Chapter 8: Memory Flashcards
(64 cards)
A set of processes in the brain allowing us to accsess information.
- Involves 3 basic activities:
- Encoding
- Storage
- Retrieval
Memory
1 of 3 Basic activities of memory
Getting information into memeory in the first place. How our brain organizes information to make sure we can use it when we need it again.
Encoding
Encoding of information with little concious awareness of effort.
- Time, space, or frequency
- Still have to pay attention (less apparent), no costs to task switching
Automatic Processing
Encoding of information through careful attention and concious effort. Intentional ad conscious attention. Needed for learning new information, more effective.
- Cheryll cant walk and drink water at the same time
- Cant talk on the phone while someone else is trying to have a conversation with you.
Effortful Processing
Type of Encoding
Cognitive representation of information or an event based on the meaning of the information. Linking information together based on shared meaning.
- We group things that are similar: Gestalt principles
- More connection = better ability to remember it
Semantic Codes
- Research suggests semantic codes (deeper processing) result in better memory than visual or acoustic codes.
Type of Encoding
Cognitive representations of information or an event based on the image.
Visual Codes
Type Of Encoding
Cognitive representations of information or an event based on the sounds of the words. Attaching a song or ryhtmic beat to something.
Acoustic (Phonological) Codes
Better memory for information that relates to the self. If you can relate it to your life, you are more likely to remember it.
Self-reference
1 of 3 Basic activities of memory
Retaining memories for further use.
Storage
Suggests information moves among 3 memory stores during encoding, storage, and retrieval. Is analogus to a computer. One at a time through different levels. Information must pass through 3 stages, or systems of mental functioning to be put in memory.
Stages include:
- Sensory Memory (SM)
- Short-term Memory (STM)
- Long-term Memory (LTM)
Atkinson-Shiffrin Model
Message is fleeting. Holds everything we see (iconic), hear (echoic), taste, touch, and smell for a few seconds or less. Assumed to have large capacity. If all goes well this information will move along to the next stage.
- Very large capacity, near infinite, for a little bit of time.
- If we want information to make it back to us, has to go to short-term.
Atkinson-Shiffrin Model: Sensory Memory
Temporary storage lasting between 15-30 sec. Finite amount of information that it can hold, has limits. If we want to keep the information, we have to go over it. Subject to interference.
Atkinson-Shiffrin Model: Short-term Memory
Rehersal: attending to information to move it from STM to LTM.
- Memory trace decay = 18 sec
Unlimited and forever lasting storage. Organized by concepts or semantic networks.
- Spreading Activation: Ripple effect
Atkinson-Shiffrin Model: Long-term Memory
Predominant model used right now. No specific area of the brain that holds memory. Working memory: workspace, the reason you can keep something in your mind while doing something else.
Baddeley and Hitch Model
Main concept of the Baddeley and Hitch Model. Holds information for 30 seconds; capacity of 5-9 items. Has 3 subsystems.
Working Memory
Subsystems Include:
- Central Executive
- Phonological Loop and Visuospatial Sketchpad
- Episodic Buffer
Working Memory Subsystem
Supervisory role, monitors and coordinates the working memory system.
Central Executive
Working Memory Subsystem
Processes spoken and written information (“little voice”) and keeps track of images and spatiial locations (“inner eye”).
- On average
- Work on different modalities of info
Phonological Loop and Visuospatial Sketchpad
Working Memory Subsystem
Links information from the other parts of working memory and creates links to time and order and links to long-term memory.
Episodic Buffer
Suggests that information is represented in the brain as a pattern of activation across entire neural networks. New pieces of information immediately join with other (already acquired) information and grow networks of information.
- Memory should be viewed like a network
- Dominated memory research
- Activates related neurons
Parallel Distributed-Processing Theory
Memory with conscious recall.
Declarative
2 major classifications:
- Episodic memory
- Semantic memory
Explicit Memory
Classification of Explicit Memory
Events we have personally experienced. Typically reported as a narrative (hence declarative). What, when, where, types of events. You tell it like a story, it is personal to you. Also called Autobiographical Memory.
Ex: highschool graduation, birth of first child.
Episodic Memory
Classification of Explicit Memory
Knowledge of words and concepts. Typically reported as facts. Facts, general knowledge, logic.
Ex: bananas are yellow, spiders have 8 legs, there are 12 months in a year.
Semantic Memory
- Different from semantic cues
Memory without conscious recall. Cannot consciously recall; you can’t remember the moment when you learned the places of keys on a keyboard.
Implicit Memory
Memory for how we do something. Skilled action like tying your shoes or riding a bike.
Procedural Memory
