Psychology Eighth Edition by David G. Myers
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Memory | persistently learning overtime by storing and retrieving information.
🗑
|
||||
| Encoding | processing information into the memory system
🗑
|
||||
| Storage | retention of encoded information over time.
🗑
|
||||
| Retrieval | process of getting information out of memory storage
🗑
|
||||
| Sensory Memory | immediate, brief recording of sensory info. In the memory system
🗑
|
||||
| Working Memory | short-term memory that deals with conscious, processes incoming visual and auditory information and retrieves long-term memory.
🗑
|
||||
| Short-Term Memory | activated memory that briefly is held before it is forgotten or stored.
🗑
|
||||
| Long-Term Memory | permanent, limitless storage-house of the memory system.
🗑
|
||||
| Automatic Processing | unconscious encoding which accidentally occurs constantly. Usually about space, time, and frequency, and about well learned information.
🗑
|
||||
| Effortful Processing | (next-in-line effect): encoding that requires attention and a conscious effort. The next-in-line effect refers to a memory game in which you cannot remember the person before you because you are focusing on your performance.
🗑
|
||||
| Spacing Effect | helps us retain info. by distributing practice to get better long-term memory.
serial position effect (primacy and recency effect): our tendency to recall the first and last items on the list the best.
🗑
|
||||
| Visual Encoding | encoding of visual/picture images
🗑
|
||||
| Acoustic Encoding | encoding of sound (mostly the sound of words)
🗑
|
||||
| Semantic Encoding | (self-reference effect, rosy retrospection, elaboration): encoding of meaning, could be the meaning of words.
🗑
|
||||
| Rosy Retrospection | people tending to recall events more positively than they were evaluated at the time
🗑
|
||||
| Imagery | pictures, which help encode information
🗑
|
||||
| Mnemonic Device | (peg-word system): devices that help increase one’s memory capacity.
🗑
|
||||
| Chunking | the organization of items into familiar manageable units, which often happens automatically.
🗑
|
||||
| Hierarchy | composed of broad topics divided and subdivided into narrower facts/concepts. Retrieving info. from hierarchies helps us get information efficiently.
🗑
|
||||
| Sensory Memory | initial recording of sensory information in the memory system.
🗑
|
||||
| Iconic Memory | momentary sensory memory of visual stimuli
🗑
|
||||
| Echoic Memory | momentary sensory memory of auditory stimuli.
🗑
|
||||
| Flashbulb Memory | Extreme events can trigger events to be remembered very vividly
🗑
|
||||
| Long-Term Potentiation | Increase in a synapse’s firing potential after brief, rapid, stimulation.(neural basis for learning and memory)
🗑
|
||||
| Implicit Memory | retention independent of conscious recollection (procedural memory)
🗑
|
||||
| Semantic Memory | memory of meanings
🗑
|
||||
| Episodic Memory | memory of time, places, associated emotions, etc.
🗑
|
||||
| Explicit Memory | memory of facts and experiences that one can consciously know and “declare”(declarative memory)
🗑
|
||||
| Prospective Memory | Remembering to remember
🗑
|
||||
| Retrospective Memory | memory of past people words and events
🗑
|
||||
| Hippocampus | neural center which helps process explicit memories for storage.
🗑
|
||||
| Cerebellum | plays a key role in forming and storing implicit memories that are created by classical conditioning
🗑
|
||||
| Recall | a measure of memory in which the person must retrieve information learned earlier.
🗑
|
||||
| Recognition | ability in which the person only identifies items that were previously learned.
🗑
|
||||
| Relearning | assesses the amount of time saved when learning material for a second time.
🗑
|
||||
| Priming | activation (often unconsciously) of particular associations in memory.
🗑
|
||||
| Deja Vu | cues from the current situation subconsciously trigger retrieval of an earlier experience you may not consciously remember.
🗑
|
||||
| Context | Situation, atmosphere
🗑
|
||||
| State Dependent Learning | If we learn in one emotion state, sometimes it is easier to recall when in the same emotional state again
🗑
|
||||
| Mood-Congruency | we tend to recall experiences that are consistent with one’s current mood.
🗑
|
||||
| Encoding Failure | not paying attention to detail and therefore not remembering it
🗑
|
||||
| Storage Decay/Failure | overtime we have trouble recalling unused facts
🗑
|
||||
| Retrieval Failure | can’t recollect the memory
🗑
|
||||
| Tip-of-the Tongue Phenomenon | confusing the source of information
🗑
|
||||
| Proactive Interference | lingering effects of misinformation
🗑
|
||||
| Retroactive Interference | belief-colored recollections
🗑
|
||||
| Repression | unwanted memories
🗑
|
||||
| Misinformation Effect | incorporating misleading information into one’s memory of an event.
