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Memory Flashcards

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1
Q

What is memory?

A

The persistence of learning over time through the ENCODING, STORAGE, and RETRIEVAL of information

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2
Q

Why is memory important?

A

For learning

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3
Q

Recall

A

Retrieving information that is not currently in conscious awareness
Ex: short answer test

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4
Q

Recognition

A

Identifying items previously learning
Ex: multiple choice test

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5
Q

Relearning

A

Learning something more quickly when learned again

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6
Q

Forgetting

A

How memories fade, can’t retrieve info anymore

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7
Q
  1. ENCODING
A

Process of getting information INTO the memory system.

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8
Q
  1. STORAGE
A

Process of retaining encoded information over time

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9
Q
  1. RETRIEVAL
A

Process of getting info OUT of memory storage

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10
Q

3 stage memory model

A

Stimulus from the environment —> 1. Sensory memory storage–> 2. Working/Short term memory storage—> 3. Long term Memory Storage

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11
Q

Automatic processing

A

Info going from Sensory memory storage to Long-term Storage

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12
Q

Is memory fallible?

A

Yes

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13
Q

Sensory Memory Storage

A

Purpose: holds sensory info (happens automatically)
Duration: lasts up to 1/2 sec (visual) or 2-4 sec (auditory)
Capacity: Large!
*Info not transferred get lost

Includes both Iconic memory and Echoic memory

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14
Q

Iconic memory

A

Visual info

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14
Q

Echoic memory

A

Auditory info

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15
Q

Working/Short term memory

A

Purpose: holds information temporarily for analysis
Duration: up to 30 sec (without rehearsal)
Capacity: limited (5-9 items- Miller’s magic number)
*Info not transferred gets lost

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16
Q

Miller’s Magic Number

A

The capacity of short term memory is 7, +/- 2, items of info

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17
Q

Mnemonics

A

Memory aids, especially those techniques that use vivid imagery and organizational devices. Long term memory (as you age) is beneficial to create more meaningful chunks of info

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18
Q

Single use mnemonics

A

These are mnemonics that are limited to a specific situation
Includes:
- acronyms (ex: ROYGBIV)
- rhymes
- phrases
- personal meaning

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19
Q

Multiple Use Mnemonics

A

Mnemonics that can be used for several different situations. Includes the Method of Loci, and the Peg Word Mnemonic Device

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20
Q

The method of loci

A
  • Use sequences of locations that are already known (ex: house)
  • Imagine to-be-remembered items in those location (ex: grocery list)
  • To recall items, mentally wander through locations
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20
Q

The Peg Word Mnemonic device

A
  • Involves the use of already associated pairs
  • Incorporate an image of the to-be-remembered item into this existing association
  • To recall items, mentally go though list of known pairs and recall items

ex: one is bun, two is shoe, etc

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21
Q

Maintenance Rehearsal

A

Repeating info over and over to maintain it in Short term memory. Can potentially transfer into long-term for more permanent storage

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22
Q

What is the use of chunking?

A

Chunking is a technique used to group together/organize information into units to allow for better memorization

