Chapter 6 Flashcards
(36 cards)
What is the most crucial feature of episodic memory?
Capacity to remember specific events–> need mental filing system to distinguish similar events
What is Tulving’s mental time travel?
Reliving past experiences & using it to anticipate future events
What is the basis of semantic memory?
accumulated & consolidated recollection of past memories
Amnesiac patients who have impaired episodic memory also have impaired ——–.
Capacity to continue to develop knowledge about the world. (e.g don’t know current president but know the president of WWII)
What did Martin Conway discover after studying retention of material from a psychology course?
After a short delay, the material was recalled in episodes, after a long delay, material was incorporated into semantic memory & separated from the actual learning event
What was the main criticism of the Ebbinghaus tradition?
- Clearly specified experiments with constrained goals could make us focus too much on narrow problems.
- Attempt to separate memory from meaning leads to studying simple repetition habits
How was Bartlett’s approach different from Ebbinghaus?
- More naturalistic & informal
- Studied recall of complex material (folk tales from unfamiliar cultures e.g War of Ghosts)
- Use errors in recall as a clue about storage & encoding of material–> rationalizing stories by distorting them to fit own experience
- Focused on participants’ effort for meaning (Ebbinghaus avoided all meaning)
- Coined the term “shema”–>long-term structured representation of knowledge–> based on social & cultural influences–> influence all 3 stages of memory
What are two criticisms of Bartlett’s approach?
- Vague instructions to participants
- Many recall distortions due to deliberate guessing & not due to memory problems (Neisser says this is because they were made to go beyond their recall capacity limit)
Describe Sulin & Dooling’s study to test Bartlett’s assumption that LT delay intervals increase schema-driven errors:
- Presented story of Gerald Martin in one Condition & Adolf Hitler in another
- Asked whether various sentences were part of the text, one of which was about Jew persecution
- Participants in the Hitler condition were more likely to incorrectly indicate that the sentence was part of text
- Semantic knowledge about Hitler at long retention interval (1 week) but not at short one (5 mins)
Describe Charmicheal’s experiment using ambiguous items
- Ambiguously shaped items were given two labels (e.g hat & beehive)
- When asked to draw items from memory, drawings were heavily influenced by verbal labels
- Bias occurred during retrieval but not during encoding
- Correct info was stored but since recalling task was difficult, participants relied on recognition rather than recall
- So memory is aided whenever contextual cues arouse appropriate schemata
What did Glaze surmise from his experiment with rating extent of similarity between consonant-vowel-consonants & real words?
- Syllables that are rated as more meaningful are easier to recall (e.g CAS resembles Castle but ZIJ is harder to link to meaningful existing words)
- Easier to remember things that are consistent with our well-learned language habbits
What was Jenkins & Russel’s experiment with word associations?
- In a mixed list of items, things that were associated were recalled as a cluster (e.g needle, thread, mend)
- Learning paired words with a high inter-word association is faster (e.g bread-butter) than ones with low/absent inter-word association (e.g lobster-tower)
What is paired-associate learning?
-Learning word pairs so that when one is produced, the second one could be recalled
Words that evoke images are remembered—–. This was discovered by ——- and labelled as ——
Words that evoke images are remembered better. Allen Paivio discovered this and called it introspection.
What is the concept of imageability?
words that are easily imaginable can be coded in terms of their visual appearance & verbal meaning whereas abstract words are difficult to imagine visually–> dual-coding hypothesis
How does the Cloze technique help us measure degree of redundancy in text?
- The passage is presented with every 5th word deleted
- Participants must guess missing words
- Children’s text is more predictable–> more words filled
- The more redundant & predictable as text is–> the more memorable
What do Craik & Tulving say about levels of processing? Describe their experiment.
The more in-dept the information is taken in, the more durable their traces are in memory
- Participants asked to make 3 types of judgements on words presented to them.
- Visual processing (upper or lower case) vs Phonological (does dog rhyme with log?) vs Semantic (does the word “Field” fit in “the horse lives in—”)
- “Yes” responses better recalled than “No” responses because a correct link between word & sentence made it easier to remember
- Slower processing as a result of more difficult tasks (upper/lower case task replaced by counting vowels in target word) during visual & phonological processing did not lead to enhanced word recall
- Whether or not a memory test is expected also does not enhance recall, the way material is processed does.
What are 3 criticisms of the levels of processing theory?
1- Processing time is not an accurate measure of recall
2-Different features of a stimulus could be processed simultaneously instead of vision-phonology-semantics order
3-When focusing on one feature of stimuli, they could be aware of others too (e.g log rhymes with dog but you’re also aware of what they mean semantically)
What is transfer appropriate processing (TAP) and describe related experiment by Morris et al.
Retention is at its best when mode of encoding & rehearsal are the same.
- Participants must make phonological (shallow) & semantic (deep) judgments each word on a list & not warned about recall test
- Memory was then tested by one of two recognition tests
a) standard–> words previously presented to participant mixed with nonrepresented words
b) Rhyme–> participant must decide if any of the new words rhyme with previously presented words
-For standard condition, the deeper the processing the better the performance but for rhyme condition the shallower the processing the better the performance
words embedded in text that is semantically —– is better recalled.
Semantically rich & more elaborate.
Compare maintenance rehearsal to elaborative rehearsal. Which one enhances delayed LT learning?
maintenance involves continuing to process an item at the same level (e.g repeating phone #) vs elaborative involves linking material to material already stored in memory which enhances delayed LT learning.
Describe an experiment that links familiarity to recognition & recall
- Participants given numbers to remember over delay
- Read out words to interrupt rehearsal during the delay
- After recalling memorized numbers, told to recall as many words said during the delay as possible.
- Those words that were most repeated during delay increased recognition but not strong enough to enhance recall
What is Mechanic’s test of intentional vs incidental learning?
- Participants had to articulate a series of nonsense syllables either once or as often as possible
- One group knew about recall test, the other did not.
- Regardless of test knowledge, repeated articulation led to enhanced recall.
- Those in incidental learning condition with one articulation did the worst
- Repeating unfamiliar syllables boosts their representation in phonological LTM
What was Tulving’s experiment on chunking trying to prove?
- Gave participants a list of words & changed their order but as they got more familiar with the words they started chunking them in the same way trial after trial
- Items were being grouped based on semantic categories & the groups got bigger and bigger.
- Participants show better recall when when given sets of 4 items from the same category as opposed to multiple categories