🗑
|
||||
| False Memories | We fill in memory gaps with assumptions which causes misinformation and further causes false memories, just repeatedly imagining that something occurred can create false memories.
🗑
|
||||
| Source Amnesia | attributing the wrong source to an event that we’ve heard, read about, imagined or experienced.
🗑
|
||||
| Suggestability | How someone urges you and your ability to accept others suggestions and act on them.
🗑
|
||||
| Eyewitness Testimony | framing someone for a crime because of source misinformation, is an incorrect person.
🗑
|
||||
| Anterograde Amnesia | Cannot make new memories after accident, but rather they can only remember the old memories.
🗑
|
||||
| Retrograde Amnesia | Cannot remember events before the accident, but can make new memories.
🗑
|
||||
| Wilder Penfield | Neurosurgeon who devoted much of his life to functioning’s of the mind, and he electrically stimulated different cortical regions and believed that all past memories were imbedded into our brain and believed this stimulation proved it.
🗑
|
||||
| James McConnel | An American born biologist and animal psychologist who is most known for his research on learning and memory transfer in planarians conducted in the 1950s and 1960s.
🗑
|
||||
| Erik Kandel | observed sending neurons in a sea snail (Aplysia). They could pinpoint changes by looking at before and after conditioning.
🗑
|
||||
| Richard Thompson | His three main research topics included: Brain substrates of basic associative learning and memory; Essential role of the cerebellum in classical condition of discrete responses; Role of the hippocampus in basis processes of synaptic plasticity and memory
🗑
|
||||
| Elizabeth Loftus | (eyewitness testimony, false memories): disproved Penfield’s findings and found that his findings were rare and invented.
🗑
|
||||
| Herman Ebbinghaus | (rehearsal and forgetting curve): discovered the amount remembered depends on the time spent learning.
🗑
|
||||
| Harry Bahrick | (forgetting curve): did a 9year experiment with his family with foreign language translations and found they remembered more when the practice sessions were further apart.
🗑
|
||||
| Gary Lynch | (LTP): Came up with long-term potentiation: (Increase in a synapse’s firing potential after brief, rapid, stimulation)
🗑
|
||||
| Karl Lashley | (storing memories, rat maze and removing cortex): said memories don’t reside in single, specific spots but instead throughout the cortex.
🗑
|
||||
| Atkinson and Shriffin | (three stage processing model): believed that we process info. Through 3 stages. 1. Sensory memory 2. Short-term memory 3. Long-term memory
🗑
|
||||
| Craik and Lockhart | (levels-of-processing theory): They said that stimulus information is processed at multiple levels simultaneously depending upon its characteristics. Furthermore, the “deeper” the processing, the more that will be remembered.
🗑
|
||||
| George Miller | (magical number 7): discovered that short-term memory cal story 7 (or so) bits of information.
🗑
|
||||
| Carolyn Rovee-Collier | (context and memory) Her research focuses on learning and memory in preverbal infants. In her research, she uses operant and deferred imitation procedures to study how latent learning and how memory retrieval affects future retention
🗑
|
||||
| Gordon Bower | (state-dependent memory / mood congruent, hierarchy system): demonstrated the benefits of hierarchical organization proving things are remembered better in groups than randomly.
🗑
|
||||
| Daniel Schacter | Researched memory and amnesia, with an emphasis on the distinction between conscious and nonconscious forms of memory. identified seven ways that memory fails us: Transience, Absent-Mindedness, Blocking, Misattribution, Suggestibility, Persistence, Bias
🗑
|
||||
| Rajan M | Muslim man who can remember hundreds of thousands of numbers of pi. He says anyone can do it if they train.
🗑
|
||||
| Shereshevkii ("S") | Scored averagely on intelligence tests but can remember almost anything. Psychologists diagnosed him with a strong version of SYNAESTHESIA, in which the stimulation of one of his senses produced a reaction in every other, aiding his memory.
🗑
|
||||
| Henry M. (H.M.) | helped discover hippocampus because he has severe seizures, his was removed and he had memory of 30 sec. donated brain to science.
🗑
|
||||
| EP | old man with only anterograde amnesia because he couldn’t remember events that oocured after his accident but could remember childhood experiences well.
🗑
|
||||
| Dissociative Fugue | A rare psychiatric disorder characterized by reversible amnesia for personal identity, including the memories, personality, and other identifying characteristics of individuality.
🗑
|
||||
| Proactive Interference | the disruptive effect of previous learning on the recall of new information.
🗑
|
||||
| Retroactive interference | disruptive effect of new learning on the recall of old information.
🗑
|
||||
| Belief Perseverance | is our tendency to cling to our beliefs even when we face evidence proving it wrong.
🗑
|
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.
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.
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.
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
Created by:
BrandonMush
Popular Psychology sets