |
| Elaborative rehearsal | Thinking about the meaning of the term to be remembered, as opposed to simply repeating the word to yourself over and over. |
| Levels of processing theory (Craig and Lockhart 1972) | Memory depends on the depth of the encoding. Deeper encoding results in an easier retrieval later on. Semantic>Auditory>Visual |
| What type of sentence is most helpful in generating sentences to help remember a word? | A complex sentence. |
| Self-reference effect | Memory for a word is greater when one relates a word to oneself. |
| Generation effect | Information will be better remembered if it is generated from one's own mind rather than simply read. |
| Jenkins and Russell (1952) | Presented a list of words to participants and having them recall them afterward. Participants tended to spontaneously organize the words in the list into categories. |
| Retrieval cues | Cues that help us remember information that has been stored in memory |
| Bransford and Johnson’s (1972) study | They had subjects listen to a passage that was very difficult to understand unless participants saw a picture providing a context for the information in the passage. |
| Cued recall vs Free recall | Cued recall: Presented with retrieval cue to aid in recalling Free recall: information is recalled without a cue and without regard to the order in which it is recalled |
| Timo Mantyla’s (1986) study and the major findings | Groups given 600 words. Group 1 related 3 words to each of the 600. That group recalled 90% of the words when presented with their 3 cues. Group 2 was presented with group 1's cues and only recalled 55% of the words. Retrieval cues best when your own. |
| Encoding specificity principle | We encode information along with the context in which we learn it. |
| State-dependent learning | Learning that is associated with a particular internal state such as a mood state |
| Transfer-appropriate processing | Memory is enhanced if the type of task at encoding matches the type of task at retrieval. |
| Long-term potentiation | There is enhanced firing of neurons after repeated stimulation of neurons that are activated during learning. Increase in neurotransmitter released at synapse. Changes in structure of pre-synaptic and post-synaptic neuron. |
| Consolidation | The process of transforming new memories from a fragile state to a more permanent state. It transfers information from short-term memory to long-term memory. |
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