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
memory
| Question | Answer |
|---|---|
| executive functions | cognitive processes that allow us to generate, organize, plan and carry out goal-directed behaviors and experience critical thinking ? |
| processing memory | three part mental process -encoding -storing -retrieving |
| types of memory | explicit, implicit, prospective |
| explicit | facts and experiences -semantic -episodic |
| semantic | facts |
| episodic | experiences |
| implicit | memory we do not know exists (texting on phone, computer) -procedural |
| procedural | (basic) skills (like walking, writing) |
| prospective | future actions |
| biological processes | long-term potentiation working memory |
| long-term potentiation | strengthening of neurons through activation |
| working memory | controlled by central executive -conscious, active processing from auditory (phonological loop), visual (visuospatial sketchpad) |
| auditory= | phonological loop |
| visual= | visuospatial sketchpad |
| multi-store model | sensory memory--> short-term memory (7+/-2 so 5-9) --> long-term memory (limitless) sensory: briefly holds incoming sensory information. short term: holds a small amount of information for a short time. long term: stores information for long periods. |
| iconic | (part of sensory memory) vision |
| echoic | (part of sensory memory) auditory |
| effortful processing | attention/ conscious effort (explicit) |
| automatic processing | unconscious effort (implicit) |
| levels of processing model | three levels from shallowest to deepest -structural -phonetic -semantic shallow processing deep processing |
| structural | visual->shallow |
| phonetic | sound-> STM-> LTM |
| semantic | meaning-> deep |
| shallow processing | encoding information based on surface features, like how it looks or sounds, rather than its meaning. This usually leads to weaker memory. -basic level |
| deep processing | connect to prior info (helps us remember info longer) |
| encoding | mnemonic devices |
| mnemonic devices | memory strategies -method of loci -chunking -spacing effect |
| method of loci | mnemonic strategy that involves associating information you want to remember with specific physical locations—often a familiar place like your home, a route you walk, or a building you know well. -familiar area |
| chunking | grouping (instead of remember number like 3303091888 remember it like 330 309 1888) |
| spacing effect | the finding that long-term memory is improved when studying is spread out over time rather than crammed into a single session. In other words, distributed practice leads to better retention than massed practice. -massed practice -disturbed practice |
| massed practice | all at once |
| disturbed practice | over time |
| serial position effect | make the most errors in the middle of a list (when remembering, remember first and lasts, not middle) |
| primary effect | remember beginning of list |
| recency effect | remember end of the list |
| storing memory | -maintencance rehearsal -elaborative rehearsal |
| maintenance rehearsal | repeating info (rote memorization) |
| elaborative rehearsal | connect to prior knowledge |
| autobiographical memory | episodic memories, "highlight reel" of your life |
| superior autobiographical memory | recall specific details of their life (every single detail of their life) |
| amnesia (2 types) | -retrograde -anterograde Alzheimers Infantile amnesia |
| retrograde amnesia | can't remember old memories |
| anterograde amnesia | can't create new memories (short-term memory) |
| alzheimer's | low acetylcholine (memory and learning) |
| infantile amnesia | can't remember events from early life (because hippocampus hasn't matured) |
| retrieving memories | recall, recognition |
| recall | no cues (essay) |
| recognition | cues (MC Test), recognize the answer |
| enhance retrieval based on how info was encoded | context dependent, state dependent, mood congruent |
| context dependent | is the tendency to remember information better when you are in the same environment or setting where you originally learned it. -environment (where you encoded the info) |
| state dependent | is the tendency to remember information better when you are in the same internal state (such as mood, level of alertness, or physiological condition) as when you learned it. -physical state |
| mood congruent | is the tendency to recall memories that match your current mood. When you're happy, you remember happy things; when you're sad, you remember sad things. -emotional state |
| retrieval practice | testing effect, metacognition |
| testing effect | self testing/ quizzes enhances relation of info |
| metacognition | "thinking about your own thinking" / awareness of one's thought process |
| forgetting curve | occurs rapidly after initial learning and levels over time |
| encoding failure | does not move into LTM -didn't pay attention to properly create memory |
| interference | competing information -proactive interference -retroactive interference |
| proactive interference | old memories interfere -new year -passwords |
| retroactive interference | new memories interfere -new info from class interferes with etest in a different class later in the day |
| retrieval failure | tip-of-the-tongue |
| tip-of-the-tongue | you know it, but just can't retrieve it |
| psychodynamic | repression -unconsciously forgetting |
| misinformation effect | different words change memories -car hit/car crash |
| source amnesia | retain factual knowledge, but can't remember source |
| constructive memory | Your brain fills in the gaps when remembering, which can lead to inaccurate memories. inaccurate memory influenced by new info, beliefs, or suggestions -memory consolidation -imagination inflation |
| memory consolidation | the process by which short-term memories are transformed into long-term memories. -can be influenced by constructive memory |
| imagination inflation | an imagined event we think happened |
Created by:
113014