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Psychology GRE > Memory > Flashcards

Memory Flashcards

1
Q

Studying memory involves:

A

understanding how things are remembered and why things are forgotten

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2
Q

Stages of memory

A

sensory, short-term, long-term

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3
Q

How long does sensory memory last?

A

Seconds

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4
Q

Role of sensory memory

A

Forms the connection between perception and memory

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5
Q

Iconic memory

A

sensory memory for vision; people can see more than they can remember

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6
Q

Icon

A

Brief visual memory; lasts about one second

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7
Q

Backward Masking

A

When subjects are exposed to a bright flash of light/new pattern before the iconic image fades, the first image will be erased. Works in auditory system as well

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8
Q

Echoic memory

A

Sensory memory for auditory sensations

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9
Q

How long does short-term memory last?

A

Seconds/minutes; temporary

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10
Q

Working memory

A

Temporary memory needed to perform the task that someone is working on at that moment

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11
Q

Capacity of short-term memory

A

7 items, +/- 2

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12
Q

Chunking

A

grouping items; can increase capacity of STM

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13
Q

Sense most associated with STM

A

Auditory

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14
Q

Rehearsal

A

Repeating/practicing; key to keeping items in STM and transferring items to LTM

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15
Q

Primary rehearsal

A

Involves repeating material in order to hold it in STM

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16
Q

Secondary Rehearsal

A

Involves organizing and understanding material in order to transfer it to LTM

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17
Q

Interference

A

How other information or distractions cause one to forget items in STM

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18
Q

Proactive interference

A

Disrupting information that was learned before the new items were presented, eg. a similar list of words. Causes proactive inhibition

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19
Q

Retroactive Interference

A

Disrupting informatino that was learned after new items were presented; causes retroactive inhibition

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20
Q

LTM is capable of…

A

permanent retention

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21
Q

Items in LTM are learned…

A

semantically

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22
Q

LTM retention is measured by…

A

recognition, recall, and savings.

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23
Q

Recognition requires…

A

Subjects to recognize things learned in the past. eg. memory required for multiple choice tests.

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24
Q

Recall requires…

A

Subjects to generate information on their own

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25
Q

Cued recall

A

Begins tasks (eg. fill-in-the-blank tests)

26
Q

Free Recall

A

Remembering with no cue.

27
Q

Savings measures…

A

how much info about a subject remains in LTM by assessing how long it takes to learn something the second time as opposed to the first time.

28
Q

Encoding Specificity Principle

A

Material is more likely to be remembered if it is retrieved in the same context in which it was stored.

29
Q

Episodic Memory

A

Consists of details, events, and discrete knowledge

30
Q

Semantic memory

A

consists of general knowledge of the world

31
Q

Procedural Memory

A

knowing how to do something

32
Q

Declarative memory

A

Knowing a fact

33
Q

Explicit Memory

A

Knowing something and being consciously aware of knowing it, eg. a fact

34
Q

Implicit Memory

A

Knowing something without being aware of knowing it.

35
Q

Forgetting Curve

A

Depicts a sharp drop in savings immediately after learning and then levels off, with a slight downward trend.

36
Q

Memory is reconstructive

A

People are more likely to remember the ideas/semantics of a story rather than details/grammar

37
Q

Dual Code Hypothesis

A

States that items will be better remembered if they are encoded both visually and semantically

38
Q

Depth of Processing

A

Levels of processing range from superficial phonological levels (pronunciation) to deep semantic levels (meaning). The deeper an item is processed, the easier it is to recall.

39
Q

Paired-Associate Learning

A

How behaviorists explain memory; one item is learned with and then cues the recall of another.

40
Q

Memory of Traumatic Events is altered by…

A

The event itself, and the way that questions about the event are phrased

41
Q

How are memories stored in the brain?

A

Diffusely (not concentrated)

42
Q

Lesion of hippocampus lead to…

A

intact short memory with inability to store new long-term memories.

43
Q

Serial Learning

A

Lists are learned and recalled in order. Subject to primacy and recency effects

44
Q

Primacy and Recency Effects

A

First and last few items learned are easiest to remember, while the ones in the middle are often forgotten. First items benefit from most rehearsal’ last items have less time to decay.

45
Q

Serial position curve

A

shows primacy and recency effects

46
Q

Serial-anticipation learning

A

Subject is asked to recall one item from a list at a time

47
Q

Paired-association learning

A

Used when studying foreign language; pairing foreign word with familiar word.

48
Q

Free-recall learning

A

List of items is learned, and then must be recalled in any order with no cue.

49
Q

Decay Theory

A

Trace theory. Posits that memory fades with time. Too simplistic.

50
Q

Interference Theory

A

Suggests that competing information blocks retrieval.

51
Q

Mnemonics

A

Memory clues that help learning and memory recall.

52
Q

Generation-recognition model

A

Suggests that anything one might recall should easily be recognized.

53
Q

Tip-of-the-tongue phenomenon

A

Being on the verge of retrieval but not successfully doing so

54
Q

State-dependent memory

A

Retrieval is more successful if it occurs in the same emotional/physical state in which encoding occurred.

55
Q

Clustering

A

Brain’s tendency to group together similar items in memory whether they are learned together or not. Usually grouped into conceptual/semantic hierarchies.

56
Q

Recall involving the order of items on a list

A

Subjects can more quickly state the order of two items that are far apart on the list than two items that are close together.

57
Q

Incidental Learning

A

Measured through presenting subjects with items they are not supposed to try to memorize and then testing for learning.

58
Q

Eidetic Memory

A

Photographic Memory. More common in children and rural cultures

59
Q

Flashbulb memories

A

Memories that seem burned into the brain. Eg. “what is your memory of 9/11”

60
Q

Tachtiscope

A

Instrument often used in cognitive or memory experiments. Presents visual material to subjects for a fraction of a second.

61
Q

Zeigarnik Effect

A

Tendency to recall uncompleted tasks better than completed ones.

Psychology GRE (5 decks)

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