Studying and Building Memories
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| memory | the persistence of learning over time through the storage and retrieval of information
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| recall | a measure of memory in which the person must retrieve information learned earlier, with few retrieval cues
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| recognition | a measure of memory in which one need only identify, rather than recall, previously learned information
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| relearning | a measure of memory that assesses the amount of time saved when learning material again
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| encoding | the first step in memory; information is translated into some form that enables it to enter our memory system
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| storage | the process by which encoded information is maintained over time
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| retrieval | the process of getting information out of memory storage
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| sensory memory | the immediate, very brief recording of sensory information in the memory system
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| short-term memory | activated memory, which can hold about seven items for a short time
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| long-term memory | the relatively permanent and unlimited capacity memory system into which information from short-term memory may pass
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| working memory | the newer way of conceptualizing short-term memory as a work site for the active processing of incoming information
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| explicit memory | the memory of facts, including names, images, and events -- also called declarative memory
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| effortful processing | encoding that requires attention and conscious effort
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| automatic processing | refers to our unconscious encoding of incidental information such as space, time, and frequency and of well-learned information
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| implicit memory | procedural memory for automatic skills and classically conditioned associations among stimuli -- also called nondeclarative memories
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| iconic memory | the visual sensory memory consisting of a perfect photographic memory, which lasts no more than a few tenths of a second
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| echoic memory | the momentary sensory memory of auditory stimuli, lasting about 3 or 4 seconds
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| chunking | the memory technique of organizing material into familiar, manageable units
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| mnemonics | memory aids (acronyms, pegwords, etc.), which often use vivid imagery and organizational devices
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| spacing effect | the tendency for distributed study or practice to yield better long-term retention than massed study or practice (i.e. cramming)
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| testing effect | the phenomenon in which memory is enhanced more by retrieval of the information than simply reading it
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| shallow processing | encoding words on a basic level based on their appearance or some other superficial characteristic
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| deep processing | encoding words based on their meaning (semantic encoding)
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Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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