Chapter 3: Experimental: Memory (7-9%)

Question 0

Stages of Memory

Answer 0

Sensory
Short-Term
Long-Term

Question 1

Studying Memory

Answer 1

Involves understanding how things are remembered and why things are forgotten.

Question 2

Sensory Memory

Answer 2

• Last only for seconds

- Forms the connection b/t perception and memory

Question 3

Iconic Memory

Answer 3

is the sensory memory for vision

Question 4

George Sperling

Answer 4

Found that people could see more than they can remember

Question 5

Ulric Neisser: Icon

Answer 5

For brief visual memory and found that an icon last for about one second.

Question 6

Backward Masking

Answer 6

When subjects are exposed to a bright flash of light or a new pattern b/f the iconic image fades, the image will be erased. (More successful if it similar to the original stimulus)(works for auditory system as well)

Question 7

Echoic Memory

Answer 7

is the sensory memory for auditory sensations

Question 8

Short-Term Memory (STM)

Answer 8

Teporary; lasts for seconds or minutes

Question 9

Working Memory

Answer 9

is the temporary memory that is needed to perform the task that someone is working on at that moment

Question 10

George Miller

Answer 10

Found that short-term memory has the capacity of about seven items (+ or - two items)

Question 11

Chunking (grouping items)

Answer 11

can increase the capacity of STM

Question 12

Rehearsal

Answer 12

(Repeating or practicing) is the key to keeping items in the STM and to transferring items to the long-term memory (LTM)

Question 13

Primary (maintence) Rehearsal:

Answer 13

Involves repeating material in order to hold it in STM

Question 14

Secondary (elaborative) Rehearsal

Answer 14

Involves organizing and understanding material in order to transfer it to LTM

Question 15

Interference

Answer 15

How other information or distractions cause one to forget new items that were presented

Question 16

Proactive Interference

Answer 16

Disrupting information that was learned before the new items were presented
-This is problematic for recall and thus causes proactive inhibition

Question 17

Retroactive Interference

Answer 17

Disrupting information that was learned after the new items were presented.
-This is problematic for recall and thus causes retroactive inhibition

Question 18

Long-Term Memory (LTM)

Answer 18

• Capable of permanent retention
• Most items are learned semantically, for meaning
• LTM retention is measured by recognition, recall and savings

Question 19

Recognition

Answer 19

Recognize things learned in the past

Ex. M. choice test

Question 20

Recall

Answer 20

Generate information

Question 21

Cused Recall

Answer 21

remembering w/ cues

Question 22

Free Recall

Answer 22

Remembering w/o cues

Question 23

Savings

Answer 23

Measures how much information about a subject remains in LTM by assessing how long it takes to learn something the second time as opposed to the first time.

Question 24

Encoding Specificity Principle

Answer 24

Material is more likely to be remembered if it is retrieved in the same context in which it was stored.

Question 25

Episodic Memory

Answer 25

Consists of details, events, and discrete knowledge

Question 26

Semantic Memory

Answer 26

Consists of general knowledge of the world.

Question 27

Procedural Memory

Answer 27

is know how to do something.

Question 28

Declarative Memory

Answer 28

is knowing a fact.

Question 29

Explicit Memory

Answer 29

Is knowing something and being consciously aware of knowing it, such as knowing a fact.

Question 30

Implicit Memory

Answer 30

Is know something without being aware of knowing it.

Question 31

Herman Ebbinghaus

Answer 31

First to study memory systematically.

Question 32

Forgetting Cuve

Answer 32

Depicts a sharp drop in savings immediately after learning.

Question 33

Frederick Bartlett

Answer 33

Found that memory is reconstructive rather rote. | -People are more likely to remember the ideas or semantics of a story rather than the details or grammar of the story.

Question 34

Allan Paivo: Dual Code hypothesis

Answer 34

Items will be better remembered if they are encoded both visually (with icons / imagery) and semantically (with understanding).

Question 35

Fergus Craik & Robert Lockhart: Depth of Processing

Answer 35

Different levels of processing exist from the most superficial phonological (pronunciation) level to the deep semantic (meaning level). The deeper an item is processed, the easier it is to learn & recall.

Question 36

Paired Associated Learning

Answer 36

One Item is learned w/ and than cues the recall of another. Also used when learning foreign languages. (hombre = man)

Question 37

Elizabeth Loftus

Answer 37

Found that memory of traumatic events is altered by the event itself and by the way that question about the event are phrased

Question 38

Karl Lashley

Answer 38

Found that memories are stored diffusely in the brain.

Question 39

Donald Hebb: Synapses & Neural Pathways | E.R Kandel

Answer 39

Memory Tree | Studying the sea slug Aplysia

Question 40

Brenda Milner

Answer 40

Patient HM: given a lesion of the hippocampus to treat epilepsy. Remembered things before the surgery, (STM is intact) could not store anything new (LTM)

Question 41

Serial Learning

Answer 41

A list that is learn and recalled in order (serial recall)

Question 42

Primacy & Recency Effects

Answer 42

Feedback on the correct responses in the correct order is given after the entire list is recalled

Question 43

Serial Position Curve

Answer 43

Shows the savings effect

Question 44

Serial Anticipation Learning

Answer 44

Recalling one item at a time

Question 45

Free- Recall Learning

Answer 45

A list of items are learning and recalled in any order w/ no cues

Question 46

Factors for Learning easier

Answer 46

``` Acoustic dissimilarity Semantic dissimilarity Brevity ( length of the term & length of list of term to be remebered) Familiarity Concreteness Meaning Importance to the subject ```

Question 47

Decay Theory (Trace Theory)

Answer 47

Posits that memories fade w/ time (other activities are known to interfere w/ retrieval)

Question 48

Interference Theory

Answer 48

Competing information blocks retreival

Question 49

Mnemonics

Answer 49

``` Memory cues that help learning and recall. (Ex. OCEAN: Big five factors of personality. Openess Consientiousness Extraversion Agreeableness Neuroticism ```

Question 50

Generation Recognition Model

Answer 50

Suggest that anything one might recall should easily be recognized

Question 51

Tip-of-the-Tongue Phenomenon

Answer 51

Being on the verge of retrieval but unsuccessful in doing so.

Question 52

State- Depender Memory

Answer 52

Retrieval is more successful if it occurs in the same emotional state or physical state in which encoding occured

Question 53

Clustering

Answer 53

Tendency to group together similar items in memories whether they are learned together or not.

Question 54

Order of Items on a List

Answer 54

Can more quickly state the order of two items that are far apart on the list than two items that are closer together

Question 55

Incidental Learning

Answer 55

Presenting items to someone that are not suppose try to memorized and than testing for learning

Question 56

Eidetic Imagery

Answer 56

Photographic memory

Question 57

Flashbulb Memory

Answer 57

Recollections that seen to be burned into the brain

Question 58

Tachiscope

Answer 58

Instrument of ten used in cognitive or memory experiements. It presents visual material to subjects for a faction of a second

Question 59

Zeigarnik Effect

Answer 59

The tendency to recall uncompleted tasks better than completed ones