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Psychology 200 > Chapter 8: Memory > Flashcards

Chapter 8: Memory Flashcards

1
Q

memory

A

the faculty for recalling past events and past learning

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2
Q

learning involves which three basic activities?

A

encoding, storage, retrieval

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3
Q

encoding

A

involving the recording of information in our brain

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4
Q

storage

A

involving retention of information for later use

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5
Q

retrieval

A

recovery of memories when we need them later

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6
Q

information-processing model

A

view of memory suggesting that information moves among three memory stores during encoding, storage, and retrieval

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7
Q

what are the three memory stores in the information-processing model?

A

sensory memory, working memory, long-term memory

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8
Q

visual sensory information is also known as:

A

iconic memory

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9
Q

short term memory is often synonymous with:

A

working memory-consists of the things we are consiously thinking of

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10
Q

what are two memory stores in short-term memory?

A

phonological loop and visuospatial sketchpad

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11
Q

attentional control is also known as:

A

working memory (experimental psychologists) and executive function (neurophysiologists)

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12
Q

the commonality of function in working memory and executive function led to the belief that both are controlled by:

A

a component for executive attention

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13
Q

parallel distributed processing (PDP) or connectionist model

A

theory of memory suggesting that information is represented in the brain as a pattern of activation across entire neural networks

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14
Q

what does all forms of encoding require?

A

attention

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15
Q

automatic processing

A

encoding of information with little conscious awareness or effort (info about time, space, frequency)

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16
Q

effortful processing

A

encoding of information through careful attention and conscious effort

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17
Q

sensory memory

A

memory involving detailed brief sensory image or sound retained for a period of time

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18
Q

working memory

A

a short-term memory store that can hold five to nine items at once

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19
Q

rehearsal

A

conscious repetition of information in an attempt to make sure the information is encoded

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20
Q

long-term memory

A

the memory system in which we hold all of the information we have previously gathered available for retrieval and use in a new situation or task

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21
Q

spaced practice effect

A

facilitated encoding of material through rehearsal situations spread out over time

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22
Q

phonological code

A

repetition of sounds

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23
Q

visual code

A

holding an image in mind

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24
Q

phonological codes are used for:

A

verbal info (in working memory)

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25
visual codes are used for:
non-verbal info (in working memory)
26
eidetic memories
photographic memories
27
non-verbal info is encoded into long-term memory through use of:
phonological and visual cues
28
verbal info is encoded into long-term memory through use of:
semantic codes
29
semantic codes
cognitive representation of information or an event based on the meaning of the information
30
mnemonic devices
techniques used to enhance the meaningfulness of information, as a way of making them more memorable
31
we "organize" memories when we:
add or elaborate the meaning of info and events
32
schemas
knowledge bases that we develop based on prior exposure to similar experiences or other knowledge bases
33
what does memory storage refer to?
retention of information (whether brief or long) in working memory or long-term memory stores
34
storage in working memory can enter from:
1. sensory info (briefly stored before sent to working memory) 2. retrieved from long term memory for use in a current situation or task
35
working memory can also be referred to as a:
temporary scratchpad that briefly retains information while we think and solve larger problems
36
working memory is limited in:
duration and capacity
37
how many items can working memory store?
only 5-9 items stored at a given moment
38
memory span
maximum number of items that can be recalled in correct order
39
chunking
grouping bits of information together to enhance ability to hold that information in working memory
40
ability to chunk comes from:
long-term memory (stored knowledge guides in chunking)
41
some information from long-term memory cannot be:
retrieved
42
long-term memory relies on:
attention and capacity of moving info from working memory to long-term memory
43
different types of memory are stored....
in different brain regions
44
explicit memories
memory that a person can consciously bring to one's mind, such as one's date of birth
45
which areas of the brain are associated with explicit memories?
hippocampus and neocortex
46
what are two subcomponents of explicit memory?
semantic memories and episodic memories
47
semantic memories
a person's memory of general knowledge of the world
48
episodic memories
a person's memory of personal events or episodes from his or her life
49
implicit memories
knowledge that we have stored in memory that we are not typically aware of or able to recall at will
50
which brain structures are associated with implicit memories?
striatum
51
what are the subcomponents of implicit memories?
procedural memory (motor skills and habits), classically conditioned memory, priming (earlier exposure facilitates retrieval)
52
long term memory forms a network of....
associations
53
long-term memory supports which models?
PDP/connectionist model and Levels of processing model
54
Levels of processing model:
process info to shallow or deeper depths
55
what are two basic retrieval effects due to serial position effects?
primacy effect (remembers initial items) and recency effect (remembers the last few)
56
serial position effect influences...
how likely a word or piece of info will be remembered
57
when memories are retrieved, they become available to the:
working memory system
58
retrieval cues
words, sights, or other stimuli that reminds us of the information we need to retrieve from our memory
59
priming
activation of one piece of information, which in turn leads to activation of another piece, and ultimately to the retrieval of a specific memory
60
recognition tasks
memory tasks in which people are asked to identify whether or not they have seen a particular item before
61
recall tasks
memory tasks in which people are asked to produce information using no or few retrieval cues
62
the fact that people tend to perform better on recognition tasks than recall tasks is because:
the more retrieval cues available, the better the retrieval of the memory
63
context
the original location where you first learned a concept or idea is rich with retrieval cues that will make it more likely you will be able to recall that information later if you are in the same location or context
64
encoding specificity principle
a theoretical framework that asserts that memory retrieval is more efficient when the information available at retrieval is similar to the information available at the time of encoding
65
state-dependent memory
memory retrieval facilitated by being in the same state of mind (consciousness) in which you encoded the memory in the first place
66
why are emotional events better remembered?
leads to increased rehearsal, elaboration, and organization of a particular event, can activate the amygdala during encoding, can activate a special memory mechanism if emotion is especially intense
67
flashbulb memories
detailed and near-permanent memories of an emotionally significant event, or of the circumstances surrounding the moment we learned about the event (uses a special memory mechanism)

Psychology 200 (13 decks)

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