Ch. 8. Learning & Forgetting Flashcards

1
Q

What is a mnemonic strategy involving grouping of items into familiar groupings?

A

Categorization

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2
Q

What occurs when remembering is disrupted by related memories?

A

Interference

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3
Q

Which strategy involves the formation of vivid and bizarre images of items to be recalled as mixed in some way?

A

Interacting images

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4
Q

What is the term given to the effect whereby the context at recall is similar to the context at encoding then memory will be enhanced.

A

Encoding specificity principle.

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5
Q

Which effect describes when memory is better when mood at learning is reinstated at testing?

A

Mood-dependent memory effect

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6
Q

Who was one of the first to study learning and forgetting, using himself as the sole subject?

A

Ebbinghaus

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7
Q

What is the name given to a vivid memory of a dramatic event and of the circumstances in which the event was experienced or heard about?

A

Flashbulb memory

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8
Q

Recently, typical studies of interference in long-term remembering have used the ______ paradigm, which is often used in the study of learning.

A

paired associates learning

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9
Q

What is the mnemonic strategy in which a familiar route is imagined and images of the items are recalled and linked to landmarks on the route?

A

Method of loci

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10
Q

What occurs if memory is better when the external environment at testing is the same as at learning?

A

context effects

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11
Q

What is defined as the process by which old memories become destabilized during retrieval and therefore susceptible to modifications.

A

reconsolidation

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12
Q

Which paradigm, developed by Anderson et al. (1994), produces the effect whereby retrieval practice impairs recall of unpractised category members?

A

Retrieval induced forgetting

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13
Q

What occurs when later learning impairs memory for earlier learning?

A

Retroactive interference

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14
Q

What is the mental representation of stored information?

A

Memory trace

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15
Q

One view of the cause of the ‘spacing effect’ is that massed presentation leads to deficient processing of the second presentation – that we simply do not pay much attention to the later presentations. Which view is this?

A

Deficient processing view

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16
Q

A hypothesis that propoese that concrete words can be encoded both verbally and by images representing their meaning, are easier to remember.

A

Dual coding hypothesis

17
Q

Interference

A

occurs when remembering is disrupted by related memories.

18
Q

Proactive interference

A

occurs when previous learning impairs later learning.

19
Q

Retroactive interference

A

occurs when later learning impairs memory for earlier learning.

20
Q

2 Neuropsychologigal mechanisms that can explain consolidation and decay

A

LTP and LTD

Long time potentiation and Long term depression

21
Q

the beneficial effect on memory that can be the result of a period of sleep or inactivity following a study period, or even the result of taking certain drugs.

A

Retrograde facilitation

22
Q

An important factor for anterograde amnesia

A

hightened susceptibility to retroactive inference, since it prevents consolidation

23
Q

3 functional approaches to forgetting

A
  1. Retrieval induced forgetting (RIF)
  2. Direct forgetting (DF)
  3. Think/ no-think (TNT)
24
Q

The recovered memory controversy

A

Freud

Er det mulig? Kontroversielt

Lofthus- -false memory paradigme, incorporated misinformation

McNally- -Minnet ekte men glemt da det ikke opplevdes traumatisk da det skjedde ( mer forvirrende) .. først i voksen alder man ser alvoret (av feks overgrep).

25
Q

effective study teckniques

A

deep processing

elaborative interrogation

self testing

26
Q

Why do we remember flasbulb memories better?

A

Due to rehersal, more than the unicness of the event

27
Q

N

A