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Chapter 7 Memory
Memory Chapter 7
| Question | Answer |
|---|---|
| memory (p 242) | retention of information over time |
| dissociative identity disorder (DID) (p 242) | "alter" personalities, or alters |
| paradox of memory (p 243) | where our memories are surprisingly good in some situations and surprisingly poor in others |
| infantile autism | |
| calendar calculator | |
| memory illusion | false but subjectively compelling memory |
| actively reconstruct (p 244) | when we try to recall an event our memories uses cues and information available to us. |
| Passively reproduce (p 244) | what we don't do like we are downloading information from a Web page. |
| observer memory (p 244) | when recalling a memory you see yourself from a distance rather than through your own eyes |
| field memory (p 244) | seeing the world through your visual field |
| sensory memory (p 246) | brief storage of perceptual information before it is passed to short-term memory |
| iconic memory (p 246) | visual sensory memory |
| echoic memory (p 247) | auditory sensory memory |
| decay (p 247) | fading of information from memory over time |
| interference (p 247) | loss of information from memory because of competition from additional incoming information |
| eidetic imagery (p 246) | "phogographic memory" |
| retroactive interference (p 248) | interference with retention of old information due to acquistion of new information |
| proactive interference (p 248) | interference with acquistion of new information due to previous learning of information |
| Magic Number (p 249) | the span of short-term memory, according to Georgia Miller: seven plus or minus two pieces of information |
| chunking (p 249) | organizing information into meaningful groupings, allowing us to extend the span of short-term memory |
| rehearsal (p 249) | repeating information to extend the duration of retention in short-term memory |
| maintenance rehearsal (p 249) | repeating stimuli in their original form to retain them in short-term memory |
| elaborative rehearsal (p 250) | linking stimuli to each other in a meaningful way to improve retention of information in short-term memory |
| levels of processing (p 250) | depth of transforming information, which influences how easily we remember it. |
| long-term memory (p 251) | relatively enduring (from minutes to years) retention of information stored regarding our facts, experiences and skills |
| permastore (p 251) | type of long-term memory that appears to be permanent |
| primacy effect (p 251) | tendency to remember words at the beginning of a list especially well |
| recency effect (p 251) | tendency to remember words at the end of list especially well |
| serial position curve (p 252) | graph depicting both primacy and receny effects on people's ability to recall items on a list |
| semantic memory (p 252) | our knowledge of facts about the world |
| episodic memory (p 252) | recollection of events in our lives |
| explicit memory (p 252) | memories we recall intentionally and of which we have conscious awareness |
| implicit memory (p 252) | memories we don't deliveratley remember or reflect on consciously |
| procedural memory (p 253) | memory for how to do things, including motor skills and habits |
| priming (p 253) | our ability to identify a stimulus more easily or more quickly after we've encountered similar stimuli |
| encoding (p 255) | process of getting information into our memory banks |
| mnemonic (p 255) | a learning aid, strategy or device that enhancs recall |
| storage (p 258) | process of keeping information in memory |
| schema (p 258) | organized knowledge structure or mental model that we've stored in memory |
| retrieval (p 259) | reactivation or reconstruction of experiences from our memory stores |
| retrieval cue (p 260) | hint that makes it easier for us to recall information |
| recall (p 260) | generating previously remembered information |
| recognition (p 260) | selecting previously remembered information from an array of options |
| relearning (p 260) | reaquiring knowledge that we'd previously learned but largely forgotten over time |
| distributed versus massed practice (p 261) | studying information in small increments over time(distributed) versus in large increments over a brief amount of time (massed) |
| tip-of-the-tongue (TOT) phenomenon (p 263) | experience of knowing that we know something but being unable to access it |
| encoding specificity (p 263) | phnemomenon of remembering something better when the conditions under which we retrieve information are similar to the conditions under which we encoded it |
| context-dependent learning (p 263) | superior retrieval of memories when the external context of the orginal memories mathces the retrieval context |
| state-dependent learning (p 263) | superior retrieval of memories when the organism is in the same physiological or psychological state as it was during encoding |
| long-term potentiation (LTP) (p 264) | gradual strengthening of the connections among neurons from repetitive stimulation |
| retograde amnesia (p 265) | loss of memories from our past |
| anterograde amnesia (p 265) | inability to encode new memories from our experiences |
| meta-memory (p 270) | knowledge about our own memory abilities and limitations |
| infantile amnesia (p 270) | inability of adults to remember personal experiences that took place before an early age |
| flashbulb memory (p 272) | emotional memory that is extraodrinarily vivid and detailed (George Bush , 911) |
| source monitoring confusion (p 272) | lack of clarity about the origin of a memory |
| cryptomnesia (p 273) | failure to recognize that our ideas originated with someone else |
| suggestive memory technique (p 273) | procedure that encourages patients to recall pmemories that may or may not have taken place |
| misinformation effect (p 274) | creation of fictious memories by providing misleading information about an event after it took place |
Created by:
kreadnour
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