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Research methods > 414 Exam 4 flashcards > Flashcards

414 Exam 4 flashcards

1
Q

Long term memory

A

extensive storage capacity
lasts an extremely long time

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2
Q

LTM visual memories example

A

remembering what your childhood pet looks like

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3
Q

STM visual memories

A

remembering the image of an arrow you just saw

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4
Q

LTM auditory memories example

A

remembering that annoying song that was popular a few years ago

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5
Q

STM auditory memories example

A

remembering the sentence someone just said

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6
Q

LTM semantic memories example

A

remembering the plot of harry potter

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7
Q

STM semantic memories example

A

categorizing a set of words you just heard

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8
Q

Henry Molaison

A

temporal lobe removed (hippocampus)

no longer able to form long term memories (only able to remember 30 seconds)

STM and pre surgery mems stayed intact

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9
Q

Clive Wearing

A

medial temporal lobe removed

could not form new memories but piano playing intact

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10
Q

KF

A

digit span reduced to 2

LTM unaffected; could

remember old mems and still form new ones

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11
Q

Hippocampus

A

fMRI evidence shows it is also involved STM

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12
Q

Explicit/ declarative

A

things you can actually remember, say, describe

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13
Q

Explicit memory examples

A

trip to the zoo

math facts

the difference btwn cat and mouse

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14
Q

Implicit/ No declarative memories

A

skills or unconscious

processes affecting behavior

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15
Q

Implicit memory examples

A

Priming

Knowing how to ride a bike
salivating when someone mentions food

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16
Q

Episodic memory

A

“episode’

specific events that occurred at a particular time and place

based on personal experience

single exposure

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17
Q

semantic memory

A

‘knowing’ something

memory for facts

abstract, formal, organized

repeated exposure

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18
Q

Kent Chochrane

A

damaged hippocampus

no episodic memory (cannot relive anything from past)

semantic memory intact (facts are fine but cannot remember doing something)

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19
Q

Italian woman

A

encephalitis

impaired semantic memory (could not recognize familiar people)

episodic memory intact (could picture past life events)

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20
Q

Episodic can…

A

fade into only semantic

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21
Q

Memories start as…

A

episodic but end up as semantic

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22
Q

Consolidation

A

transform new memories from a temporary state to something more permanent

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23
Q

Synaptic consolidation

A

happens at the synapse level

called long term potentiation

quick process

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24
Q

Systems consolidation

A

involved strengthening connections between various areas of the brain

slower process

requires actual reorganization of neural circuits (takes place over months or years)

draws heavily on the hippocampus

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25
Q

Hebb (1948)

A

learning and memory occur because of physical changes (synapses store memory)

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26
Q

Long term potentiation

A

enhanced firing of neurons after repeated stimulation

neurons actually change structure to increase their responsiveness

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27
Q

Standard model of consolidation

A

hippocampus repeatedly replays neural activity to ‘store’ memory by connecting different areas

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28
Q

anterograde amnesia

A

inability to form new long term memories (HM and Clive)

old events preserved in memory

new memories cannot be formed

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29
Q

Retrograde amnesia

A

(head injuries) events close to time of accident are often forgotten, more distant events are preserved

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30
Q

Power law of learning

A

acquisition of memory generally follows a particular pattern

initially rapid, negatively accelerating

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31
Q

Levels of processing theory

A

memory depends on how info is encoded

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32
Q

Shallow processing

A

little attention to meaning

focus on physical features

poor memory

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33
Q

Deep processing

A

close attention to meaning

better memory

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34
Q

The more processing…

A

the better people’s memory is

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35
Q

What helps memory encoding?

A

adding more cues to the memory will lead to better encoding

36
Q

Elaboration

A

more detailed or elaborate memories will be better encoded

37
Q

Generating

A

the info yourself

38
Q

Organizing

A

to be re-remembered info

39
Q

Elaboration visual imagery

A

Condition 1: repeat word pairs to yourself

Condition 2: turn word pairs into a picture

40
Q

Elaboration self reference

A

Condition 1: which words are emotions

Condition 2: rate how much words relate to you

41
Q

Elaboration survival value

A

Condition 1: count the vowels in each word

Condition 2: which would be more useful on a desert island

42
Q

Self generation

A

words or memory items generated by yourself are easier to remember

43
Q

Paired associates test

A

Condition 1: memorize word pairs

Condition 2: generate word pairs (remember this better because you came up with this)

44
Q

Organizing info

A

structured info is easier to remember than unstructured

45
Q

Elaboration vs strength

A

elaboration: how many additional records are linked to that specific memory record

strength: how solidly encoding a specific memory record

46
Q

Importance of elaboration

A

without elab: mozart made a long journey from munich to paris

with elab: mozart made a long journey from munich to paris to avoid a romantic entanglement

