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Stack #1222232
| Question | Answer |
|---|---|
| the brief storage of information brought in through the senses; typically lasts up to a few seconds | sensory memory |
| the temporary persistence of visual impressions after the stimulus has been removed | iconic memory |
| part of the stm that refers to the way the brain can take an exact copy of what is heard and hold it for very short periods, roughly two to four seconds | echoic memory |
| memory that involves recall info for a relatively short time | stm |
| a system for permanently storing, managing, and retrieving information for later use | ltm |
| sometimes referred to as explicit memory, 1 of 2 types of ltm that refers to memories which can be consciously recalled such as facts and knowledge | declarative memory |
| category of ltm that involves the recollection of specific events, situations, and expriences | episodic memory |
| personal, refers to ones own past, autobiograpical, recaptures temporal and spatial context of a persons past experience | episodic memory |
| refers to the memory of meanings, understandings, and other concept based knowledge and underlies the conscious recollection of factual information and general knowledge about the world | semantic memory |
| memory acquired through experience and which can not be consciously articulated such as by recall or regognition- priming, conditioning, habits | nondeclarative memory |
| ltm of how to perform different actions and skills, memory of how to do certain things | procedural memory |
| stm has __ capacity | limited |
| millers concept of __+/-__ is a fundamental limitation on our mental capacity | 7, 2 |
| as long as you rehearse items they can be maintained indefinitely, if you stop rehearsing memory is often lost | rehearsal maintenance |
| longest list of items that a person can repeat back in correct order immediately after presentation on 50% of trials | memory span |
| __ is a common measure of stm | memory span |
| stm has __ capacity and ltm has __ capacity | limited, unlimited |
| finding that when people are immediately prevented from rehearsing something they are tyring to store in stm, the amount of items that they can remember is inversely proportional to the amount of time that they are kept from rehearsing them | brown peterson paradigm |
| jacoby and dallas state that memory loss due to the absense of appropriate __ has been labeled __ dependent forgetting | appropriate retrieval stimulus, cue dependent forgetting |
| given the appropriate cues, the memory can and will be retrieved | jacoby and dallas |
| the weakening and fading of memories with the passage of time | decay |
| forgetting is more likely caused by __ or by a combination of __ and __ | interference, decay+interference |
| reanalyzed peterson and peterson data and found that performance was relatively intact across early trial for all delay intervals, and showed a pronounced decline across trials | keppel and underwood |
| memory for other things, or performance of another task interferes with memory and causes forgetting | interference |
| later occuring info interferes with previously occuring info | retroactive interference |
| earlier occuring info interferes with later occuring info | proactive interference |
| what study showed proactive interference | keppel and underwood |
| performance should be better for faster presentation rates because there is less elapsed time between the end of the list and the probe digit, therefore, there is less time for the info to decay from memory | decay theory |
| performance should deteriorate the further back in the list the probe digit occured for the first time because there are more digits in between the first and second presentations | interference theory |
| __ of information increases capacity | chunking |
| the format information is encoded in, can be physical phonemic semantic | memory code |
| memory code based on the sound of the stimulus | acoustic code |
| a memory code based on the meaning of the stimulus | semantic code |
| an error that sounds like the correct error- mispercieving a word as one that has a similar meaning like a lamp being recalled as light | acoustic confusion |
| are based on the meanings of words, predominate in LTM | semantic code |
| a set of items in stm that can be compared against a test item to determine if the test item is stored there | memory set |
| a search that stops as soon as the test item is successfully matched to an item in the memory set | self terminating search |
| a search that continues until the test item is compared with all items in the memory set | exhaustive search |
| sternberg proposed that stm can be scanned in two ways, either all at once called __ search or one item at a time called __ search | parallel, serial |
| inner vocalization, speech that occurs during silent reading | subvocalization |
| who came up with working memory | baddeley |
| a component of baddeleys working memory model that maintains and manipulates acoustic information | phonological loop |
| a component of baddeleys working memory model that maintains and manipulates visual/spatial information | visuospatial sketchpad |
| a component of baddeleys working memory model that manages the use of working memory | central executive |
| the revised baddeley model includes __ and __ | an episodic buffer, interaction with ltm |
| allows for an integration of information from the phonological loop and the visuospatial sketchpad | episodic buffer |
| allows for the interaction of stm contents with ltm contents as they are being worked on- top down processing | interacting with ltm |
| the centralexecutive is | attention |
| what explains transfer of info about experiences between working memory and ltm | episodic buffer |
| memory thats retained can last a lifetime | permastore |
| our tendency to recall best the last and first items in a list | serial position curve |
| tendency to remember words at the beginning of a list especially well | primacy effect |
| the tendency to show greater memory for info that comes last in a sequence | recency effect |
| act of thinking about thinking, the cognition of cognition, ability to control your own thoughts | metacognition |
| the selection of strategies for processing information | metacognition |
| part of metacognition, ability to act in your long term best interest consistent to your deep values | self regulation |
| people's estiamtes of how well they learned something | judgements of learning |
| the ease with which information can be retrieved from memory | retrieval fluency |
| during perception we can correctly detect a signal when it is present and correctly note the lack of a signal when it is lacking | signal detection theory |
