Ch. 7 Flashcards
While STM retains the specific _ details of the sensory stimulus first used to encode the info, LTM typically retains the abstracted _ info, without specific physical details
physical;
semantic
Can LTM contain specific details?
yes, although that is typically an exception to the rule
How is information typically stored in long-term memory?
a. in terms of its sound
b. in terms of its meaning
c. in terms of its visual appearance
d. in terms of its emotional content
b. in terms of its meaning
Accurately remembering information from a previous chapter in this book depends on which type of memory?
a. STM
b. sensory memory
c. LTM
d. factual memory
c. LTM
Even though it feels like a relatively short time, this relies on long-term memory processes.
The _ differences between STM and LTM suggest that they may be distinct memory systems, as proposed in the modal model of memory
behavioural
The _ differences between STM and LTM suggest that they may be distinct memory systems is supported by _ data
neuropsychological
Neuropsychological data as well as patients with _ support behavioural differences in STM and LTM
AMNESIA
Severely impaired LTM capacities due to trauma or brain damage is called _
amnesia
Amnesiacs have difficulties _ new memories
encoding
_ amnesia is common following a TBI, in which the events taking place leading up to the incident are often forgotten
retrograde amnesia
In a video in this chapter, Kayla Hutchinson experiences difficulties with which of the following?
a. making new memories
b. remembering names and faces of new people
c. recalling events and info from her past
d. the inability to learn new tasks
c. recalling events and info from her past
issues with retrograde amnesia
After the onset of _ amnesia, the affected person has difficulty remembering any new info that they encounter
anterograde
Can those with anterograde amnesia have compromised memory from the past?
yes
Henry Gustav Molaison (HM) suffered from anterograde amnesia after his _ was removed as part of an epilepsy treatment, considered an important structure for LTM
Medial temporal lobe (bilateral medial temporal lobectomy)/ hippocampus
Was HM’s cognition and intelligence quite intact when his hippocampus was removed?
yes
Was HM able to discuss facts from his past and general knowledge about the world leading up to his surgery?
yes
Was HM’s short-term memory intact? If so, how and for how long?
yes, provided he held his attention on the task for up to 15 min
An example of an excerpt from Clive Wearing’s journal portrayed that he was living primarily in his _TM, forgetting much of the recent past and un/able to encode the present information
STM;
UNABLE
Damage to the _ will give rise to difficulties recalling or encoding info into LTM while preserving STM
hippocampus
Damage to the left hemisphere near regions of the parietal lobe produced damage in _TM processing while preserving _TM functioning
STM/working;
LTM
Patients with _ perform worse on the match-to-sample task and showed markedly less connectivity between the prefrontal lobe and hippocampal regions
Alzheimer’s
Based on H.M.’s and Clive Wearing’s cases, what is the hippocampus necessary for?
a. encoding new info and experiential memories
b. remembering procedural tasks
c. recalling your name
d. maintaining your IQ
a. encoding new info and experiential memories
In both cases, they are still able to retain memory for actions and movement but cannot update new information about their lives.
According to Atkinson and Shiffrin’s modal model, the longer the info is retained in _TM via rehearsal, the likelier it is that it will enter into _TM
STM;
LTM
Repeating info over and over, without any additional thought about the info, is called _ rehearsal
maintenance
Techniques that go beyond simple repetition of the info in STM and considering the meaning of the info is known as _ rehearsal
elaborative
Elaborative rehearsal is consistently found to lead to greater _ in LTM
encoding
If people are given a long sequence of words to remember and repeat, their performance often resembles a - curve
U-shaped
statistics!
The serial-position effect can be illustrated as a U-shaped curve for performance differences for words presented early (_ effects) and words presented last (_effects).
primacy;
recency
The serial-position effect can be illustrated as a U-shaped curve for performance differences for words presented early (primacy) and words presented last (recency).
