Cog. Psy test 2 5-8
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| memory | the processes involved in retaining, retrieving, and using information about stimuli, images, events, and ideas
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| modal model | contains a number of stages, sensory memory, STM, and LTM
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| sensory memory | an initial stage that holds information for seconds. Bottom up processing
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| STM | holds info for 15-30, limited by time and storage
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| LTM | holds info for decades
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| persistence of vision | retention of the perception of light in your mind. Laser, or sparkler
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| echoic memory | last for a few seconds after presentation of original stimuli (Persistence of sound)
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| iconic memory | corresponds to the sensory memory stage. Brief sensory memory for a visual stimuli
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| serial position curve | indicates that memory is better for words at the beginning and the end of the list
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| coding | refers to the way information is represented
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| visual coding | remembering what something looks like. Mental image
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| phonological coding | remembering sound. Most common type of coding
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| semantic coding | Remember what someone was talking about. Meaning
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| H.M | showed that the hippocampus was important for LTM
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| good STM bad LTM | H.M
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| good LTM bad STM | K.F
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| Chunking | samll units (like words) can be combined into larger meaningful units, like phrases or sentences. STM
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| Chunk | a collection of elements that are strongly associated with one another. EX. noise ass. with crowd. Noise is not ass. with room or film
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| working memory | limited capacity for temp. storage and manipulationg for complex tasks such as comphrension, learing, and reasoning
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| three components of working memory | phonological loop, visualspatial sketch pad, and central executive
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| phonological loop | holds verabl and auditory information. Ex. remembering a telephone #. Contains the storage and rehearsal
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| visualspatial sketch pad | solving a puzzle, or forming a picture in your mind.
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| central executive | Coordinates the activity of the working memory
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| three ideas that support the idea of a system specialized for language | phonological similiarity effect, word length effect, and articulatory suppression
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| phonological similarity effect | occurs when letters or words that sound similar are confused. EX. Remember mac, can, cap, man, map. These words are sound similar, therfore harder to rem.
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| word-length effect | memory is better for a list of short words than for long words
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| articulatory suppression | trying ot remember numbers and someone behind you starts to repeat "the, the, the" It prevents rehearsal in the phonological loop
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| working memory has trouble handling _____ types of info. that are presented simultaneously | similar
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| prefrontal cortex | inpus from the sensory areas, which are involved in processing incoming visual and auditory information
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| delayed-response task | req. a monkey to hold info. in working memory during a delay period.
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| supports the idea that the prefrontal cortex is important for holding information for brief periods of time | delayed response task
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| Declaritive memory | is our conscious recollections of events or facts
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| episodic memory | memory for specific events. wedding
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| semantic memory | facts and knowledge about the world that is not tied to any specific personal experience. Your ABC
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| Implicit memory | memory that occurs when a poast experience influences behavior, but we are not aware of the experience that is influencing behavior.
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| priming effects | stimuli affecting your memory without you realizing it.
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| procedural memory | typing, writing. our memory for how to carry out highly practiced skills
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| encoding | process of aquiring information and transforming it into memory
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| maintenance rehearsal | not effective in transferring into LTM. EX. repeating number out of phone book
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| type oh phonlogical loop | maintencance rehearsal
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| elaborative rehearsal | occurs when you think about the meaning of an item and make connection between the item and something you know. Good at est. LTM, attaches meaning
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| levels of processing (LOP) | memory depends on how information is encoded
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| shallow processing | little attention to meaning. Occurs if attention is focused oh physical features
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| deep proccessing | close attention. focusing on an items meaning and relating it to something else
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| self-reference effect | memory is better if you are asked to relate a word to yourself.
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| particpants were three time more likely to remember words that they rated as describing themselves | self-reference effect
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| retrieval cues | the close link between how information is encoded and our ability to retrieve it later
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| retrieval cues | organizing information into catagories,
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| memory is represented by changes in synapse | (blank)
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| long term potentiation | strengthening of connection between neurons. changes in neurons and synapses-- increased firing leads to a structural changes which allow for easier firing
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| consolidation | strenthening of neurons in the brain, making them more permanent
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| consolidation is goverend by | hippocampus
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| episodic memory needs the | hippocampus
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| Medial temporal lobe | damage causes memory loss, but not as sever. important to LTM
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| more activity in the MTL = | a greater incoding ability
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| retrieval cues | catagories help, same person
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| transfer appropriate processing | deeper processing does not always lead to better memory.
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| transfer appropriate processing | memory performance is enhanced if the type of encoding that occurs during acquisition matches the type of retrieval that occurs during the memory test
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| ex. of Transfer app. processing | semantic-aqusition, rhyming-test condintion, rhyming-aqusition, rhyming-test condition
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| encoding specificity | we learn information together with its context. Same place as encoding and same place as retrieval
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| state-dependent learning | memory is best if a person is in the same state for encoding and retrieval. Silent, cold, loud, happy)
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| State-dependent learning ( supported studies) | underwater/land recall
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| continuous music technique | particpants are asked to think positive/negative thoughts while listening to a certain type of music. Mood effects test.
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| autobiograhpical memory | the events that make up our life stories are episodic memories
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| event specific knowledge | consists of individual events that happen on a timescale of minutes or hours.
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| A description of your first day at college | event specific knowlege
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| things that happen over days, weeks, or, months. welcome week | general events
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| span over many years. college years | lifetiem periods
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| the enhanced memory for adolescence and young adulthood that can be demonstrated in people over 40 | reminiscene bump
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| two explanations for reminiscence bump | life-narrative hypothesis, and cognitive hypothesis
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| life narrative hypothesis | people assume their life identities during that period of time
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| cognitive hypothesis | encoding is better during periods of rapid change that are followed by staility (My move to sarasota from lakeland)
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| flashbulb memories | vivid memories for emotionally powerful events. 911, challanger
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| some people suggest that we dont remember flashbulb memories because of special mechanism but because we rehearse these events after they occure called | narrative rehearsal hypothesis
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| suggest our memories decay just like regular memories | narrative rehearsal hypothesis
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| peoples belief in the accuracy of their memory remains high, the fact their confidence increases with time | narrative rehearsal hypothesis
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| constructive approach to memory | the mind contructs memories based on a number of sources of information
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| War of Ghost | the story was transformed to represent the participants culture. One of the first people to use repeated introduction techinique
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| Grades remember better A than D | support the constructive approach to memory (many factors effect memory)
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| source monitoring | we retrieve the memory first and then use a decision process to determine where the memory cam from
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| source misattribution | we attribute something we remember to the wrong source.
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| source misattrinution examples | nonfamous names
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| false memories | hammer/pounding test, baseball scenario
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| schema | the knowledge of what is involved in a particular experience-- college, work
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| script | type of schema, our conception of what an experience is like.
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| dentist office where people rem. seeing books but there werent any | sows how knowledge can affect memory
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