Key Terms

Question 1

Brain Damage

Answer 1

In relation to memory, this refers to the physical deterioration of the brain structures involved in memory storage.

Question 2

Cue Dependency

Answer 2

In order for memories to be retrieved efficiently, there must be specific similarities to the time when the information was encoded into memory. There are two types of cue dependency: “state” and “context”.

Question 3

Decay

Answer 3

Fading of stored in long-term memory. Although long-term memory is unlimited in capacity and duration, memories will fade if unused.

Question 4

Displacement

Answer 4

Loss of information from short-term memory based on the “first in, first out” concept.

Question 5

Duration

Answer 5

The amount of time material lasts for in different stores of memory.

Question 6

Encoding (input)

Answer 6

The processing of information in such a way that it can be represented internally for memory storage.

Question 7

Hierarchies

Answer 7

The method of outlining information in a structured way, beginning with generalised information and ending with specific information.

Question 8

Hippocampus

Answer 8

A region of the brain linked to memory processing and storage.

Question 9

Imagery

Answer 9

A memory technique that encodes information as pictures (e.g. illustrations of memory models).

Question 10

Long-term memory

Answer 10

A relatively permanent store that has unlimited capacity and duration.

Question 11

Method of loci

Answer 11

A memory technique of associating item to be learned with physical locations (e.g. remembering a shopping list by linking items to where they are in the supermarket).

Question 12

Mind maps

Answer 12

Free-ranging diagrams that use organisation and imagery to encode information so that it can be retrieved more easily.

Question 13

Organisation

Answer 13

A memory technique that encodes information in a specific way (e.g. always using a yellow sticker on cognitive psychology notes).

Question 14

Phonemic processing

Answer 14

Processing things in relation to how they sound.

Question 15

Proactive interference

Answer 15

When information that you have already processed interferes with new information you are trying to process, with the end result that you forget the new information.

Question 16

Rehearsal

Answer 16

Repetition of information in short-term memory to allow encoding into long-term memory (e.g. repeating a phone number in your head).

Question 17

Retrieval (output)

Answer 17

The ability to get information from our memory system in order to use it.

Question 18

Retroactive interference

Answer 18

When new learning interferes with material that you have previously processed and stored.

Question 19

Schemas

Answer 19

An internalised mental representation that contains all the information, experience, ideas and memories that an individual has about an object or sequence of events.

Question 20

Semantic processing

Answer 20

Processing things in relation to what they mean.

Question 21

Sensory buffer

Answer 21

The first mechanism in Atkinson and Shiffrin’s multi-store model of memory. It picks up information that is attended to and sends it to the short-term memory.

Question 22

Short-term memory

Answer 22

A temporary place for storing information, during which time it receives limited processing (e.g. verbal rehearsal). The short-term memory has a very limited capacity and short duration, unless the information in it is maintained through rehearsal.

Question 23

Storage

Answer 23

The memory systems ability to keep information that we can then use again if necessary.

Question 24

Structural processing

Answer 24

Processing things in relation to the way they look.

Question 25

Multi-store

Answer 25

The idea that information passes through a series of memory stores.

Question 26

Sensory-store

Answer 26

Holds information received by the senses for a very short period of time.

Question 27

Recency-effect

Answer 27

Information received later is recalled better than earlier information.

Question 28

Primacy-effect

Answer 28

Information received earlier is recalled better than subsequent information.

Question 29

Reconstructive-memory

Answer 29

Altering our recollection of things so they make more sense to us.

Question 30

Structural-processing

Answer 30

Thinking about the physical appearance of words to be learnt.

Question 31

Phonetic-processing

Answer 31

Thinking about the sound of words to be learnt.

Question 32

Semantic-processing

Answer 32

Thinking about the meaning of words to be learnt.

Question 33

Levels-of-processing

Answer 33

The depth at which information is thought about when trying to learn it.

Question 34

Interference

Answer 34

Things that we have learnt that make it difficult to recall other information we have learnt.

Question 35

Context

Answer 35

The general setting or environment that in which activities happen.

Question 36

Anterograde amnesia

Answer 36

The impaired ability to encode, retrieve or store information after the onset of amnesia.

Question 37

Retrograde amnesia

Answer 37

The impaired ability to retrieve information before the onset of amnesia.

Question 38

Reliability

Answer 38

In the context of eyewitness testimony, the extent to which it can be regarded as accurate.

Question 39

Leading questions

Answer 39

A question that hints that a particular type of answer is required.

Question 40

Cognitive interview

Answer 40

A method of questioning witnesses that involves recreating the context of an event.