The _-axis shows the sequence a given word appeared; the _-axis is the percentage of words remembered correctly for that specific position
x-axis;
y-axis
_ (1962) observed that participants had better performance for info presented to them earlier and also later right before they were asked to recall all of the info
Murdock
the better performance for words presented earlier is referred to as the _ effect
primacy
The better memory for words presented later is referred to as the _ effect
recency
most recent!
Items as part of the recency effect are a part of _TM, whereas items as part of the primacy effect are a part of _TM
STM;
LTM
the former is recent and therefore fresh in one’s mind/STM/working, whereas the latter could have time for rehearsing into LTM
Glanzter & Kunitz (1966) found that by preventing the storage of information in working memory, the _ effect is diminished.
recency
Elaborating on something by considering its meaning more fully and deeply leads to better encoding in LTM according to Craik and Tulving’s (1972) …theory
level of processing theory
A - tasks is a type of memory task in which the experimental subject must simply remember as many items as they can from a memorized list without cues and prompts
free-recall task
Craik and Tulving’s (1972) study results had shown memory performance was greater for items considered in connection to other things. It mapped percent recalled on the _-axis and type of question on the _-axis
x-axis;
y-axis
Examples of superficial processes include for free-recall tasks are:
_
font/size
rereading
case
Examples of creating association processes include for free-recall tasks are:
_
pleasantness
rhymes
Examples of ‘fitting into networks’ processes include for free-recall tasks are:
How will I use this?
what is this similar to?
what _?
category
Automatically processing information will give information the _ advantage for memorization
least; less!
Why?
Forming associations provides advantages through _ processing.
deep
Memorizing info is based on processing (order from lowest to highest):
different senses/association
superficial
using different networks
superficial
different senses/association
using different networks
e.g., memory work by re-reading is superficial; by reciting/rhyming it is using a different sense; by creating a memory palace uses a variety of networks
Levels or processing theory
Encoding info for later _ is most important for LTM. Without it, it would be like doing an internet search without having the appropriate search terms to inquire in a search engine!
Retrieval
According to the video on British royalty, what is a memory short-cut or technique used to help improve your memory called?
a. chunking strategy
b. encoding technique
c. mnemonic device
d. retrieval guide
c. mnemonic device
According to the results from Craik and Tulving’s 1972 study, which study question below do you think would lead to the best recall of vocabulary terms for students?
a. does this term rhyme with another word?
b. what other terms are connected to this term?
c. is this term highlighted?
d. was this term bolded in the text?
b. what other terms are connected to this term?
Making connections leads to deeper processing, while highlighting and bolding focus on shallow, physical characteristics of the term.
In a challenge to levels of processing theory, Morris (1977) presented research suggesting _ can sometimes be the critical factor in what is remembered, rather than _ (levels of processing theory)
retrieval;
encoding
Morris (1977) found that testing conditions are important for successful retrieval. He used the free-recall task as well as the - task.
cue-recall
Morris (1977) found that testing conditions are important for successful retrieval. He used the free-recall task as well as the cue-recall task and found learning/rhyming more helpful for the free-recall task, whereas learning/rhyming was more helpful for the cued-recall task
learning;
rhyming
free-learning
cued-rhyming!
Morris (1977) found that testing conditions are important for successful retrieval. He used the free-recall task as well as the cue-recall task. He found an interaction of task with retrieval which he coined - processing
transfer-appropriate
Morris (1977) found that testing conditions are important for successful retrieval. He used the free-recall task as well as the cue-recall task. He found an interaction of task with retrieval which he coined transfer-appropriate processing: the idea that how well info is remembered depends not only on how it was initially encoded, but also on how well some later memory cue matches…
the way it was encoded
Transfer-appropriate processing suggests that if words were encoded based on their sounds, then a cue to their sound lead to better/worse retrieval than when the word was encoded based on its meaning
better
Tulving and Pearlstone (1966) provided groups of subjects with varying amounts of words (12–48) and compared testing performance between free-recall and category-cued conditions. Recalling the words in _ provided a strong advantage
categories
Analyzing info to produce more elaborate and enduring memory traces is associate with …theory
levels of processing (theory)
The idea that memory is dependent on the relationship between learning and testing is …theory
transfer-appropriate
Levels of processing refers to how deeply you elaborate on the information, while transfer-appropriate processing puts more emphasis on the retrieval cue.
