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Exam2_Flashcards

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1
Q

Short term memory is concerned with ___________________ while working memory is concerned with ________________ of information.

A

Storage, manipulation

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2
Q

Founder of “pure” (laboratory) memory research

A

Herman Ebbinghaus

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3
Q

3 Types of Memory

A

Sensory Memory, Short-term Memory, and Long-term Memory

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4
Q

Atkinson & Shiffrin (1968) came up with…

A

Modal Model of Memory

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5
Q

Sensory Memory

A

Holds ALL incoming information for a fraction of a second

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6
Q

Short-term Memory (STM)

A

Storage of small amount of info for 15-20 seconds

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7
Q

Long-term Memory (LTM)

A

Large amount of info for years/decades

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8
Q

Persistence of Memory

A

Continued perception of a visual stimulus after its no longerp present; last fraction of a second; Example: sparkler trail

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9
Q

Proactive interference

A

Occurs when info that was previously learned interferes with new learning

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10
Q

Retroactive interference

A

When new learning interferes with remembering old learning

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11
Q

Digit span

A

Longest string of numberse you can reproduce without error…typically 5-9

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12
Q

Change detection

A

Two scenes flashed back and forth. Subject reports what changes.

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13
Q

Luck & Vogel (1997)

A

Performance almost perfect when 1-3 squares in array; Decreased 4+ squares; Other research supports this idea of 4 items

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14
Q

Chunking

A

A collection of elements that are strongly associated with one another, but weakly associated with elements in other chunks

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15
Q

Chunking in terms of meaning (increases/decreases) the # of items we can hold in STM

A

Increases

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16
Q

Miller discovered that xxxxxx of items matters; their xxxxx do not

A

number; sizes

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17
Q

xxxxxxx processing helps overcome basic capacity limitations (as in perception)

A

Top-down

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18
Q

Capacity shouldn’t be described in terms of xxxxxxx xx xxxxx, but xxxxxx xx xxxx

A

number of items; amount of info

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19
Q

Alavarez & Cavanagh (2004)

A

Change detection paradigm. Decide same/different; ability to make decision depended on complexity of stimuli; The more details in animage, the less items that can be held in visual STM

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20
Q

Working memory

A

Limited capacity system for temporary storage AND manipulation of info for complex tasks

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21
Q

If STM has limited capacity…

A

Filling up capacity should make it difficult to do other tasks that depend on STM

