Key terms- Test 1

Question 1

Articulatory suppression

Answer 1

Irrelevant speech sounds out loud while being presented with a list of words to recall shortly after.

Question 2

Central executive

Answer 2

Combining both the phonological and visual-spatial sketchpad coordinates the information.

Question 3

Chunking

Answer 3

Group related items together so that someone can remember them more easily. Like items, you need when you are leaving the house, like a wallet, keys, and phone.

Question 4

Conceptual Implicit memory

Answer 4

Happens in the absence of explicit retrieval.

Question 5

Deficient-encoding Hypothesis

Answer 5

Suggests that memory impairments are caused by issues in the encoding phase. Ex: not being able to remember someone’s name at a party because of distractions when being introduced.

Question 6

Deep level processing

Answer 6

Taking info and relating it to something you know and putting meaning towards it or link it to previous knowledge.

Question 7

Dual task

Answer 7

Doing two tasks at one time. Ex: walking and talking

Question 8

Echoic memory

Answer 8

Listening to somebody’s conversation using an auditorium system.

Question 9

Encoding phase

Answer 9

How do we get the information into our memory?

Question 10

Episodic memory

Answer 10

Remembering specific episodes of life, like back to our last vacation. Its personal experiences in life.

Question 11

ERP Event-related potentials

Answer 11

Patterns in EEG activity are sending small stimuli. Measured brain response direct result of a specific sensory, cognitive, or motor.

Question 12

Explicit memory

Answer 12

Something that is conscious to us in the LTM knowledge from the past. EX: recalling Test info that you have learned.

Question 13

Explicit contamination

Answer 13

Contamination can influence testimony and result in inaccurate information.
Explicit: memory of knowledge of things we have important events.

Question 14

fMRI

Answer 14

Measures the small changes in blood flow that occur in the brain activity.

Question 15

Free recall

Answer 15

Participants are presented with a sequence of items and recall in any order. Ex: milk, apple, cheese, keys and car. recall in any order.

Question 16

Generation effect

Answer 16

Create the notes in your own words or relate them to other things to remember easily.

Question 17

Hierarchical network theory

Answer 17

LTM is arranged through hierarchical concepts and can be through specific classes.

Question 18

Iconic memory

Answer 18

It is visual information STM. EX: sitting in a movie and closing my eyes briefly and can still see the scene.

Question 19

Incidental learning

Answer 19

Learning situation in which the learner is unaware that a test will occur. Learning new words while reading.

Question 20

Item-Method direct forgetting

Answer 20

Words were presented one time, and we were instructed to remember or forget.

Question 21

lexical decision

Answer 21

Give letters and decide rapidly whether the string is form words.

Question 22

levels of processing

Answer 22

Craik and Lockhart assert that items that are more deeply processed will be better remembered.

Question 23

list-method directed forgetting

Answer 23

People are cued to forget a previously studied item list and to learn a new list instead.

Question 24

Motivated forgetting

Answer 24

Intentional forgetting, as well as forgetting triggered by motivations but lacking conscious intentions.
Have profound amnesia for large chucks of their personal experiences in the aftermath of intense stressful period.

Question 25

Perceptual implicit memory

Answer 25

Having behaviours or memory of unconscious awareness.

Question 26

Phonological loop

Answer 26

The system within the working memory processes auditory information, hearing what the professor is saying. Its functions are storage (passive) and rehearsal (active).
Ex: Someone verbally tells the phone number. Listening to prof and taking notes.

Question 27

Primacy Effect

Answer 27

The first word is likely to rehearse to yourself by repeating to get the word due to repetition getting coded in LTM.

Question 28

Priming

Answer 28

Presentation of an item influences the process of subsequent items, rather it’s easy or difficult. EX: Showing materials that will be used in lesson the day or morning before the lesson.

Question 29

Proactive control

Answer 29

Early selection in which goal-relevant info is actively maintained.

Question 30

Reactive control

Answer 30

Late correction mechanism taht is mobilized only needed. EX: Forgets grocery store stop only remembering when intersection is reached or when the left turns light triggers a reminder of goal.

Question 31

Recency Effect

Answer 31

The last word heard on the list will be the first to write STM.

Question 32

Remember-know procedure

Answer 32

Used on recognition memory tests separate the influences of familiarity and recollection on recognition performance. Remember item can be recalled along with specific details. Know if it is familiar but cannot recall specific details.

Question 33

Retrieval Phase

Answer 33

Can be cues from daily basis such as smell can act as reminder of memory.

Question 34

Recognition

Answer 34

Identify something familiar that you have encountered before. EX; Recognizing a familiar face without being able to recall the person’s name.

Question 35

Retrieval Inhibition

Answer 35

Trying to explain the restaurant to eat remember everything else but the name of it.

Question 36

Retroactive control

Answer 36

When new information interferes with trying to remember old ones. Ex: trying to remember an old number when one can only remember the new number.

Question 37

Semantic memory

Answer 37

General facts or knowledge Ex: naming the 10 provinces naming them. Don’t know where the info came from but have it in mind.

Question 38

Schema

Answer 38

Bartlett: explain how our knowledge of the world is structured and influences the way in which new information is stored and recalled.
Ex: ordering food at the restaurant even if they have never visited that restaurant.

Question 39

Sensory memory

Answer 39

It’s short-lasting. The first structural feature is everything we see or hear. Like stopping at a stop light, the brain recognizes it and stores it for a short while.

Question 40

Shallow level Processing

Answer 40

Remembering material through repetition, rereading and highlighting just for a little while.

Question 41

Spreading activation theory

Answer 41

Knowledge of the world relies on personal experiences and, in turn, forms networks of ideas of the knowledge of the world.

Question 42

Think No-think task

Answer 42

Experiment for studying intentional forgetting of unwanted memories. Individuals are given cues to forget certain words.

Question 43

Transfer Appropriate Processing

Answer 43

Remember things best the same way we study how we will be tested.

Question 44

TMS (Transcranial magnetic stimulation)

Answer 44

Magnetic pulses briefly disrupt the functioning of a given brain area; administration of several pulses in rapid succession is known as repetitive TMS.

Question 45

Visual-spatial Sketchpad

Answer 45

Holds info visuals and spatial. Ex: Location of where you parked the car and route from home to work.

Question 46

Working Memory

Answer 46

Keeping a persons address in mind while being giving directions.
keeping things in mind while performing a complex task