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Cognitive Psychology Midterm > Memory > Flashcards

Memory Flashcards

1
Q

The capacity for the brain to store, reproduce and recall information that have been learned.

A

Memory

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2
Q

Three major processes involved in memory

A

Encoding
Storage
Retrieval

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3
Q

In order to form new memories..

A

Information must be changed to a usable form

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4
Q

A process that forms new memories, where information is changed into a usable form

A

Encoding

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5
Q

After the information is successfully encoded it then __________ in memory for later use.

A

Stored

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6
Q

The ____________ process allows us to bring stored memories into conscious awareness.

A

Retrieval

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7
Q

Memories that are a bit longer and last about 20 to 30 seconds

A

Short term memories

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8
Q

Memory mostly consists of the information we are currently focusinf on and thinking about.

A

Short-term memories

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9
Q

These memories lies outside of our immediate awareness, but can draw them from consciousness when needed

A

Long-term memories

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10
Q

Memories that are capable to endure much longer, lasting day, weeks, months or even decades

A

Long-term memory

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11
Q

Tip of the tongue phenomenon

A

Lethologica

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12
Q

One way of thinking about memory organization is known as the

A

Semantic network model

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13
Q

A model which suggests that certain triggers activate associated memories

A

Semantic network model

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14
Q

Thre separate stages of memory

A

Sensory memory
Short-term memory
Long-term memory

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15
Q

Earliest stage of memory where sensory information from the environment is stored for a very brief period of time. No longer than half-second for visual information, and 3 to 4 seconds for auditory information.

A

Sensory Memory

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16
Q

Active memory. Information we are currently aware of or thinking about. Approx. 20-30 seconds kept in active memory.

A

Short-term memory

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17
Q

Short-term memory is also interchangeable with

A

Working memory

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18
Q

Continuing stage of information.

A

Long-term memory

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19
Q

Forgetting is under this topic

A

Losing Memory

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20
Q

Four basic explanations why forgetting occurs:

A

Failure to store
Interference
Motivated forgetting
Retrieval failure

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21
Q

It is achieved through the process kd encoding, through either short or long-term memory.

A

Memory Storage

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22
Q

Information is filtered and modified for storage in short-term memory.

A

Process of memory encoding

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23
Q

If information is deemed important or useful it is transferred to

A

Long-term memory

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24
Q

The way long-term memories are stored is similar to a:

A

Digital compression

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25
Q

Can be affected by traumatic brain injury or lesions

A

Long-term memory

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26
Q

A deficit in memory which can be caused by brain damage

A

Amnesia

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27
Q

Inability to store new memories

A

Anterograde Amnesia

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28
Q

Inability to retrieve old memories

A

Retrograde Amnesia

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29
Q

Suggests that memories being encoded are converted into vectors, with each value in the vector representing different attribute of the item to be encoded.

A

Multi-Trace Distributed Memory Model

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30
Q

Model that assumes that neurons form a complex network with other neurons, forming a highly interconnected network. Connections are made in the process of memory storage, strengthened through use, and weakened through disuse.

A

Neural Network Model

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31
Q

Now refered to as search-of-associative-memory (SAM) model.

A

Dual-store memory search model

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32
Q

The connections between neurons are the source of memories, and the strength of connections corresponds to how well a memory is stored.

A

Network Models of Memory

33
Q

Newtwork models are based on the concept of connectionism

A

Connectionism and Network Models

34
Q

Key to understanding network models

A

Neural units that are activated together strengthen connections between themselves.

35
Q

More of a metaphor than an actual biologicak theory, but useful for understanding hiw neurons fire and wire with each other. This model emphasizes learning and other cognitive phenomena in the creation and storage memory.

A

Paralled Distributed Processing Model

36
Q

Amount of information that can be stored in short-term memory varies.

A

Capacity

37
Q

Refers to the processes that are used to temporarily store, organize, and manipulate information.

