Long-Term Memory (EXAM 1)

Question 1

What are the two types of long-term memory?

Answer 1

Procedural + Declarative memory

Question 2

Procedural Memory

Answer 2

“knowing how” (ex: typing, tying your shoes, etc.)

Question 3

Declarative Memory

Answer 3

“knowing that” (ex: facts, personal experiences)

Question 3

Episodic Memory

Answer 3

Personally experienced events (including contextual factors)

Question 4

Semantic Memory

Answer 4

Know some factual info but no context/personal relevance

Question 5

What two processes are involved in the reactivation of memories

Answer 5

encoding + retrieval

Question 6

Target

Answer 6

Information trying to remember

Question 7

Associative strength theory

Answer 7

A cue is effective if strongly associated with target

Question 7

Cue

Answer 7

Information used to get you to target

Question 8

Encoding Specificity Theory

Answer 8

A cue is effective if it was specifically encoded with the target (recent connections “override” prior associations)

Question 8

According to the associative strength theory, what makes for the best cues?

Answer 8

Cues that are strongly associated with target

Question 9

Encoding specificity hypothesis

Answer 9

A cue will be effective if it was specifically encoded with the target

Question 9

What builds associative strength?

Answer 9

cue and target frequently occurring together

Question 9

Context-dependent effects

Answer 9

Encoding specificity goes beyond just the words themselves. Recall is better when testing context matches encoding context

Question 10

According to encoding specificity, what makes for the best cues?

Answer 10

Cues that you studied with the target (could be verbal cues/context cues)

Question 11

T/F: Associative strength theory and encoding specificity both focus on what information makes a good cue?

Answer 11

True!

Question 11

Levels of processing theory

Answer 11

Target is better remembered if processed “deeply”

Question 12

Deep processing

Answer 12

Process semantics (meaning)

Question 13

Shallow processing

Answer 13

Process basic sensory information

Question 14

Problems with levels of processing theory - Circular reasoning

Answer 14

One task is “deeper” than another if participants had better recall; Participants had better recall using this talk so it must be the deepest; More shallow if lower recall

Question 15

Challenged levels of processing

Answer 15

Says we should process information in a way that best aligns with what the final test will require

Question 16

What could be an effective cue according to the associative strength theory?

Answer 16

A cue that is strongly associated with the target

Question 17

What could be an effective cue according to encoding specificity

Answer 17

cues studied some time as the target

Question 18

What could be an effective cue according to levels of processing

Answer 18

semantically process information (deep process)

Question 19

What could be an effective cue according to transfer-appropriate processing

Answer 19

Process in a way to how you will be tested

Question 20

Distinctiveness

Answer 20

A cue is effective if it distinguishes the target information from other information in memory (need separate cues that are distinct for each item) (a distinctive cue is helpful for remembering single items…. what about remembering the whole list)

Question 21

Organization

Answer 21

Forming categories can help you remember because items in one category can cue other items in category

Question 22

DRM Paradigm

Answer 22

Related words activate a word that was never presented (basic evidence for false memories)

Question 23

T/F: Repeated exposure to information guarantees we will remember it

Answer 23

FALSE!

Question 24

Amnesia

Answer 24

Brain damage can tell us a lot about how the mind works

Question 25

Anterograde amnesia

Answer 25

Can’t remember information experienced after brain injury

Question 26

Mental Rotation

Answer 26

Decide if figures are identical when one is rotated; Time to decide directly related to degree of rotation

Question 27

Dual-Coding Theory

Answer 27

Can store information as verbal or visual code; Easier to remember if you have both visual and verbal

Question 28

How do students study?

Answer 28

Self-regulated learning research

Question 29

What are two encoding factors that influence long-term memory?

Answer 29

Spacing effect + Testing effect

Question 30

Spacing effect

Answer 30

Studying material multiple times improves memory (but the timing of those study session makes a difference)

Question 31

Mass Repetition

Answer 31

Repeated presentations that occur closely in time

Question 32

Distributed (spaced) repetition

Answer 32

Repeated presentations spread out over time (finding that distributed repetition is better for long-term retention)

Question 33

Why is spaced practice better?

Answer 33

More contextual cues allow you to access information; You forget less of the information

Question 34

The testing effect

Answer 34

Retrieval of info is an effective means of long-term retention

Question 35

What does practicing retrieval do?

Answer 35

Strengthen the connection between cues/target memory; Evaluate whether you know the item - if you don’t then it’s an opportunity to create a new cue

Question 36

Memory of loci

Answer 36

Memory strategy in which you associate target information with places in a well-known location

Question 37

What are some myths about learning?

Answer 37

Learning styles, rereading is an effective way to learn information

Question 37

Self-Explanation

Answer 37

Examining how new info is related to known information (ex: “how does this info related to what I already know?”). Can also be explaining steps taken during problem solving (ex: “What is the numerator in this problem?”)

Question 38

Visual learners

Answer 38

They may think in pictures and learn best from visual displays

Question 39

Auditory learners

Answer 39

Learn best through verbal lessons, discussions, talking through things, listening

Question 40

T/F: There is experimental evidence supporting learning styles

Answer 40

FALSE!

Question 40

Kinesthetic (tactile) learners

Answer 40

Learn best through a hands-on approach, actively exploring the physical world around them

Question 41

Evidence against learning styles

Answer 41

Participants took a real learning style questionnaire, learned new info in each of the 3 formats, and took a final memory test overall info - found that memory was not better for material that matched their preferred style. performance was very similar regardless of whether the lesson matched their style or not

Question 42

T/F: rereading is a relatively effective strategy for studying

Answer 42

FALSE! It’s a passive process, you don’t have to practice using/applying the information, you are just absorbing it