Chapter 6 Long Term Memory

Question 1

Divisions of Memory

Answer 1

Declarative (explicit)

Nondeclarative (implicit)

Question 2

Declarative

Answer 2

facts (declare facts

Events (personal things/things only you would know)

Question 3

Nondeclarative

Answer 3

-skills (don’t have concious access)
habits-
priming-
simple classical conditioning- (distractor message cotrin and wood study)

Question 4

episode

Answer 4

some event that is time tagged with personal cues, emotional and basic connection

Question 5

amnesia

Answer 5

lack of memory

Question 6

retrograde amnesia

Answer 6

can’t remember things from the past

Question 7

anterograde amnesia

Answer 7

trouble storing new information

Question 8

encephalitis

Answer 8

severe form of anterograde amnesia, damage to frontal lobe, in the moment perfectly fine but can’t place
-life is an ever repeating moment of first awakenings

Question 9

Episodic vs. Semantic Memory

Answer 9

see ppt slide #2

-semantic is more usefull

Question 10

LTM Process

Answer 10

Encoding- how do we deal with it when it is coming in? ex) pairing words via diagram
Storage- STM to LTM
Retrieval- need to be able to retrive information to answer a question

Question 11

Metamemory

Answer 11

awareness of what is in our memory and what is not (know what is there but sometimes have trouble retrieving)

Question 12

Bower and Whimzen

Answer 12

repeat pairs of words vs. picture image of the two words

-image was much more successful

Question 13

Palmere et al.

Answer 13

subjects given 16 paragraphs to remember, the paragraphs with more specific examples were remembered better

Question 14

Bower, Clark, Lesgold, Winzenz 1969

Answer 14

2 groups 
1. Words in hierarchy 
2. Same words but random order 
better recall in group 1, remember better when organized into categories or hierarchically 
4 trials to get it right 
group 1=100% on 4th trial 
group 2=62% on 4th trial

Question 15

Levels of Processing IV

Answer 15

2 phases in experiment
present list of words with varying instructions
IV=orienting task/instructions
subjects ascted to answer questions about each word then asked to recall the words later

Question 16

Level of Processing

Answer 16

Structural- is the words in capital letters?
Phonemic- does the word rhyme with weight
Category/Semantic- ist the word a type of fish?
Sentence/Semantic- He met a _____ in the street (does the word fit in the sentence)
-remember better with semantic processing

Question 17

INcidental

Answer 17

learn you have to recall the words just before recall

Question 18

Intentional

Answer 18

instructions before you do anything you know it will be a memory task

Question 19

Incidental and Intentional are…

Answer 19

explicit versions of the same task (both asking to remember the episode of reading the list of words)

Question 20

Results of Incidental vs. intentional

Answer 20

Count letters- Inc- 9.9 Int-12.4
Letter E- Inc-9.4 Int- 10.9
Pleasantness (semantic)-16.3 for both

Question 21

Inc and int conclusion

Answer 21

knowing b/f=no difference @semantic level

knowing b/f= difference @ structural level

Question 22

Processing on semantic level

Answer 22

• if you can relate a word to your situation you remember it better because you process it on a semantic level and process it further
• at this level it takes longer to process the task as well thus MORE processing happens because it takes longer to decide

Question 23

Bower and Karlin (image study)

Answer 23

Rated by honesty likeableness and gender, knowing gender does not take as long to process as the other 2 characteristics thus we also show the levels of processing effect with images

Question 24

Jacoby and Crain

Answer 24

Similar pairs vs. Very different pairs
DV- how different the pairs of objects are (incidental task)
similar pairs pictures recalled better because more processing happens to determine if they are different

Question 25

Craik & Tulving 1975 IVs & levels

Answer 25

Levels prediction- semantic processing will produce equal recall 3 IV's 1) orienting task (does the word fit into the sentence) simple, med, compelx 2) positive or negative (yes or no) 3) Cued or non-cued (sentence given at re-call)

Question 26

Craik & Tulving Results

Answer 26

significant effect with more complex sentence type - better at remembering words that fit into sentences (YES) - cued response increase when the word fit into the sentence no advantage with cued recall and word that did not fit the sentence

Question 27

Tulving and Osler

Answer 27

``` List of 24 words- Group 1- given low associate word Group 2- no cue At recall- 1/2 of each group given cue 1/2 of each group not given cue demonstrates Encoding Specificity Effect ```

Question 28

Encoding Specificity Effect

Answer 28

a cue available during encoding will aid recall best if it is also available during retrieval -do not need to be aware of this effect

Question 29

Examples of encoding specificity effect studies

Answer 29

female voice/male voice underwater/on land happy/sad *always produces High Low Low High bar graph

Question 30

Outshining effect

Answer 30

the more well learned something is no matter where you are you can always retrieve it -well known material is NOT subjected to the encoding specificity effect

Question 31

Typical memory task is...

Answer 31

episodic- recall the words ont eh list during the episode/ when in your life did you last hear these words)