A

Working memort

38
Q

Suggested that tall short-term memories were automatically plaved in long-term memory after a certain amount of time.

A

The Atkinson-Shiffrin Model

39
Q

Breaking up information into smaller pieces

A

Chunking

40
Q

Going over information repeatedly until critical information is committed to memory.

A

Rehearsal

41
Q

_______ may also help with increasing short-term memory.

A

Exercise

42
Q

Challenging yourself to remember series of items

A

Practice

43
Q

Looking for ways to rekate units to each other in meaningful ways.

A

Look for Connections

44
Q

Linking groups of items to things from memory in order for it to be memorable

A

Make associations

45
Q

Mnemonics

A

Incorporate other Memory Strategies

46
Q

Types of Long Term Memory

A

Explicit Memory, Implicit Memory, Procedural Memory, Associative Memory, Non-Associative

47
Q

usually refers to all the memories and information that can be evoked consciously. The encoding of explicit memories is done in the hippocampus but they are stored somewhere in the temporal lobe of the brain.

A

Explicit Memory

48
Q

Other name of explicit memory

A

Declarative memory

49
Q

Two types of explicit memory

A

Episodic and Semantic

50
Q

stores information about events that happen in a person’s life. It refers to knowing the time and place and details of events.

A

Episodic memory

51
Q

is responsible for the storage of factual information such as the meaning of words or general knowledge of things.

A

Semantic memory

52
Q

is the memory of motor skills and it is responsible for knowing how to do things. This memory is automatic i.e. it works at an unconscious level.

A

Procedural memory

53
Q

is the opposite of declarative memory. It refers to the movement of the body in
using objects.

A

Implicit memory

54
Q

usually refers to the storage and retrieval of specific information through association. The acquisition of this type of memory is carried out with two types of conditioning. One is classical conditioning and the other is operant conditioning.

A

Associative memory

55
Q

refers to the learning of new behaviors mainly through repeated exposure to a single type of stimuli. The new behavior is classified into habituation and sensitization; habituation is the decrease in response to repeated stimuli while sensitization is an
increased response to repeated stimuli.

A

Non-associative memory

56
Q

Studies have shown that exposure to certain stimuli influences the response of a person to stimuli that are presented later. This effect of previous memory on new information is what we call _______.

A

priming

57
Q

In some cases, loss of long-term memory may be a result of ___________. The causes are:
 Alcohol.
 Brain infections.
 Brain tumors.
 Stroke.
 Oxygen deficiency.
 Drug abuse.

A

brain injury

58
Q

Examples of these causes include:
 Depression and anxiety.
 Vitamin B-12 deficiency.
 Hydrocephalus.
 Mental health problems.

A

Reversible causes

59
Q

signs and symptoms of ____ ____ ______ ____:
 Forgetting early life events.
 Mixing up names of persons and places.
 Excessive irritability and mood changes.
 Forgetting common and easy words.
 Getting lost in previously familiar places.
 Trouble in recalling details of events.
 Taking a longer time to do familiar tasks.
 Causes of Memory Loss

A

long-term memory loss

60
Q

This is the largest component of autobiographical memory, containing three separate but related
domains:
 Memory for specific events that have happened to you.
 Memory for general events, which tells you the broad sequence of actions in events such
as going to a restaurant or going to the dentist.
 A potted summary of your life, which enables you to answer such questions as, “Where did you go to school?”, “Where were you working last year?

A

Memory for Events

61
Q

refers to memory operations that routinely occur in one’s daily environment.
Examples include remembering names, remembering plans for the day, recalling items that one needs to purchase at the grocery store, remembering and remembering telephone numbers, directions, or recent newsworthy events.

A

Everyday memory

62
Q

contains information about you, and about personal experiences. Emotions, the “facts” that describe you and make you unique, the facts of your life, and the experiences you have had, are all contained in separate domains, and processed differently. Your memory for emotions can help you modify your moods.