47
Q

How to measure memory

A

recall: the ability to bring info to mind

recognition: the ability to identify whether some info had been previously encountered

48
Q

LTM is associative

A

LTM can be conceptualized as a set of interconnected pieces of info (nodes)

49
Q

Associative priming

A

the tendency for a cue to make associated info more available

50
Q

chunking is associative

A

people chunk pieces of info together differently but their exact chunk influenced priming patterns

51
Q

Expertise is associative

A

as you gain more knowledge about a particular topic, those associations move around to reflect a deeper understanding of how things are related to one another

52
Q

LTM retention function

A

how memory performance deteriorates over time
(like learning, shows negative acceleration)

53
Q

Practice and rentention

A

more initial practice means more retention (the more you start out with, the more you end with)

54
Q

Causes of forgetting from LTM

A

decay: loss due to time

intervention: loss due to conflicting info

55
Q

Spacing effect

A

massed practice: studying all at once

spaced (distributed) practice: studying spread out over time

56
Q

Massed practice can…

A

lead to higher initial retention

57
Q

Spaced practice can…

A

lead to more retention after delay (memory is best when study intervals match rentention intervals)

58
Q

New theory of disuse

A

suggests that every memory has a storage strength and a retrieval strength

59
Q

Storage strength

A

how well learned a piece of info is (how strongly it is stamped into memory)

60
Q

Retrieval strength

A

how easily a piece of info is brought to mind

61
Q

Strengths are related but not the same

A

storage strength of info increases its retrieval strength after practice and decreases the loss of retrieval strength and time

the lower a piece of info’s retrieval strength, the more storage strength is gained from practicing// relearning that info

62
Q

Interference

A

the negative relationship between memory for 2+ pieces of info

63
Q

Negative transfer

A

previously learned info slows down learning of newly learned info

64
Q

Proactive interference

A

previously leanred info increases forgetting of newly learned info

65
Q

Retroactive interference

A

newly learned info increases forgetting of previously learned info

66
Q

Fan effect

A

recognition time for info increases as more associated info is learned (but only if that associated info doesn’t help to elaborate the to be remembered info

67
Q

LTM cue based retrieval

A

the process of getting info out of long term memory

68
Q

Retrieval cue

A

a piece of info (prompt, hint, etc) that can help retrieve a specific memory

69
Q

More cues = better recall

A

the more cues that a person has attached to a piece of info, the more likely they are to be able to recall that info

70
Q

Encoding specificity effect

A

states that retrieval is more likely to be successful if the conditions at recall are similar to those that occurred at learning

71
Q

External conditions of encoding

A

context dependent memory

memory is better when recall takes place in the same place as learning

72
Q

Internal condition of encoding

A

state dependent memory

memory is better when a person’s internal state matches bwtn learning and recall

73
Q

Mental processes of encoding

A

transfer appropriate processing

memory is better when the processes that are occurring at learning match the processes that are occurring at recal

74
Q

Doorway effect

A

memory declines when passing through a doorway moving from one location to another

75
Q

Mood congruence effects

A

retrieval performance better when mood at recall matches mood at learning

76
Q

Testing effect

A

memory is better for info that you practice by testing yourself instead of restudying, prior to later recall

memory is especially good when the type of test you use when practicing is the same as the type of test used at recall

77
Q

Cues are critical

A

the number of cues attached to a piece of info makes that info more easily retrievable to LTM

the amount of overlap in cues bwtn learning and recall makes info more easily retrievable from LTM

78
Q

Forgetting as ‘retrieval failure’

A

forgetting something is often not a matter of not having that info in LTM, but rather an inability to retrieve info from LTM (cues present during recall don’t overlap with the cues at learning or we are using the wrong cues)

79
Q

TIp of the tongue phenomenon

A

failure to recall a piece of info, but knowing that you know info (and would be able to recognize it)

80
Q

Reconstruction

A

whenever we try to remember a specific event or set of info, we are often only able to remember parts of those things

we often use interfernece (educated guesses) about the info that we are missing based on the info that we have

81
Q

Reconstructive memory

A

people’s ability to recreate their memories from interferences based on what element that they can recall

82
Q

False memories

A

sometimes those interferences lead us to remember events incorrectly

almost entirely false memories can be created

83
Q

Misinformation effect

A

when a person’s recall of info or an event (particularly episodic memories) becomes less accurate after being provided with additional info afterwards

84
Q

Source monitoring error

A

when the original source (situation or person) of a piece of information is confused for another

85
Q

Reconsolidation

A

when a memory is retrieved, it becomes suseptible to modification prior to reconsolidation

this can mean that inferences of info that were not present during the original event can be added to that memory (can lead us to misremembering or misinterpreting prior events)

Research methods (4 decks)

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