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Memory (ch.6)
| Question | Answer |
|---|---|
| Encoding | Putting it in - converting information into a form that is useable |
| Storage | Keeping it in - Holding onto information for some period of time |
| Retrieval | Getting it out - Getting information that is in storage into a form that can be used |
| What are the three models of memory (and define each of them) | Information-processing model (processed in three stages like a computer) Parallel distribution (memory processes take place at the same time over a large network) Levels of processing (memories are deeply processed according to its meaning) |
| What are the three parts of the information-processing model? | Sensory memory, Short Term Memory, Long Term Memory |
| What are the two parts of sensory memory? | Iconic (visual memory) and Echoic (auditory memory) |
| Discribe the duration and function of the iconic memory | Lasts only 1/4 of a second. Views the surroundings and analyses if it should be brought into conciousness |
| Describe the duration and function of the echoic memory | Lasts about 2-4 seconds. Allows you to remember what someone said/what you heard long enough to recognize its meaning. Smaller capacity than iconic memory |
| Describe the role of George Sperling in memory | Documented the existence of an iconic memory. Humans have a visual image for a brief moment and then it is discarded |
| Describe memory like a filing cabinet (LTM, sensory memory, working memory) | Files are in storage (LTM). You might be handed files (sensory input). You read them, and work on them (working memory). Files (memory) can stay on the desk as long as you're working with them (stay in consciousness). They can be thrown out (forgotten). |
| How long is information held in STM | 12-30 seconds |
| Maintenance rehearsal | Saying information over and over to keep it in your memory |
| Elaborative rehearsal (and examples) | Making information meaningful in some way. Ex. songs, stories, rhyming, pictures |
| Chunking | Stacking information to be able to hold more items. Ex. it's easier to remember 64-099-4522, than 640994522 |
| How much information can you hold in your head at one time and who discovered it? | 5-9 items. George Miller |
| Hindsight bias | People falsely believe that they would have accurately predicted something if they hadn't been told - "I told you so" |
| Constructive processing | Memories can be altered or revised to include new information |
| Declarative (explicit) memory (consisting of which two sub-memories?) | Information that is conscious and known. Semantic and Episodic |
| Non-declarative (implicit) memory | Memories for skills, habits, procedures, etc. (muscle memory). Non-conscious memories. Ex. tying a shoe your shoe, riding a bike. |
| Semantic memory | General knowledge. Ex. knowledge learned in education, names of objects, math skills, etc. |
| Episodic memory | Memories of personal information. Ex. Special birthdays, childhood events, daily activities, etc. |
| Semantic network model | Information stored in the brain is all connected, and concepts are related |
| Serial Position Effect | Info at the beginning and end of a body of information is more easily than info in the middle |
| Recency Effect | Remembering info that was at the end better/easier |
| Primacy effect | Remembering info that was at the beginning better/easier |
| Recall | Retrieved really easy with no external clues. Ex. Fill in the blank, giving people your name |
| Recognition | Looking at information and then matching it to what is already in the memory. Ex. multiple choice |
| Context-dependant learning | Your physical surroundings help you remember if they are similar to the situation you were in when the learning first happend |
| State-dependant learning | Your psychological situation/condition helps you remember |
| Misinformation effect | Information presented after the event alters the memory of the event |
| Two ways to make a false memory believable | 1. It has to be realistic/plausible 2. It must be presented with true information |
| Encoding failure | Failure to process sensory information into the memory |
| Interferance theory | You can't access some Long Term Memories because other memories are in the way. (LTMs are still there though) |
| Who is Hermann Ebbinghaus | One of the first researchers to study forgetting. Found the curve of forgetting - information is lost quickly within the first hour of learning it. Memorized nonsense syllables and then would try to remember them |
| What part of the brain stores STMs | Prefrontal cortex |
| What part of the brain stores LTMs | Hippocampus |
| What part of the brain stores working memories | Frontal cortex |
| What part of the brain stores implicit/non-declarative memories | Cerebellum |
| What part of the brain stores Semantic and Epsodic memories | Frontal and Temporal lobes |
| What part of the brain stores fear memories | Amygdala |
| Retrograde vs. Anterograde amnesia | Retrograde: forgetting things that happened before the injury or disease. Anterograde: Cannot form new memories following the injury/disease |
| Contribution of Elizabeth Loftus | Protester study - eyewitness testimonies are not always reliable because what people see and hear after an event can change their memory |
| Robert Sapolsky | Guy who studied monkeys and their stress and agression. Found that stress releases certain hormones which cause neurons to not function as well, and chronic stress can lead to diseases |
| Review how memories are stored | See graph in document |
Created by:
sara_hillyer
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