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CogPsych Exam 2 (5-8) > Chap 5-8 > Flashcards

Chap 5-8 Flashcards

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1
Q

The three main components of the modal model of memory are…

A

Sensory Memory
Short-Term Memory
Long-Term Memory

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2
Q

Sperling’s delayed partial report procedure provided evidence that…

A

Information in sensory memory fades within 1 or 2 seconds

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3
Q

The “magic number” according to Miller, is…

A

7 plus or minus 2

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4
Q

A task with the instructions “Read the following words while repeating ‘the, the, the’ out loud, look away, and then write down the words you remember” would most likely be studying…

A

Articulatory Suppression

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5
Q

According to the model of working memory, which of the following mental tasks should LEAST adversely affect people’s driving performance while operating a car along an unfamiliar, winding road?

A

Trying to remember the definition of a word they just learned.

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6
Q

Which of the following would most likely be the most detailed long-term memory?

A

I was talking to that girl just before class

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7
Q

The recency effect in short-term memory occurs when participants are asked to recall a list of words. One way to get rid of the recency effect is to…

A

Have participants count backwards for 30 seconds after hearing the last word of the list.

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8
Q

The predominant type of coding in LTM is…

A

Semantic

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9
Q

Explicit memory is to as implicit memory is to

A

Aware; unaware

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10
Q

After an attack of encephalitis, the “Italian woman” had difficulty remembering people or facts she knew before, however she could remember her life events and daily tasks. Her memory behavior reflects…

A

Intact episodic memory but impaired semantic memory

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11
Q

According to the levels of processing theory, which of the following tasks will produce the best long-term memory for a set of words?

A

Making a connection between each word and something you’ve previously learned

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12
Q

Bransford and Johnson’s study had participants hear a passage which turned out to be about a man on the street serenading his girlfriend in a tall building. The wording of the passage made it difficult to understand, but looking at a picture made it easier to understand. The results of this study illustrated the importance of_________in forming reliable long-term memories.

A

an organizational context during learning

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13
Q

The principle that we encode information together with its context is known as

A

encoding specificity.

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14
Q

transforms new memories from a fragile state, in which they can be disrupted, to a more permanent state, in which they are resistant to disruption.

A

Consolidation

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15
Q

consolidation involves the gradual reorganization of circuits within brain regions and takes place on a fairly long time scale, lasting weeks, months, or even years.

A

Systems

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16
Q

For most adults over age 40, the reminiscence bump describes enhanced memory for

A

adolescence and young adulthood.

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17
Q

Flashbulb memory is most completely represented by which of the following statements?

A

It is memory of the circumstances surrounding how a person heard about an emotional event that remains especially vivid but not necessarily accurate over time

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18
Q

According to the approach to memory, what people report as memories is based on what actually happened plus additional factors such as other knowledge, experiences, and expectations.

A

constructive

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19
Q

______occurs when more recent learning impairs memory for something that happened further back in the past.

A

Retroactive interference

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20
Q

In the experiment in which participants sat in an office and then were asked to remember what they saw in the office, participants “remembered” some things, like books, that weren’t actually there. This experiment illustrates the effect of on memory.

A

Schemas

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21
Q

Define Encoding

A

Processes used to store information in memory

Code and put into memory

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22
Q

Define Storage

A

Processes used to maintain information in memory

Maintain in memory

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23
Q

Define Retrieval

A

Processes used to get information back out of memory

Recover from memory

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24
Q

Define Recognition

A

The ability to match a piece of information or a stimulus to a stored image or fact