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23
Demonstration?
-An acronym already having an inherent meaning (ex: FBI, PHD) makes it easier to memorize. - A word that is faster to say is easier to memorize.
24
Spacing Effect
Tendency for distributed practice to yield better long-term retention. So - Massed practice = cramming - Distributed practice = has periods of rest - Testing effect is usual with distributed practice (testing yourself)
25
Individual Differences (Chess example)
- Shown pieces on a chess board for 5 sec--> asked to reproduce the set-up - Who had a better memory? Both Experts and novices had same results However, when a chess GAME board was shown, experts performed better
26
What is in short-term memory?
1. Verbal (person reads out list of words- can easily confuse auditory info) 2. Semantic (proactive interference=old information or knowledge interferes with the learning of new information) 3. Visual (mental rotation tasks)
27
Baddeley's Working Memory
Executive control system (central pool of mental resources): - Initiate control and decision processes - reasoning, language comprehension - recency effects | | \/ Articulatory rehearsal loop (short term buffer): - recycling items for immediate recall - articulatory processes Visuospatial sketchpad: - visual imagery tasks -spatial search tasks
28
Long-term memory
Purpose: relatively permanent storage Duration: Relatively permanent Capacity: relatively unlimited
29
Atkinson-Shiffrin Model of Long-term memory
It is dual track. 1. Explicit Memory (memory with conscious recall, intentional, effortful) --->Semantic memory (facts and general world knowledge) ---> Episodic memory (personal life experiences 2. Implicit Memory (memory without conscious recall, unintentional) ---> Procedural memory (motor skills and habits like brushing teeth) ---> Classically conditioned memory (conditioned responses to conditioned stimuli like phobias) ---> Priming (earlier exposure facilitates retrieval)
30
Where does explicit, long term memory take place?
Cerebral cortex (frontal lobes)
31
Where does procedural memory take place?
Basal ganglia
32
Where does classically conditioned memory take place?
Cerebellum
33
Where does priming take place?
In sensory organs, association areas
34
Technical accuracy of memory
Recalling or recognizing EXACTLY what was experienced (poor)
35
Content accuracy of memory
Recalling or recognizing the meaning or content of what was experienced (good, but may still be problematic) - we may tend to follow a "script" or form relationships with pre-existing knowledge
36
Autobiographical memory
- Structure (details and interpretations) - Organization - Types: 1. Personal memory (single, unrepeated event) 2. Autobiographical fact (being able to answer q's about that memory) 3. Generic personal memory (a repeated event)
37
Is memory constructive?
Yes
38
Reproductive memory
A highly accurate, verbatim recording of an event
39
Reconstructive memory
Remembering by combining elements of experience with existing knowledge
40
Encoding-specificity principle and types
Retrieval of info is improved when conditions of recovery are similar to the conditions when info was encoded Types: 1. Context-dependent memory 2. Mood-congruent memory 3. State-dependent retrieval (ex: sober)
41
Sequence effects and the Serial-position curve
The first few items (primacy effect) and the last few items (recency effect) in a list are remembered the best
42
How do we search our memory?
Serial search
43
What did Sternberg do?
- participants were shown a string of characters - then a probe appears - He measured the speed of response
44
What are the 4 possibilities of searching for a memory?
1. Parallel search (searching all items at the SAME time) 2. Serial search (searching one item at a time) 3. Serial self-terminating (finish searching after found) 4. Serial exhaustive (keep searching even if already found)
45
Ebbinghaus (forgetting)
The founder of scientific research on memory. Studied nonsense syllables to investigate learning and forgetting - people would forget these very quickly!
46
Relearning task (Ebbinghaus)
Seeing how much faster you can learn something the second time around, even if you think you've forgotten it
47
Savings score
Calculating how much effort you saved during relearning compared to learning it the first time
48
Brown-Peterson Task (forgetting)
- 3 letters to remember - asked to count backwards by threes (this is a source of distraction) - asked to report the 3 letters --> people tend to forget the letters
49
The 3 theories of forgetting?
1. Motivated forgetting 2. Encoding failure 3. Retrieval failure
50
Motivated forgetting
Forgetting some info for a reason (maybe don't want to remember it)
51
Encoding failure
Do not fully encode info (never makes it to long-term)
52
Retrieval Failure
Memories in LTM are temporarily inaccessible
53
Decay vs interference
Decay: Info fades from memory. Not influenced by other info. Interference: Other info disrupts learning - can be Proactive (older learning interferes) or Retroactive (newer info interferes)
54
Probe Digit task is an example of what?
- heard a list of 16 digits -the last digit is a repeat (probe) - have to remember the number that followed the probe the first time --> example of interference!
55
What are the 2 problems with forgetting?
1. Source amnesia 2. Sleeper effect
56
Source amnesia
Forgetting the source of a memory
57
Sleeper effect
Info comes from an unreliable source, but later gains credibility since you forgot the source...
58
Misinformation effect
- participants watch video of car accident - answer questions about accident (wording differs "hit, smashed, etc") - answers differ based on wording
59
False memories: lost in a mall
False memories can be implanted in people's minds and become more detailed over time, with many participants developing vivid recollections of events that never happened.
60
Repressed memories
Remembering something out of nowhere. Can be true or false.
61
Flashbulb memories
These are vivid, detailed, long-lasting memories that we will "never forget". Ex: wedding day, giving birth
62
Are flashbulb memories accurate?
No, these tend to be emotional events that even if we think we fully remember it, we actually don't Problems include emotions, interests, rehearsal, overconfidence
63
2 types of memory loss
1. Retrograde amnesia 2. Anterograde amnesia
64
Retrograde Amnesia
Inability to remember info from one's past
65
Anterograde amnesia
Inability to form new memories. Usually after injury or surgery. Ex: case of H.M
66
Parallel processing
processing multiple aspects of a stimulus or problem simultaneously
67
Effortful processing
encoding that requires attention and conscious effort
68
Shallow processing
encoding on a basic level, based on the structure or appearance of words
69
Deep processing
encoding semantically, based on the meaning of the words; tends to yield the best retention.
70
Semantic memory
explicit memory of facts and general knowledge; one of our two conscious memory systems (the other is episodic memory).
71
Episodic memory
explicit memory of personally experienced events; one of our two conscious memory systems (the other is semantic memory).
72
Hippocampus
a neural center located in the limbic system that helps process explicit (conscious) memories—of facts and events—for storage.
73
Memory consolidation
the neural storage of a long-term memory
74
Long term potentiation
an increase in a nerve cell’s firing potential after brief, rapid stimulation; a neural basis for learning and memory.
75
Priming
the activation, often unconsciously, of certain associations, thus predisposing one’s perception, memory, or response. The phenomenon where exposure to one stimulus (the prime) influences the response to a subsequent stimulus (the target), often without conscious awareness
76
Reconsolidation
a process in which previously stored memories, when retrieved, are potentially altered before being stored again.
77
Deja vu
that eerie sense that “I’ve experienced this before.” Cues from the current situation may unconsciously trigger retrieval of an earlier experience.

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