Chapter 6 Memory

Question 1

Declarative memory

Answer 1

Long-term memory knowledge that can be retrieved and then reflected on consciously

Question 2

Explicit Memory

Answer 2

Long-term memory retrieval or performance that entails deliberate recollection or awareness

Question 3

Nondeclarative/Implicit Memory

Answer 3

Long-term memory performance, knowledge that influences thought and behaviour without any necessary involvement of consciousness

Question 4

Episodic Memory

Answer 4

memory of the personally experienced events

Question 5

Semantic Memory

Answer 5

general world knowledge

Question 6

Repetition Priming

Answer 6

a priming effect caused by the exact repetition of a stimulus; often used in implicit memory tests

Question 7

Episodic Buffer

Answer 7

the part of working memory that integrates different types of knowledge to form episodic memories

Question 8

Consolidation

Answer 8

the process that makes memories permanent and reliable, stretched over two phases

Question 9

Metamemory

Answer 9

people’s awareness of their own memory content and processes

Question 10

Mnemonic device

Answer 10

any mental device or strategy that provides a useful rehearsal strategy for storing and remembering difficult material

Question 11

Method of Loci (for remembering)

Answer 11

1. Choose a known set of locations that can be recalled easily and in order.
2. Form a mental image of the first thing you want to remember and mentally place into into the first location, 2nd in 2nd location, etc..

When recalling mentally go through the set of locations recalling the things you wanted to remember in order

Question 12

Peg Word Mnemonic

Answer 12

• pre-memorizing a set of words that serve as a sequence of mental ‘pegs’ onto which the to-be remembered material can be ‘hung’
• The peg words rely on rhymes with the numbers 1-10 (e.g., one is bun, two is shoe, three is tree…)

Question 13

3 Principles of Mnemonic effectiveness

Answer 13

1. Providing a structure for information
2. Creating associations with visual images, rhymes, etc
3. Guides your retrieval through cues

Question 14

Story mnemonic

Answer 14

a memory aid in which people construct a narrative story containing the material to help them remember it later

Question 15

Retrieval cue

Answer 15

Any cue, hint, or piece of information used to prompt retrieval of some target information

Question 16

Is massed practice or distributed practice more effective?

Answer 16

Distributed practice is more effective than ‘cramming’

Question 17

Synaptic Consolidation

Answer 17

phase in which memories may be stored up to 2 weeks, perhaps in hippocampus

Question 18

Systems Consolidation

Answer 18

phase in which memories are stored for up to a lifetime across the cortex (slower phase)

Question 19

Metacognition

Answer 19

awareness and monitoring of owe’s own cognitive state or conditional knowledge about one’s own cognitive processes and memory system

Question 20

Judgements of learning (JOLs)

Answer 20

a memory assessment strategy in which you judge how will you have learned a body of knowledge and whether you need additional study time

-people are bad at this right after learning something

Question 21

Labor-in-vain effect

Answer 21

devoting more study time to difficult items and not improving much anyways

Question 22

Region of proximal learning

Answer 22

studying information that is just beyond one’s current knowledge and saving more difficult material to later

Question 23

Ebbinghaus’ Theory

Answer 23

investigated one storage variable (repetition) and one memory task (relearning)

-found increasing receptions led to a stronger memory

Question 24

Hasher & Zack’s theory

Answer 24

summarized a large body of research on how sensitive people are to event frequency

-propose that frequency information is automatically encoded into memory with no deliberate effort or event

Question 25

Von Restorff’s Theory

Answer 25

studied distinctiveness, and concluded the ‘isolation/von restorff effect that memory for info that is distinct is better than for something that is not

Question 26

Rehearsal

Answer 26

the mental repetition or practicing of some to be learned material

Question 27

Two kinds of rehearsal?

Answer 27

1. maintenance: keeps information ‘alive’ in WM

2. Elaboration: ‘promotes’ information to LTM

Question 28

Hellyer’s work in memory

Answer 28

• used the Peterson and Peterson paradigm
• but…participants were allowed to repeat the item to themselves either 1,2,4,or 8 times. Retention was higher in those who repeated the trigram more
• demonstrated LTM was intruding more into the task when more rehearsals are made

Question 29

Craik & Lockhart’s contribution

Answer 29

They proposed a processing framework for memory- a view of ‘levels of processing’

Question 30

Essense of Levels

Answer 30

• emphasis on processes, not stores
• memory is an outgrowth of perception
• shallow (perceptual) vs deep (meaningful) processing

Question 31

Hyde & Jenkins experiment

Answer 31

-subjects studied lists under instruction to
1. count # of letters
2.count ‘e’ sounds
3 make pleasantness judgement
-varied intention to lear:
1. just do the above task (incidental)
2.do the task and learn the list (indid +intent)
3.learn the list (intentional)

Question 32

Criticisms of levels

Answer 32

• even maintenance rehearsal; does improve memory
• circularity: there is no independent measure of depth in the framework
• Rundus’ experiment demonstrates even maintenance improves memory
• task effects

Question 33

Big influence that Value of Levels did

Answer 33

-placed emphasis on processes and introduced a technique- incidental learning-for studying encoding processes

Question 34

Characterizing Memories (5 things)

Answer 34

1. Transfer
2, Capacity
3. Representation
4. Forgetting
5. Retrieval