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25
Define False Positive Recognition
Error of recognition in which people think that they recognize some stimulus that is not actually in memory
26
Define Recall
Type of memory retrieval in which the information to be retrieved must be “pulled” from memory with very few external cues
27
Name the 3 types of Recall
Serial recall Free recall Cued recall
28
Serial Recall
Need to recall order as well as item names Example: Recall the names of all previous presidents in the order they were elected
29
Free Recall
Recall all the words you can from the list you saw previously
30
Cued Recall
Participants are given a cue to facilitate recall | Example: Recall everything you can that is associated with the Civil War
31
Control Processes
Active processes that can be controlled by the person - Rehearsal (maintenance and elaborative rehearsal) - Strategies used to make a stimulus more memorable (e. g. associations, mnemonics) - Strategies of attention
32
Sensory Memory
Registers all or most info that hits our visual receptors Holds large amount of info for a short period of time - decays very quickly Collects info Holds info for initial processing Fills in the blanks
33
Persistence of vision
Retention of the perception of light i.e. A sparkler’s trail of light OR Frames in a film
34
Sperling: Measuring Capacity - Whole Report Method
Participants asked to report as many as could be seen Average of 4.5 out of 12 letters (37.5%)
35
Sperling: Measuring Capacity - Partial Report Method
Participants heard tone that told them which row of letters to report Average of 3.3 out of 4 letters (82.5%) Participants could report any of the rows
36
Sperling: Measuring Capacity - Delayed Partial Report
Presentation of tone delayed for a fraction of a second after the letters were extinguished Performance decreases rapidly
37
Iconic Memory
Brief sensory memory of a visual image that lasts for only a fraction of a second (Responsible for persistence of vision)
38
Echoic Memory
Brief sensory memory of the things that we hear lasting only a fraction of a second (Responsible for persistence of sound)
39
Short-Term Memory (STM)
Stores small amounts of information for a brief duration Intermediate processing stage between sensory memory & long-term memory Includes both new information received from the sensory stores and information recalled from long-term memory
40
Decay
fading of a memory trace due to the passage of time and/or exposure to competing stimuli.
41
Proactive Interference
When information learned previously interferes with learning new information.
42
Retroactive Interference
When more recent learning interferes with memory for something that was learned in the past.
43
Working memory (WM)
limited capacity system for temporary storage and manipulation of information for complex tasks such as comprehension, learning, and reasoning “Workspace” for processing
44
Difference between STM and WM
STM holds information for a brief period of time; WM is concerned with the processing and manipulation of information that occurs during complex cognition
45
Four parts of Baddeley-Hitch's Working Memory:
1. Phonological Loop (PL) 2. Visiopatial Sketch-Pad (VSP) 3. Central Executive 4. Episodic Buffer
46
Phonological Loop (PL)
Storage of Sounds Rehearsal Manipulation of verbal/auditory information
47
Visiopatial Sketch-Pad (VSP)
Storage & manipulation of visual images and spatial information
48
Central Executive
“Supervisory” system: Coordinates activity between PL, VSP, and LTM Controls flow of information to phonological loop and visuo-spatial sketchpad Attention controller; Focus, divide, switch attention Controls suppression of irrelevant information
49
Episodic Buffer
Backup store that communicates with LTM and WM components | Hold information longer and has greater capacity than phonological loop or visuospatial sketch pad
50
Phonological similarity effect
Lists of words that are similar in sound are harder to remember than lists of words that sound different, even with a visual presentation of stimuli. Example 1: D B C T P G (harder) Example 2: K F Y L R Q (easier)
51
Word length effect
People are better at remembering lists of short words than lists of long words.
52
Articulatory suppression
prevents rehearsal
53
What does the Phonological similarity effect prove about working memory?
Phonological Loop; people use rehearsal to maintain information in WM/STM.
54
According to Atkinson & Shiffrin’s model, how long is the Sensory, STM and LTM?
Sensory Memory: a moment STM : 1 to 30 seconds LTM : 30 seconds to as long as you can remember
55
Encoding
creating a LTM out of currently processed information; acquiring information and transforming it into memory
56
Retrieval
bringing information that is stored in LTM back to STM
57
What are the differences between the STM and LTM?
STM: Duration: Very short. Capacity: Very limited/(3-18 sec, ~7 items) Includes: Dynamic processes (like the components of Baddeley’s working memory model), e.g., rehearsal LTM: Duration: Long. Capacity: Very large/indefinite Incudes: Personal experiences, Memories for knowledge or facts, How to do things.
58
What did Murdoch's Serial Position Curve prove?
Memory is better for words presented at the beginning of the list (primacy effect) and at the end of the list (recency effect)
59
What did Rundus's study prove about the Primacy Effect?
primacy effect is due to transfer to LTM.
60
Recency Effect
Superior memory for stimuli in the final positions of the sequence
61
What did Glanzer & Cunitz 's study prove about the Recency Effect?
Effect due to words retained in STM
62
Primacy Effect
Superior memory for stimuli in the first positions of the sequence
63
Pathway to memory:
1. Sensory Organs 2. Thalamus 3. Amygdala (Emotional memories) 4. Hippocampus (Memory Formation) 5. Cerebellum (Procedural memories)
64
Anterograde Amnesia
Inability to form new memories | Potential issues with consolidation
65
Famous clinical cases: Patient H.M. Clive Wearing
Anterograde Amnesia patients | Both cases suggest STM functioning still intact
66
Retrograde Amnesia
Loss of memory for events that happened before a brain injury Temporally graded in that memories for distal past more intact than memories in the proximal past (remote memories)
67
Clive Wearing