| response criterion, vary according to variables like motivation, payoffs, or individual differences | beta |
| mean familiarity can be represented as a normally distributed curve for old and new items, with the difference between the two means designated as | d' |
| the larger that d' the greater the ability to __ new items from old, and the better the overall __ | disciminate, performance |
| tells one the probability of making an error on a test but does not tell you if the errors are misses o false alarms | d' |
| correctly detect a signal when it is present and correctly note the lack of a signal when it is lacking | hit |
| fail to detect a signal when there was one | miss |
| detected a signal when there was none | false alarm |
| the use of cognitively based retrieval echniques to improve recall | cognitive interveiw |
| __ relates to the test's ability to identify positive results | sensitivity of retrieval tests |
| bringing a thought or idea learned previously, and thus stored in memory, into coscious awareness | recall |
| identifying something you learned previously and is therefore stored in some manner in memory | recognition |
| relationship between the time spent learning and relearning finromation and level of retention, a relationship called the _ method | savings |
| memory evaluated by indirect memory tests | implicit memory |
| recollection of skills, things you know how to do, that you don't need to recall cosciously- riding a bike | implicit memory |
| a test that asks people to recall or recognize past events | direct memory test |
| a test that does not explicitly ask about past events but is influenced by memory of past events | indirect memory test |
| memory evaluated by direct memory tests | explicit memory |
| revealed when performance on a task requires cnscious recollection of previous experiences, like free recall, recognition, cued recall | explicit memory |
| roediger and mcdermott showed how easy it is to produce a | false memory |
| bottom up processing- stimulus arrives from the sensory receptors, the combination of bottom level features allows us to recognize more complex whole patterns | data drive processing |
| top down processing- our memory about how the world is organized helps in identifying patterns | conceptually driven processing |
| information processed to a greater degree while rehearsing | elaborative rehersal |
| exposed to material but primary task is something other than committing it to memory | incidental learning |
| intentional learning is acquired as the result of careful search for information | intentional learning |
| the __ lobe contains the __ and plays a key role in the formation of explicit long term memory modulated by the __ | temporal lobe, hippocampus, amygdala |
| consists of structures that are vital for declarative or long term memory | medial temporal lobe |
| a neural center located in the limbic system that helps process explicit memories for storage | hippocampus |
| involved in motor skill learning and memory | cerebellum |
| eye blink conditioning studies shows that there are changes in __ neural circuits with repeated exposure to stimuli | cerebellar |
| modulates the consolidation of memories of emotionally arousing experiences | amygdala |
| when a question is asked about either the meaning or the rhyming of a word and participants must respond yes or no depending if the presented word matches the given question or not | orienting task |
| memory depends on the nature of the __ not the properties of the memory store | encoding process |
| easier to elaborate semantic material - more associations can be formed | elaboration hypothesis |
| if an item stands out it refuces interference | distinctiveness hypothesis |
| distinctiveness hypothesis includes | primary and secondary |
| to be remebered (TBR) item is distinct in its immediate context | primary distinctiveness |
| TBR item is distinct in its relation to prior knowledge in ltm | secondary |
| 3 types of secondary distinctiveness | orthographic, emotional, processing |
| distinct spelling | orthographic |
| flashbulb memory | emotional |
| distinctive features i.e. caricatures | processing |
| memory is determined by operations during input | craik & lockhard |
| learning through repetition rather than thorough understanding | rote learning |
| life of a code can be lengthened by recirculating | rote repetition |
| rote rehearsal- information is repeated over and over in its exact initial form | maintenance rehearsal |
| physical features analyzed- memory trace is fragile and quickly decays | shallow processing |
| better retention, more elaborate and detailed encoding, at this level memory is best | deep processing |
| structural level of craik and tulvig | capital versus small letter |
| rhyming task | phonemic level |
| either category membership or sentence question (is the word an animal name, would the word fit this sentence) | semantic level |
| to be remembered item is distinct in its immediate context | primary distinctiveness |
| a clear memory of an emotionally significant moment or event | flashbulb memory |
| refers to having a cue present at recall that was present at encoding | encoding specificity principle |
| hints that could help you retrieve a certain memory or piece of information | retrieval cue |
| any stimulus associated with a memory, usually enhance retrieval of a memory | cue dependent memory |
| mood dependence is the faciliation of memory when mood at retrieval is identical to the mood at encoding or the process of memory | mood dependent memory |
| occurs where current mood helps recall of mood congruent material regardless of our mood at the time the material was stored | mood congruent |
| when we are happy we are more likely to remember happy events | mood congruent memory |
| best encoding process is that which is ultimately required at retrieval | transfer apppropriate processing |
| proposed material in a learning experiment is processed two ways: emphasizes verbal associations; emphasized creation of a visual image to represent a word | paivios dual coding theory |
| representation is concretely tied to what we are representing- map distances | concrete analog |
| representation is arbitrarily tied to what we are representing- clock face represents time | abstract analog |
| ease with which an object can be imaged | imagery potential |
| most books on improving memory emphasize | visual imagery |
| method to learn a sequence of items in correct order as when delivering a long speech | method of loci |
| method of loci has to do with __ learning | serial |
| to help remember new owrds or names it is helpful to learn an associated word, or __ | keyword |
| keyword has high __ value | imagery |
Created by:
lilcollins92