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Ch. 7 Memory
Ch.7 Psychology Study Guide
| Term | Definition |
|---|---|
| memory | the mental functions and processes by which information is encoded, stored, and retrieved; information stored in the mind |
| episodic memory | memory of specific experienced events |
| semantic memory | memory of general knowledge and information |
| explicit memory | memory of specific information |
| implicit memory | memory of which you are not consciously aware; generally includes skills and procedures one has learned |
| encoding | the translation of information into a form that can be stored in memory |
| storage | the maintenance of encoded information over time |
| maintenance rehearsal | the repetition of new information in an attempt to remember it |
| elaborative rehearsal | methods for remembering new information by creating meaningful links to information already known |
| retrieval | the process of recalling information from memory storage |
| context-dependent | information that is more easily retrieved in the context or situation in which it was encoded and stored |
| memory | the mental functions that processes by which information is encoded, stored, and retrieved; information stored in the mind |
| state-dependent memories | information that is more easily retrieved when one is in the same physiological or emotional stare as when the memory was originally encoded or learned |
| sensory memory | the immediate, initial recording of sensory information in the memory system |
| iconic memory | the sensory register that briefly holds mental images of visual stimuli |
| eidetic imagery | the maintenance of a very detailed visual memory over long periods of time |
| echoic memory | the sensory register that briefly holds traces of aural stimuli |
| short-term memory | also called working memory, memory that holds information briefly before it is either stored in long-term memory or forgotten |
| primacy effect | the tendency to recall the initial item or items in a series |
| recency effect | the tendency to recall the last item in a series |
| chunking | the mental process of organizing information into meaningful units, or "chunks" |
| interference | the process that occurs when new information in short-term memory pushes or crowds out and replaces what was already there |
| long-term memory | the type or stage of memory capable of large and relatively permanent storage |
| schemas | an idea or mental framework that helps one organize and interpret information |
| recognition | a memory process in which one identifies objects or events that have previously been encountered |
| recall | non immediate retrieval of learned information |
| relearning | learning something a second time, usually in less time than it was originally learned |
| decay | disintegration; in psychology, the fading away of memory over time |
| retrograde amnesia | the failure to remember events that occurred prior to physical trauma because of the effects of the trauma |
| anterograde amnesia | the inability to form new memories because of brain trauma |
| infantile amnesia | the inability to remember events that occurred during one's early years (before age three) |
| What are the differences between maintenance rehearsal and elaborative rehearsal? Which is more effective? Why? | Maintenance rehearsal is repeating something so you don’t forget it and elaborative rehearsal is remembering by relating to things in your own life. Elaborative rehearsal is more effective because it is encoding through “deep processing”. |
| What happens in the sensory memory? | Immediate initial recording of data from senses that lasts a fraction of a second. |
| What happens in short term memory? | STM is taking sensory info and doing something with it to make it be remembered a little longer. Can get crowded out by other things. |
| What happens in long term memory? | LTM is taking that info and making it longer like a huge jigsaw puzzle piece and putting it back together. |
| What do we mean when we say memory is reconstructive? | It is reconstructed from the bits and pieces of our experience. They become shaped according to the ways we view and understand the world. Remember things according to our beliefs and needs. |
| Explain Freud’s concept of repression. | Young children often have aggressive and sexual feelings toward their parents but they forget these as they get older. |
| How can a scenario be identified as retrograde anmesia? | Forgetting the period leading up to the trauma. Minutes or hours, could be several years if it is very severe. |
| How can a scenario be identified as anterograde amnesia? | Forgetting the period following the trauma. Lose the ability to to store new memories. Hippocampus damage is commonly the cause; that usually lasts less than a day. |
| How can a memory be identified as episodic? | Memory of a specific event(last night's dinner) |
| How can a memory be identified as semantic? | Memory of facts, words, and concepts(first president) |
| How can a memory be identified as explicit? | Memory of specific information(taking a test) |
| How can a memory be identified as implicit? | Practiced skills and learned habits(riding a bike) |
Created by:
dwatson.2023
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