Contracted viral encephalitis Damaged medial temporal lobe: hippocampus and amygdala Unable to form new memories STM ok, LTM impaired
68
H.M.
Severe epileptic seizures Removed hippocampus Could no longer form new memories STM ok, LTM impaired
69
K.F.
Motorcycle accident Damage to parietal lobe Could form and hold new memories only to a span ~2 digits STM impaired, LTM ok
70
How was double dissociation exhibited in Clive, HM, and KF?
Clive & HM: Functioning STM but cannot form new LTMs | KF: Poor STM but functioning LTM
71
According to the Baddeley’s model of working memory, which task would you expect to disrupt the participant’s ability to use their phonological loop if they are expected to remember a list of 4 words?
Saying the alphabet backwards
72
In an experiment by Wickens et al. (1976), participants were asked to remember a list of 3 semantically related words in each trial. Subsequent trials contained words that were from either the same semantic category or different semantic categories. Results indicated that when the subsequent category was ____________ performance was worse. This phenomenon provides evidence for _______________.
the same; proactive interference
73
The primary structures in the pathway to memory are:
Sensory organs, thalamus, amygdala, hippocampus, cerebellum
74
The fact that patients like H.M. (functioning STM but cannot form new LTMs) and K.F. (poor STM but functioning LTM) exist provide what type of evidence for separate memory systems?
Double dissociation
75
In the “Levels of Processing Theory” by Craik and Lackhart suggest that the depth of processing during study has a significant effect on the ability to remember information. Which is an example of the deepest level of processing if you are asked to remember the word BREAD?
Indicating if it is a key ingredient in a sandwich
76
The process that changes an initially encoded memory into a permanent memory is known as _________.
Consolidation
77
After visiting your graduate TA’s office hours, you are asked to describe their office. You claim that there was a desk, two chars and a shelf with books on it. In reality, there were not books on the shelves. This intrusion error was likely caused by:
The schema you have formed about grad students
78
Which is NOT a tested explanation of the false high confidence in accuracy that people tend to have for Flash Bulb Memories.
Flashbulb memories tend to be linked to strong emotional content which people misattribute to high confidence levels
79
Mental Rotation Experiment
Since the PL and VSP are not connected, doing a task that requires the VSP will not inhibit the PL. Therefore you can memorize a list of words, solve a rotation experiment, and still recall the words after.
80
Conscious (Explicit) memory includes:
Episodic - recall of personal facts | Semantic - recall of general facts
81
Nonconscious (Implicit) memory includes:
Priming- changes in behavior as a result of experiences that have happened frequently or recently Procedural - knowledge of how to do things Conditioning - associate neutral stimuli (such as a sound or a light) with another stimulus (such as food), which creates a naturally occurring response, such as enjoyment or salivation
82
"Mental time travel" occurs in what form of memory?
Episodic within LTM
83
Italian woman
Contracted encephalitis ``` Semantic = impaired Episodic = Ok ```
84
Autobiographical memory
Memories of one’s personal experiences and history episodic memories E.g – I remember what I was doing when I heard that the WTC was attacked on 9/11/2001 semantic memories E.g. – I remember name of my elementary school, but the name isn’t related to a particular experience
85
Korsakoff’s syndrome
Results of chronic alcoholism that leads to deficits in abilities to form new long-term memories
86
Maintenance rehearsal
Maintains information but typically does not transfer it to LTM Repeating the to-be-remembered information
87
Elaborative rehearsal
Transfers information to LTM | Drawing connections between to-be-remembered info and other info
88
Coding
Manner in which information is represented | Refers to the form in which information is represented
89
Retrieval cues
words, ideas, or images that promote retrieval through associations with the info one is trying to retrieve
90
Cued-recall
present retrieval cue to aid recall Increased performance over free-recall Retrieval cues most effective when created by the person who uses them
91
Generation effect
You are more likely to remember information that you generate during study than information that you simply receive and attempt to “memorize.”
92
Hebb (1948)
Learning and memory represented in the brain by physiological changes at the synapse Neural record of experience
93
LTP: Long Term Potentiation
Enhanced firing of neurons after repeated stimulation | Structural changes and enhanced responding
94
Consolidation
processes that change an initially encoded memory into a permanent memory
95
Reconsolidation
processes that restore a memory to a more permanent form after it has been retrieved.
96
Field perspective
as if experiencing the event | Common for recent events
97
Observer perspective
as if seeing the event (seeing self) | Common for more remote memories
98
Reminiscence Bump
More recall for events that occurred in adolescence and early adulthood
99
Amygdala
plays a role in processing emotional reactions and emotional memories.
100
Flashbulb Memories
memory for circumstances surrounding hearing about shocking, highly charged important events
101
Source monitoring
process of determining origins of our memories
102
Source monitoring error
Misidentifying source of memory | Also called “source misattributions”
103
Cryptomnesia
unconscious misattribution
104
Sequential Line-Up
One at a time. More accurate.
105
Simultaneous Line-Up
All at once. Less accurate.
106
Pragmatic inferences
based on knowledge gained through experience
107
Schema
Top-down knowledge and expectations that influence processing of a common situation or experience E.g. People have schemas for their experiences in a post office, a classroom, shopping at a supermarket, etc.)
108
Script
``` A concept of sequences of actions that occur during a particular experience E.g. Going on a first date or the first day of a class in college. Attending a religious or wedding ceremony. ```

CogPsych Exam 2 (5-8) (1 decks)

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