Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
L&M
Encoding and Control Processes
| Question | Answer |
|---|---|
| Automatic Encoding | Processing occurs without our awareness and without interfering with our thinking about other things |
| Effortful Encoding | Processing that requires attention and effort Example: Memorizing telephone numbers |
| Five Types of Encoding Strategies | Rote rehearsal, organization, chunking, elaboration or encoding, and imagery |
| Rote Rehearsal | Repetition of items without any elaboration or deeper processing. This is the easiest but it is the LEAST EFFECTIVE |
| Chunking | The process of forming meaningful combination of stimuli. Condensing a large amount of material into a smaller package. |
| Organization and Knowledge Representation | Representing pieces of knowledge in a framework according to the relationship between the pieces of information |
| Hiearchical Semantic Network Model | Nodes, within nodes, with subordinate nodes Example: envelope-opening each envelope takes time |
| Cognitive Economy | Properties and facts are stored at the highest level possible |
| TLC Model | violation of hierarchical organization-subjects were faster at verifying "a pig is an animal, than a pig is a mammal" violation of cognitive economy- sentance verification time was the same for "a shark, fish, and animal can move" |
| Spreading Activation Model (Collins and Loftus) | When one node is activated, the other ones around it are also activated and it spreads and DECREASES in strength |
| Priming Effect | The facilitation in responding to one stimulus as a function of prior exposure to another stimulus as a function of prior exposure to another stimulus. |
| Anderson's ACT Theory | The more alternative paths that the activation takes, the longer the mental search would be |
| Fan Effect** | The higher the number of links to a concept, the slower the spread of activation along any one link. |
| Effects of Organization | Organized INCIDENTAL learning yields the same recall as elaborated (purposeful) unorganized learning. The Magic Number 6: 6 x 6 + 6 = 42 category names |
| Episodic Memory | Memories of specific events that a person had direct personal experience |
| Semantic Memory | Memories of general knowledge |
| Working Memory | Information that the system is currently using |
| Declarative Memory | Contains knowledge, facts, ideas, or information that can be recalled and described in words, pictures or symbols |
| Procedural Memory | Information concerning action and sequence of actions. |
| What does elaborative processing do? | Connects ideas together, increases the distinctiveness of information, requires cognitive effort (enhancing retention), and creates a larger meaningful context for stimuli |
| Imagery | A mental representation that shares properties with a pictorial or spatial drawing of a stimulus. |
| Mnemonics | Memory aids, techniques that combine vivid imagery with semantic coding |
| Method of Loci | Mentally moving through a familiar series of locations; associating each place with a visual representation of a to-be-remembered item |
| Interacting Images | Forming images that actively interact (piano and cigar-the images that had the cigar interacting with the piano had the best recall) |
| Peg-Word System | Create associated images between each item on a to-be-remembered list and each of the peg-words |
| Chunking | Chunking groups of information into groups that are easy to remember: Example- telephone numbers |
| Picture Superiority Effect | Pictures are remembered better than words and Sounds are remembered better than verbal labels of sounds |
| Dual-Coding Hypothesis** | Items coded with both pictures and concrete words are more easily recalled than those coded in one way like abstract words. |
| Brooks Mental Imagery and Response | When performing an IMAGERY task, VERBAL response is easier and faster When performing a VERBAL task, MOTOR response is easier and faster Spatial code for visual info and linear code for verbal information |
| Relational-Organizational Hypothesis** | The facilitating effect of imagery on memory is because imagery produces more associations between the items to be recalled (Interactive Imagery had highest rates. |
| How much arousal makes the best test-taking environment | A little bit of arousal, but not too much (inverted U curve) |
| Attentional Blindness | Attention to one stimulus may dampen encoding of other stimuli in the same context |
| Working Memory** | A memory structure consists of a limited-capacity "workspace" that can be divided between storage and control processing flexibly. |
| What are the 3 components of working memory?** | 1.) Central executive and two of its slave systems 2.) Phonological loop (voice lingering in ears-then gone with new voice 3.) Visuo-spatial scratch pad (drawing pictures over and over in mind |
| Two major functional axes of the brain: | 1.) Parieto-frontal network that is involved in episodic working memory and driven in part by emotions 2.) Executive system that is located in the left prefrontal lobe and supervises this parietofrontal network. |
| What are the functions of the Central Executive part of the brain? | 1) Updating short-term memory buffers (tracking memories and objects) 2)Goal setting and planning (cooking) 3) Rule Learning and switching (rules changed) 4) Stimulus selection and response inhibition (Stroop color test) |
