Chapter 6 Everyday Memory Flashcards

1
Q

6.1 What is Memory?

A

a system and processes involved in encoding, storing and retrieving information

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2
Q

6.1short term memory

A
  • limited capacity and short duration
  • information fades if not attended to or moved to Long term memory
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3
Q

6.1Long term memory

A
  • vast capacity, long duration
  • information is stored in and retrieved from long-term storage.
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4
Q

6.2 definition of fallible

A

memories can be lost of distorted

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5
Q

6.2 mnemonic strategies

A

method of loci and visualization

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6
Q

6.2 Method of Loci

A

A memory technique in which a person imagines walking through a familiar space, such as their house, and placing different pieces of information at each location.

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7
Q

6.2 Visualization

A

creating novel mental images to represent aspects of the encoded information

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8
Q

6.3 Encoding

A

multi-stage process that allows us ultimately to store memories in long-term memory.

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9
Q

6.3 Encoding stages

A

sensory memory
ionic memory

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10
Q

6.3 sensory memory

A

a highly detailed but short lived impressions of sensory information

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11
Q

6.3 ionic memory

A

visual sensory memory is one type of sensory memory

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12
Q

6.3 Encoding startegies

A

chunking, elaboration

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13
Q

6.3 chunking

A

organizing stream of dat (letters, numbers, words into meaningful combination)

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14
Q

6.3 Metamemory

A

an understanding of how our own memory works which helps us use these strategies more efficiently

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15
Q

6.3 Elaboration

A

linking the material you are trying to learn to knowledge already in your long-term memory

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16
Q

6.3 Depth of encoding

A

depends on what you attend to during encoding.
- shallow encoding
- intermediate encoding
- deep encoding

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17
Q

6.3 shallow encoding

A

Is the word in uppercase of lowercase letters?

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18
Q

6.3 intermediate encoding

A

does the word rhyme with “brain”

19
Q

6.3 deep encoding

A

would the word fit in the following sentence: “the girl caught a ____ into philadelphia”?

20
Q

6.3 spacing effect

A

studying in shorter, space out study sessions yield better memory than does cramming

21
Q

Ebbinghaus suggested that

A

distributed practice was better than massed practice

22
Q

6.3 Retrieval

A

accessing memories from storage

23
Q

6.3 testing effect

A

The phenomenon whereby practice retrieving information (e.g., while taking a test) improves memory of that material.

24
Q

6.3 generation effect

A

enhanced memory for a self generated list of items relative to items that were passively memorized

25
Q

6.3 Testing effect vs Generation effect

A

Consistent with the testing effect, those who studied once and then were tested three times forgot the least amount of material by a week later.

26
Q

6.3 Retrieval cues

A

clues in the environment or in our stores representation of experiences

27
Q

6.3 types of retrieval cues

A

context dependent memory
state dependent memory
mood dependent memory

28
Q

6.4 autobiographical memory

A

memory for the events in ones life

29
Q

6.4 infantile amnesia

A

inability to remember the earliest years of our lives

30
Q

6.4 Hyperthymestic syndrome

A

a rare condition in which people have significantly superior autobiographical memory

31
Q

6.4 Flashbulb memories

A

vivid memories associated with particularly emotional events
(often inaccurate)
(seem vivid and are associated with greater confidence, but they’re just as susceptible to distortion as everyday memories are)

32
Q

6.5 Memory Failures

A

transience
absent
mindedness
blocking
misattribution
suggestibility
bias
persistence

33
Q

6.5 Transience

A

the fading of memories over time

34
Q

6.5 Savings measure

A

how much less you would need to study material in a second study session, compared with a first in order to learn it perfectly

35
Q

6.5 Source Misattribution

A

confusions about the sources of our memories

36
Q

6.5 2 types of source misattribution

A
  • external source monitoring
  • internal source monitoring
37
Q

6.5 Source confusion

A

trouble distinguishing memories of external events from memories of internally generated information e.g, false memory effect

38
Q

6.5 Memory Suggestibility

A

the altering of memory through leading questions and cues

39
Q

6.5 2 types of Bias

A

schemas: knowledge or expectations about an event, which lead to bias

consistency bias: a tendency to remember the impact of events through the lens of their impact on us today

40
Q

6.6 double-blind lineup

A

officers supervising the lineup are not aware of who the suspect is

41
Q

6.6 sequential lineup

A

lineup members are shown one at a time

42
Q

6.6 simultaneous lineup

A

lineup members are shown simultaneously

43
Q

6.6 cognitive interview

A

asking mostly open-ended questions at a slow pace to allow to focus on their memory.

44
Q
A