5 - Process Of Acquiring Memories Flashcards

1
Q

Describe the steps in the modal memory model

A

Incoming information>sensory memory>short-term memory

Short-term memory could go to long-term memory/lost/maintenance via rehearsal

Long-term memory can go to short term memory via retrieval

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2
Q

What happens if you don’t rehearse info that goes into short term memory?

A

Can’t access anymore

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3
Q

What experiment shows that sensory memory exists?

A

George spurling
- showed 3 rows of letter for 50ms
1st condition: recall as many letters as you can (most could maximum 4 before representation disappeared from memory)
2nd condition: shown for 50 Ms, immediately after were told to tell the first row of letters/other rows (able to keep entire panel in memory but sensory memory disappeared quickly)

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4
Q

What should we call short term memory? Define it

A

Working memory: a dynamic form of short-term storage (more accurate language for what is happening in this processing stage)
- better understood as a status or activity rather than a place

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5
Q

Describe the features of working memory

A

Duration: temporary, fragile
Capacity + size: limited
Ease of entry: relatively easy
Ease of retrieval: relatively easy

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6
Q

Describe the features of long term memory

A

Duration: long lasting, enduring
Capacity and size: enormous
Ease of entry: effortful
Ease of retrieval: can be difficult, slow, and even unsuccessful

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7
Q

What 2 theories support the modal model?

A

Recency effect, primacy effect
*The serial position/learning curve of these is evidence

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8
Q

Describe the recency effect

A

Last few items are still in working memory at time of recall
- better memory for last set of words

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9
Q

Describe the primacy effect

A

Opportunity for memory rehearsal increased chances of transfer to long term memory
- not in working memory but rehearsed enough to make it to long term memory, don’t have a lot to memorize when you see them so they go long term

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10
Q

What happened to the recency effect when a 3 second delay was implemented before recall

A

Removes advantage for words at the end of the list, no recency effect

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11
Q

What happens when you change the interval of word presentation?

A

See generally more words recalled with slow presentation
- see general improvement in all words they had opportunities to rehearse but no effect on words stored in working memory

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12
Q

Where do we get neural activity with working memory?

A

Perirhinal cortex

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13
Q

Where do we get activity for long term memory?

A

Hippocampus

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14
Q

Working memory is used whenever _

A

Multiple elements/ideas are combined/compared in mind
*Engaging with info “working on your memory”
*Diff people have diff WM capacities

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15
Q

When given a series of digits and told to remember the order, most people can remember:

A

6-9
*7 plusminus 2 chunks (digit span task)

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16
Q

Describe the operation span task

A

Can access working memory capacity while it’s working (diff stages)
- focuses on what you can remember while doing a task
- more reflective and accurate, correlations with interesting metrics (SAT scores, reading comprehension, reasoning)

17
Q

The two types of rehearsal for long-term storage

A

Maintenance rehearsal, rational/elaborative rehearsal

18
Q

Describe maintenance rehearsal

A

Repetition, most basic form of rehearsal

19
Q

Describe relational or elaborative rehearsal

A

Thinking about the meanings of the words
- trying to find connections between long term memories
- take info you just learned and working memory and connect with something that’s already in long-term memory, can quickly get the info stored with it
***Superior to maintenance

20
Q

What 2 depths of processing do we have? Why are these important?

A

Shallow and deep processing
*The level at which you engage in processing info impacts how you store the info

21
Q

Describe shallow processing

A
  • superficial engagement with the material
  • the analysis of a word focused on the physical characteristics (ie. Is a word in lowercase or capital letters?)
22
Q

Describe deep processing

A

Requires thinking about the meaning of the material
- have to think about if something fits in a sentence based on meaning
** Leads to more words recalled

23
Q

Does intention impact depth of processing?

A

No, if you tell people you will test them on something, your awareness of knowing you’ll be tested makes no difference (can’t just will yourself to remember something for later)
***This is paying attention + intention compared to paying attention

24
Q

Deep processing leads to more connections which leads to

A

More pathways to a specific memory
*More connections being formed that exist in the mind! Can find info faster

25
Q

Mnemonics are an example of deep or shallow processing?

A

Shallow