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PSY 100 - Chapter 8
| Question | Answer |
|---|---|
| What was Ebbinghaus' study? | His own ability to memorize new material |
| What are the different types of depending on recall process | Explicit memory and Implicit memory |
| Explicit memory | knowledge or experiences that can be consciously remembered |
| Example of explicit memory | remembering a friends birthday |
| Semantic memory | knowledge of facts and concepts about the world |
| Semantic memory example | the capital of the US is DC |
| Episodic memory | firsthand experiences that we have had |
| Episodic memory example | death of a loved one |
| Implicit memory | the influence of experience on behavior, even if the individual is not aware of those influences |
| Priming | changes in behavior as a result of experiences that have happened frequently or recently |
| Priming example | filling in letter gaps |
| Procedural memory | unexplainable knowledge of how to do things |
| Stages of memory | sensory, short-term, and long-term memory |
| Sensory memory | brief storage of sensory information |
| Sensory memory example | the lingering feeling of a smooth surface or the sensation of a hand being held, even after you've let go |
| Short term memory | the place where small amounts of information can be kept for a few seconds to less than a minute |
| Short term memory example | Remembering a person's name for a few moments after being introduced, but forgetting it quickly after |
| Long term memory | memory storage that can hold information for days, months, and years |
| long term memory example | remembering how to ride a bicycle |
| Iconic memory | Visual sensory memory 1/4 a second |
| Echoic memory | Auditory sensory memory 4 seconds |
| Working memory | The processes we use to make sense of, modify, interpret, and store information into short term |
| Working memory example | Taking notes while the teacher is talking |
| Central executive | The part of working memory that directs attention and processing |
| Short-term memory length | 20 seconds |
| Short-term memory amount | Seven plus or minus two pieces of information |
| Maintenance rehearsal | repeating information mentally or out loud to keep it in memory |
| Chunking | Organizing items into groups |
| Process of long-term memory | Encoding -> storage -> retrieval |
| Encoding | we place things that we experience into memory |
| Elaborative encoding | Involves linking new information to existing knowledge to improve long-term memory |
| Elaborative encoding example | to remember a name, you could visualize them wearing a fishing hat and holding a reel because their last name is "Fisher" |
| Self-reference effect | Relating material to oneself or ones experiences |
| What did Hermann Ebbinghaus find? | Memory decays rapidly at first but levels off overtime |
| Wat did Hermann Ebbinghaus explain? | Spacing effect and overlearning |
| Spacing effect | Learning is better when its spread out |
| Overlearning | Continuing to study after you memorize it |
| Retrieval | The process of reactivating information that has been stored in memory |
| Tip-of-the-tounge phenomenon | We are certain we know something we are trying to recall but we cannot come up with it |
| Context-dependent memory | increased in retrieval when the external situation in which information is learned matches the situation which is remembered |
| State-dependent learning | Superior retrieval of memories when the person is in the same physical or psychological state during encoding |
| State-dependent learning example | A student who studies for a test while chewing gum finds it easier to recall the information when they are chewing gum for the exam |
| What did Godden and Baddeley test? | The memory of scuba divers to learn and retrieve information in different contexts (land and underwater) |
| What did Godden and Baddeley believe in? | Context dependent learning |
| Serial position effect | People better retrieve items at the beginning and end of lists rather than items in the middle |
| Primary effect | People better retrieve beginning items |
| Recency effect | People better retrieve end items |
| Retroactive interference | when you learn something new, it can make it harder to remember things you learned before |
| Proactive interference | old memories interfere with the ability to learn or recall new information |
| Amnesia | Severe loss or deterioration of memory |
| Retrograde amnesia | Forgetting old information |
| Anterograde | Unable to remember new information |
| you answer the telephone at your new job with the name of the company you used to work for last summer. | Proactive interference |
| Your friend asks you for the name of a professor you had last semester, but you can only remember the names of professors you have this semester. | Retroactive interference |
| Misinformation effect | Errors in memory that occur when new information influence existing memories |
| Overconfidence | People being too certain about their ability to remember something |
| Flashbulb memory | A vivid and emotional memory of an unusual event that people believe they can remember very well |
| Overconfidence example | Eyewitness's memory |
| Flashbulb memory example | memory of the 9/11 acts |
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