A

Autobiographical memory

63
Q

are a type of long-term memory. These memories are focused around specific, shocking, emotional events.

A

Flashbulb memories

64
Q

four main types of encoding:

A

Acoustic Encoding
Visual Encoding
Tactile Encoding
Semantic Encoding

65
Q

It includes the processing and encoding of auditory inputs such as sound, words etc. for storage and later retrieval. Further, this process is supported by phonological loop, this concept helps input/content present in the echoic memory to be sub-vocally rehearsed which in turn helps in remembering process.

A

Acoustic Encoding

66
Q

Images and visual sensory information are en- coded. The storage of this type of information is temporary which is in the iconic memory before it is processed further and put into long-term memory. Amygdala (within the medial temporal lobe of the brain which plays an essential role in the handling of emotional re- actions) has a key role to
play in putting in the visual sensory information; it allows visual input along with input from other structures and encodes the positive or negative values of conditioned stimuli.

A

Visual Encoding

67
Q

It is about the ability to retrieve statements or events in the exact order in which they occurred. The sequence may be of the chronological events in our autobiographical memories, or the sequence of the different segments of a sentence, with the intention to make sense of them.

A

Serial Recall

68
Q

It is a concept in which an individual is provided with a list of items to memorize and is then required to answer with the help of cues or guides.

A

Cued Recall

69
Q

It represents the process by which an individual is presented with a list of statements to memorize and then are told to retrieve them in any random order

A

Free Recall

70
Q

processing effect were the creation of Robert S. Lockhart and Fergus 1. M. Craikin 1972. The duo introduced this model as an alternative to prior memory theories which had divided memory into sensory, working and long-term stages. Memories that were deeply processed led to longer lasting memories while shallow processing led to memories that decayed
easily.

A

Level of Processing Model

71
Q

In this model memory is seen as a simultaneous (all at the same time) process, with the creation and storage of memories taking place across a series of mental networks ‘entrenched’ across the brain.

A

Parallel Distributed Processing Model (PDP)

72
Q

The groupings on the periphery enclose mutually exclusive information. All of the characters and attributes are connected in a mutually excitatory network. If the network is well practiced, that is, if the connections between units are established, then we can retrieve the properties of a given individual.

A

Jets and Sharks

73
Q

formalized concepts that date to the first days of psychology; many of the ideas fundamental to the modal model, such as the distinction between short-term memories and long-term memories, can be found in early writings such as James, and the modal model was informed by numerous findings resulting from the pursuit of experimental psychology, such as Ebbinghaus.

A

Atkinson and Shiffrin Model 1968

74
Q

Processes Involved in the Model

A

Attention
Rehearsal
Appraisal

75
Q

: It transfers information acquired from the senses to STM. The phase of attention selects from a wide range of stimuli that reach the senses. Only the relevant information is passed on to the STM, and rest being unimportant ignored are ignored. Hence, 99% of information is missed at this level itself.

A

Attention

76
Q

: This exemplar is of simple nature and is very helpful in doing investigation. Various other prototypes begin with multiple storage systems and then keep accumulating other information to it.
Other researches indicating parallel working of two variant storage systems lend support to thisbmodel. As instance, Murdoch substantiated primacy and recency effect. Former refers to better recall of the information that is attended first, rehearsed and transferred to long term storage system. The latter refers to enhanced recall of the information that appears last in the information order and is still fresh in the short term memory. All the storage systems exhibit a differentiation in areas of volume, time length and processing.

A

Appraisal

77
Q

: It passes input from short term store to the long term store. For example if a child has to remember the mathematical tables he can learn it by saying it loudly.

A

Rehearsal

78
Q

This theory was proposed by Endel Tulving, one of the leading figures in memory research. It is based on the Multi-Store Model idea of LTM, but it suggests there is a difference between episodic memory (e.g. remembering a family holiday in Disneyland) and more general memory.

A

Tulving’s Model

Cognitive Psychology Midterm (3 decks)

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