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
psychology
objectives - memory
| Term | Definition |
|---|---|
| processes of sensation - reception | presence of physical stimuli such as sound waves and light is detected by sensory neurons in our sense organs - eyes, ears, etc |
| processes of sensation - transduction | these different forms of stimuli are converted into electrochemical energy, the form of energy that the human nervous system and brain can process |
| processes of sensation - transmission | the energy is transferred to the brain for processing |
| sensation | our initial detection and processing of environmental stimuli through sensory organs. |
| perception | information the brain receives is organised and given meaning by the brain |
| processes of perception - selection | the brain filters the stimuli, selecting important features for further processing whilst ignoring unimportant features that receive no further processing |
| processes of perception - organisation | grouping the selected features of stimuli to form a whole, sometimes referred to as a gestalt |
| processes of perception - interpretation | the brain interprets these wholes, and gives them meaning |
| sustained attention | ability to focus on one specific task for a continuous amount of time without being distracted |
| selective attention | ability to select from many factors or stimuli and to focus on only the one that you want while filtering out other distractions |
| alternating attention | ability to switch your focus back and forth between tasks that require different cognitive demands |
| divided attention | ability to process two or more responses or react to two or more different demands simultaneously |
| Cocktail party effect (Cherry, 1953) | found that we use physical differences between various auditory messages to select one of interest (gender, intensity, location/distance) |
| Cocktail party effect (Cherry, 1953) | studies using shadowing audio (one message repeated out loud while second was presented in other ear). little information retained from second 'non-attended' message, rarely noticing when it was said in a foreign language |
| encoding | conversion of sensory information in to a form that can be processed by the brain. information may be encoded visually, acoustically, or semantically |
| storage | retention of the information for various lengths of time. info storage is via networks of neurons. info must be stored in a way that keeps it accessible for later, which is done by forming associations between neural networks to aid later retrieval |
| retrieval | recovery of info stored in the brain. only through accurate retrieval that memory is identified as a process. relies on the right ques so that we can get to the correct location in our semantic networks |
| Atkinson and Shiffrin (1968) - sensory register | duration: 1/2 a second. capacity: all sensory experience. encoding: sense specific - iconic, acoustic, semantic |
| Atkinson and Shiffrin (1968) - short term memory | duration: up to 30 seconds. capacity: 7+-2 items. encoding: primarily auditory |
| Atkinson and Shiffrin (1968) - long term memory | duration: unlimited. capacity: unlimited. encoding: primarily semantic |
| maintenance rehearsal | process of verbally or mentally repeating information, which allows the duration of the STM to be extended. involves repeating info without thinking about it's meaning |
| elaborative rehearsal | process of linking new information in a meaningful way with information already stored in the LTM. more effective than maintenance rehearsal for remembering new info is more deeply processed |
| implicit (non-declarative) memory | unconscious recall of memories of how to do something. includes procedural memories; memory of learnt skills and actions |
| explicit (declarative) memory | consciously recalled memories of facts or personally significant events. includes semantic memory - impersonal general factual knowledge - and episodic memory - memories of personally significant events and their context |
| Baddeley and Hitch (1964) working memory - visuo-spatial sketchpad | visual short-term memory. storage of what we see. store helps you picture a room after furniture is shifted around |
| Baddeley and Hitch (1964) working memory - phonological loop | auditory short-term memory. helps understand a sentence, retaining words from the beginning of the sentence until we have heard the words at the end. |
| Baddeley and Hitch (1964) working memory - central executive | puts together sounds and vision of working memory, allowing for mental manipulation of data; screens out irrelevant material, changes attention from one item to another, modifies items brought in from LTM before re-committing them to memory |
| Baddeley (2000) update to working memory - episodic buffer | helps retrieve info from LTM to associate with information that is in working memory, and to select and encode information into LTM |
| role of the hippocampus in memory formation | the formation of explicit memories -plays a role in the formation of memories and spatial memory. It forms declarative/explicit memories which include episodic and semantic memories. activated during memory retrieval. |
| Henry Molaison - case study | suffered anterograde amnesia due to surgical removal of part of his hippocampus. he forgot he had aged over time, forget deaths in the family and eternally grieve, and died only with memories from pre-surgery. |
| Henry Molaison - findings | demonstrated role of hippocampus in the formation of memories, and the biological component of moving info from STM to LTM - no memories were transferred from STM to LTM without the hippocampus |
| role of the amygdala in memory formation | role in the emotional component of memories by attaching emotional significance to them. also can play a role in detecting danger and initiating a fear response. can be activated using classical conditioning to assign fear as unconditioned response |