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22
Q

Baddeley’s Working Memory Model

A

Phonological loop (PL), Visuospatial sketchpad, and Central executive

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23
Q

Phonological store

A

Limited capacity; holds verbal/auditory info

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24
Q

Articulatory rehearsal process

A

Keeps info in PL from decaying

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25
Visuospatial sketchpad
Holds visual & spatial info
26
Central executive
Pulls info from LTM, Coordinate activity of PL & VSSP, Decides how to divide attn, Control center
27
Phonological similarity effect
Conrad (1964)--errors in remembering letters were based on their sounds…S vs F
28
Word length effect
Memory for lists of words are better for short words; shorts words leave room for rehearsal
29
Articulatory suppression
Study PL by seeing what happens when it's disrupted; Prevent rehearsal by repeating "The" or #s
30
Episodic buffer
Provides extra storage capacity; Connected to LTM, making exchange b/w WM & LTM possible
31
Cowan (1988, 99, 2005)
WM is related to attention; Suggests that WM & attn are essentially the same mechanism! Randy Engle agrees
32
Infants' memory is "out of sight, out of mind because…"
Frontal & Prefrontal cortex isn't fully developed until ~8 months
33
Forgetting from STM is primarily caused by xxxxxxxxxxxx
Interference
34
WM & LTM Interaction--Hear a Sentence
WM holds wording in mind, Simultaneously accesses meaning of words from LTM, which help understand meaning, LTM also has add'l info regarding those topics, people sentence refers to
35
Serial position curve
Each word passes from SM to STM; STM has limited capacity, so…; Rehearsal transfers info from STM to LTM; First few words make it to LTM, Last few ords still in STM at recall
36
Primacy effect
More likely to remember words at beginning of list; Subj have time to rehearse words & transfer to LTM, less rehearsal for later words
37
Recency effect
Better memory for stimuli at end of list; Most recet words still in STM
38
Coding
Form in which stimuli ar presented--Visual, auditory, semantic
39
Auditory coding
Main type of coding in STM
40
Semantic coding
Main type of coding in LTM
41
Clive Wearing
Contracted viral encephalitis, destroyed parts odf medial temporal lobe--including hippocampus, amygdala; Inability to form new memories, like H.M.
42
Episodic memory
Memory for personal experiences
43
Semantic memory
Memory for facts, vocab, concepts; not tied to a specific event
44
How are episodic memory & semantic memory intertwined?
Semantic knowledge GUIDSE our experience
45
Westmacott & Moskovitch (2003)
Knowledge of public figures can have episode and semantic knowledge; Example: Know Oprah had a show (S), Memory of a specific episode €
46
Remember-know paradigm
Familiarity (know) & Recollection (remember)
47
Familiarity (know)
Seems familiar, but can't remember details (Associated w/ SM)
48
Recollection (remember)
Remember specific details (Associated w/ EM)
49
Petrican et al (2010)
Examined how people's memory for public events cahnge over time; Results: Complete forgetting increased over time
50
Semanticization of remote memories
Loss of episodic detail for long ago events
51
Loss of Episode Memory can lead to…
Not being able to imagine future events
52
Addis & Schacter (2007, 2009)
fMRI of subj remembering past or imaging the future--ALL B regions overlapped!
53
Constructive episodic simulation hypothesis
EMS are extracted & recombined to construct simulations of future events
54
Difference between Implicit & Explicit Memory
Explicit: memory we are aware (conscious) of, like Episodic Memory & Semantic memory; Implicit: Memory we aren't aware of, like procedural memory, priming, conditioning
55
Implicit memories are not part of conscious awareness, however, they xxxxxxx performance in various tasks
Enhance
56
Procedural memory
Skill Memory; Memory for doing things that usually involve learning skills, E.g., tying shoes, typing, riding bike, etc.
57
Skill memory is associated with which parts of the brain?
Basal ganaglia: habits; Cerebellum: motor movement; Limbic system: learning, memory
58
Priming
When presentation of 1 stimulus changes the way a person responds to another stimulus
59
Graf et al (1985)
Amnesiac pts w/ Korsakoff's syndrome (can't form new LTMs), Pts w/o amnesia being treated for alcoholism, Pts w/o amnesia & no history of alcoholism. Read 10 words & rated how much they liked them
60
Graf Results
Amnesiac pts recalled fewer words than both control groups (explicit), but they performed just as well on IMPLICIT measure! (Increase in performance is result of priming)
61
Perfect & Askew (1994)
Subj scanned articles in mag, Later asked to rate ads on various dimensions, Subj gave higher ratings to ones that had been in the mag
62
Propaganda effect
More likely to rate things as true bc you've been exposed to them
63
Classical conditioning
Pairs a neutral stimulus that initially doesn't result in a response & a conditioning stimulus that does result in a response
64
How is stimuli often paired with emotions?
Feel +/- about someone even though you don't remember how you know them (implicit)
65
Non-implicit example
Drive by the place you got pulled over = re-experience emotions
66
Encoding
Process ued to get info into LTM
67
Maintenance rehearsal
Repeating continuously, no consideration of meaning, connection
68
Elaborative rehearsal
Relate info to something meaningful
69
Craik & Lockhart (1972)
Memory depends on he depth of processing
70
Shallow processing
Little attention on meaning
71
Deep processing
Close attention on meaning & relating it to something else
72
Craik & Tulving (1975)
Tested memory w/ different LOP
73
Self-reference effect
Memory is better if you relate a word to yourself
74
Generation effect
Generating material yourself vs. passively receiving enhances retention
75
Testing effect
Enhanced performance due to retrieval practice
76
Retrieval cue
Words or other stimuli that help us remember info stored in our memory (Location, Auditory, Smell)
77
Encoding specificity
We encode info along with its context (match the context)
78
State-dependent learning
Learning is associated with a particular internal state (mood)
79
Transfer-appropriate processsing
Better performance when type of processing matches at encoding & retrieval, e.g., rhyming, focus of meaning
80
Explicit memories xxxxx fairly steadily over time
decay
81
Implicit memories xxxxxx quite stable over long periods
remain
82
Explicit memories are strongly xxxxxxxx by "depth" of original processing
affected
83
Implicit memories are relatively xxxxxxxxxx by LOP
unaffected

Cognitive Psychology (4 decks)

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