| Where in the brain, is the working memory located? | Prefrontal Cortex |
| Levels of Processing (Craik & Lockhart) | Memory depends upon the processing of the information rather than the particular memory store: Deeper processing results in better retention than shallow or superficial processing. |
| What did Craik and Watkins find out about maintenance rehearsal? | The material is rehearsed in a temporary, shallow way that does not result in a permanent memory trace. |
| What did Craik and Watkins find out about elaborative rehearsal? | Rehearsal involves adding context to the material, and results in better permanent memory |
| Deep Processing | The processing needed to "understand" something, often involving elaborative, semantic analysis of a stimulus |
| A deep process is.... | effortful not automatic (must use mental resource to do the process) explicitly chosen unlikely to be repeated |
| Craik and Tulvig Study | 3 different levels of studying They hypothesize that the depth of processing needed is greatest for more difficult (semantic) and least for the more structural questions. |
| New explanation of primacy effect | The stage model explanation: More rehearsal The levels of processing model: more elaborative rehearsal |
| New explanation of recency effect | The stage model explanation: Last few items are still in STM and are thus more easily recalled The levels of processing model: The effect is a result of a shift in processing strategy from elaborative to shallow maintenance rehearsal. |
| Watkins and Watkins Study found what? | Maintenance rehearsal has only immediate benefits but long-term drawbacks Better memory does not depend on trying to remember buy trying to understand |
| Distinctiveness vs Elaboration | Helps to remember DIFFERENCES between similar items, where as elaboration helps to remember the SIMILARITIES between different items. |
| Encoding Specificity** | Recalling information can change due to the contexts that resemble those in which encoding (learning) takes place |
| Environmental Context Effect | Recall is best when performed in the original learning environment |
| Mood-Congruent Memory | Things learned with in a specific mood are best recalled in that same mood |
| Physiological State-Dependent Learning | Similar body states during encoding and recall facilitate memory performance |
| Categorization | Organized and coherent information is more easily retrieved |
| Spacing Effect | Encoding yields better long-term retention if learning is distributed |
| Exaggeration | In visual memories, people may exaggerate the distinctive features to make the stimuli more distinct for recall |
| Source Amnesia | Inability to recall the origin of the memory of an event |
| Attitude-Dependent Retrieval | Recall of events is often based by one's attitude toward the events |
| Reoriented Mental Maps | Mental maps tend to be more organized and tidy than real geography. When retrieving scenes, people tend to remember more of the scene than was actually shown |
| Gender specific spatial memory | Men are good at forming mental maps and rotations Women are good at forming mental landmarks and locations |
| Memory Reconstruction during retrieval | Memories change based on what information you are looking for Example: Watergate testimony |
| Perspective-Dependent Retrieval | Multiple perspectives help recall more accurate details Example: Home buyer vs burglarer |
| Emotional Bias on Retrieval | Happy people tend to recall happy episodes and sad people tend to recall sad episodes. Emotions promote encoding but disrupt retrieval |
| Retrieval Induced Forgetting | Retrieving one exemplar from a set of learned items in a category can impair memory for the other exemplars |
| Testing effects | Repeated testing (in contrast to repeated studying) is the key to long-term retention |
| Reminiscence | Recovery of information on a later test that could not be recalled in an earlier test |
| Hypermnesia | A greater overall recall on a later test than on an earlier test-actually improve testing results |
| Other Encoding-Retrieval Factors | Music, Odor, Temperature, Time of Day, Kinesthesia, Personal Reference |
| Waugh and Norman's Probe-Digit Task | The number of intervening, but not the speed of presentation affected the memory performance Interference rather than decay causes forgetting in STM |
| Wickens Release from Proactive Interference | The greater the similarity among the pieces of information, the greater the interference. Presenting distinctively different materials in a mixed manner reduces the degree of proactive interference and increases memory performance. |
| Sternberg's Memory Search Task | We search for information in STM in two ways: Parallel (all simultaneous) and serial (one at a time) |
| Memory Search Strategies | Parallel search- all information is searched at once Serial, Self-Terminating Search- Mental stop of searching each piece of information Serial, Exhaustive Search- Continue to search through information even though the desired info has already been foun |
| Long Term Memory | 1) Capacity=relatively permanent and limitless but not always retrievable 2) Duration=potentially permanent 3) Coding=Recall errors from LTM are likely to be semantic confustions |
| Non-REM (no dream) sleep strengthens what? | Verbal Material |
| REM sleep strengthens memory of what? | Motor Skills |
Created by:
vnolson
Popular Psychology sets