| role of the amygdala in memory formation 2 | creates associations between memories and emotions, making memories more likely to be remembered through associating emotions. more emotive = more likely to retain. |
| role of the cerebellum in memory formation | responsible for coordination, balance and implicit, procedural memories that do not require conscious retrieval. often describes as doing the role of muscle memory. activated when we learn motor movements, chunking them into meaningful movements to store |
| types of forgetting - retrieval failure | inability to access stored information. avoided using cues and prompts - similar stimuli, acronyms, questions from others |
| types of forgetting - interference | forgetting as a result of competing/similar information gets mixed with/blocks retrieval. proactive if information previously learnt interferes with new learning. retroactive if new incoming info interferes with old info. |
| types of forgetting - motivated forgetting | inability to retrieve information due to an advantage in not remembering. self protection defense if memories are anxiety inducing or inconvenient |
| repression | psychological process of automatically or unconsciously preventing emotionally distressing memories from coming into our conscious. repressed memories can be triggered by an event or experience. |
| types of forgetting - decay theory | fading away of memory over time - memory traces fade through lack of use, and eventually become unavailable. more common in sensory and STM. |
| criticisms of decay theory | unable to account for sudden recollection of info when cues are available. older people recollect memories from childhood despite not being regularly retrieved over the years. hippocampus studies show rapid and then gradual decline of neural pathways |
| types of remembering - recall | process of retrieving and stating information previously learnt using minimal prompts. cued: due to cue or prompt. free: in any order. serial: in a particular sequence/order |
| types of remembering - recognition | process of identifying the correct answer/info from a series of incorrect information. easier than recall due to context clues which can prompt you towards correct info. typically more accurate and reliable than recall |
| types of remembering - re-learning | the ability to learn something that you have previously learnt at a much faster rate than new information. considered the most sensitive measure of retention; least amount of memory is required to activate retention. |
| role of retrieval processes | enables us to use previously learnt information in new contexts, to interpret info based on past experiences or understandings, and to problem-solve and look for new solutions. also key in modifying existing memories. essential to daily functioning |
| Craik and Lockhart (1972) levels of processing | shallow (structural, phonemic) and deep (semantic, elaboration) processing. |
| Craik and Tulving (1975) - aim | to determine the effect of different depths of processing of information on recall and recognition of that information |
| Craik and Tulving (1975) - procedure | 60 males and females randomly allocated to process list of 60 words either structurally, phonemically, or semantically. subjects not told they would have to recall the words. subjects shown list on 180 words and asked to identify words they had seen. |
| Craik and Tulving (1975) - findings | recognition of words highest in semantic processing group. phonemic scored higher than structural. words processed with a 'yes' answer to a question remembered more than 'no' answers. |
| Craik and Tulving (1975) - strengths | provided evidence that level and depth of processing affects recall/recognition || adds to atkinson and shiffrin's model by emphasising processing over location || lead to better understanding of psychological techniques that aid in memory |
| Craik and Tulving (1975) - weaknesses | subjects deceived - told study was on perception, not memory || not clear if depth of processing is the key variable, rather than amount of processing or time taken to process info || arguable that 'depth of processing' is vague and hard to measure |
| role of repetition - Ebbinghaus forgetting curve (1885) | learnt lists of nonsense 3-letter words. tested himself until he had perfect scores for remembering each list. waited various time periods ranging from 20 mins to 31 days, and tested himself again. |
| role of repetition - Ebbinghaus forgetting curve (1885) findings | forgetting occurs the most rapidly in the first 20 mins, moderately for the first hour, and gradually for the next 31 days. |
| features of the forgetting curve shown in other research | most forgetting occurs immediately post-learning || >50% forgotten in first hour || initial learning is overlearnt, material is retained for longer and with greater accuracy || complexity of material and intelligence of learner do not affect rate |
| Trauma based memory loss - chronic traumatic encephalopathy | trauma from repeated head knocks causing cell death/loss of neurons. amnesia, memory loss, violence and irritability, suicidality, impulsivity, depression, diminished concentration |
| Degeneration based memory loss - Alzheimer's disease | amyloid plaques - build-up of certain proteins and neurofibulary tangles. loss of neurons/damage in hippocampus and temporal lobes. impaired declarative memory, trouble with names, social withdrawal, depression, anger, distrust in others |
| Drug-induced memory loss - Wernicke-Korsakoff syndrome | excessive alcohol consumption (thiamine deficiency) causing frontal lobe loss and damage to hippocampus. confusion, ataxia, inability to form new memories, apathy. |
Created by:
Millie Cullender
Popular Psychology sets