Chapter 7 LTM: Encoding, Retrieval, and Consolidation Flashcards
(43 cards)
encoding
process of acquiring information and storing it in LTM
retreival
bringing information into consciousness by transferring it from LTM to working memory
rote/maintenance rehearsal
type of encoding, repetition without considering meaning or making connections to other information
elaborate rehearsal
type of encoding that considers meaning and makes cinnections to other infortmation (more effective)
levels of processing theory
The idea that memory depends on how information is encoded, with better memory being achieved when processing is deep than when processing is shallow.
shallow processing
Repetition with little attention to meaning, usually associated with maintenance rehearsal, attention is focused on a word’s physical properties
deep processing
Involves attention to meaning and relating an item to something else, usually associated with elaborate rehearsal, results in better memory
paired-associate learning and what it is used to test
A learning task in which participants are first presented with pairs of words, then one word of each pair is presented and the task is to recall the other word. used to test whether visual imagery can enhance memory
bower/winzez
pairs of words, repetition group and visual imagery group, found imagery group remembered better
self-reference effect
memory is better when you relate the word to yourself
generation effect
memory is better for material a person generated themselves rather than passively receiving it
retrieval cue
a word/stimulus that helps a person retrieve info stored in memory
survival processing
situations that involve survival enhance memory
retrieval practice effect
testing memory can result in better memory enhanced memory, swahili/english words experiment
testing effect
enhanced performance due to retrieval practice
how can memory be enhanced?
memory for a word can be increased by (a) forming visual images, (b) linking words to yourself, (c) generating the word during acquisition, (d) organizing information, (e) rating the word in terms of survival, and (f) practicing retrieval
Effective studying techniques
1.Elaborate; relating info to things you already know,
2.Generate and test yoursef,
3. Organize; ex. trees, grouping similar facts/principles, chunking,
4. Take breaks,
5. Avoid illusions of learning; ex. farmiliarity effect
6. Be an active note taker; don’t take notes on the computer
spacing effect
enhanced performance caused by shorter study sessions and taking breaks
free recall
participant asked to recall stimuli
cued recall
recall with retrieval cues, typically words or phrases
encoding specificity
match context in which coding and retrieval occur; we learn info together with its context, ex. coding memories at a house and then remembering upon returning to that house, diving experiment
state-dependent learning
match internal mood/awareness present during encoding and retrieval
transfer-appropriate processing
match the cognitive task involved in encoding and retrieval/ matching the type of processing in encoding and retrieval, ex. focusing on the sound of a word vs. the meaning
memory is enhanced when the type of coding during acquisition matches the type of retrieval on a memory test
consolidation
the process that transforms new memories from a fragile state, in which they can be disrupted, to a more permanent state, in which they are resistant to disruption, ex. learning lists of non-sense syllables with vs. without a delay