Just about any condition that is present during encoding of info can facilitate later memory, a principle called _ _
encoding specificity
An example of context-dependent memory (a type of encoding specificity) would be…
chewing the same type of gum during studying as well as during an exam, hoping to elicit those same memories
Subjects’ memory performance was best when learning and testing conditions matched (Godden & _, 1975), i.e., learning and testing on land or learning and testing underwater vs. learning on land and tested underwater, etc.
Baddeley
When our internal state or moods are in/congruent, we additionally have improved memory
CONGRUENT
When our internal state or moods are congruent, we additionally have improved memory, which is termed _ _ memory
state-dependent
Encoding specificity theory
When participants were put into a happy or sad mood (using emotion-inducing videos or a suggestive process), people performed a memory task better when the conditions matched between the initial _ and the latest test of memory (Bower, 1981; Drace, 2013)
encoding
Encoding specificity
Having external or internal cues present while trying to remember information that was present during encoding that information leads to more successful retrieval. What is this phenomenon called?
a. encoding specificity
b. state-dependent specificity
c. recall success
d. retrieval specificity
a. encoding specificity
(we learned about state-dependent memory, not specificity!)
Imagine that you are in your living room when you get a craving for ice cream. You get up, walk into your kitchen, and suddenly can’t remember why you’re in there. Deciding not to worry about it, you walk back into the living room. Once you’re back in the living room, you remember that you wanted ice cream! This improved recall in the living room compared to the kitchen would exemplify which of the following?
a. transfer-appropriate processing
b. context-dependent memory
c. state-dependent memory
d. encoding transfer
b. context-dependent memory
a form of encoding specificity
When people are exposed to repeated info over multiple, spaced-out periods, this is more effective in later recall than when the info is repeated over a short time period. This is referred to as the _ effect
spacing
When people are asked to retrieve info on their own, rather than being exposed to it passively, they remember it better (Carrier & Pashler, 1992), likely bc each time you have to recall info, you have to…
re-engage with it more actively
Retrieving info on your own is more effective for remembering, as shown by the discovery of the _ effect
testing
The use of many tests helps one remember info better, creating a _ effect
testing
_ memory includes all of the info we know about the world that we can verbally describe
declarative / explicit
everything we can verbally declare
Declarative/explicit memory is divided into _ memory and semantic memory
episodic
It’s all about facts, dates, theories…
Mental time travel is a metaphor for _ memory: recall events in one’s life chronologically with sensory imagery
episodic
e.g., remembering I had issues with the turn signal made me ensure it remains on when doing a turn (you can have it on and then it stops when you straighten the wheels, even if you’re still turning down a corner). it could have cost me getting my license!
Semantic memory is explicit memory that consists of information without …
sensory details
knowing the definition of memory as the cognitive resources used to recall things is semantic; learning memory from looking at the tests and images in this book would be more episodic
Can episodic memory turn into semantic memory or vice-versa?
yes
e.g., I remember watching the STM video lecture while in Edmonton to start with (episodic), but having studied it I recall more the info from the lecture and other details related to info on STM (semantic memory)
If someone has a TBI and has issues remembering language but can recall what happened at their fifth birthday party, what memory do they have vs what do they seem not to have (hint: more specific than declarative or implicit level)?
do not have semantic;
have episodic memory
Semantic means the knowledge (language, a type of), whereas episodic are the sensory and factual details of events that happened
Activity in the frontal and parietal lobes was found in _ memory, whereas activity in the temporal and occipital was associated with _ memory (hint: more specific than declarative or implicit level)
semantic;
episodic
These areas would be more declarative
