MEMORY Flashcards
1
Q
MEMORY
A
- understanding how things are remembered and why they are forgotten
2
Q
3 Stages of Memory
A
1) Sensory memory
2) Short term memory
3) Long term memory
3
Q
Sensory memory
A
- last a few seconds
- connection between perception and memory
4
Q
Iconic Memory (SM)
A
- sensory memory of vision
- people can see more than they can remember
5
Q
George Sperling (SM)
A
- shown string of letters and people forgot other letters in time that it took to write down the first = partial report
6
Q
Partial report (SM)
A
- demonstrates that sensory memory (iconic memory) last only for a second
- e.g. Sperling experiment with string of letter
7
Q
Neisser (SM)
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- coined the term icon
- found backward masking
8
Q
Icon (SM)
A
- brief visual memory that last for a second
9
Q
Backward Masking (SM)
A
- when a light or pattern is presented before the iconic image fast, the first image will be erased
- more successful if mask if similar to original stimulus
10
Q
Echoic memory
A
- sensory memory for auditory sensations
11
Q
Short Term Memory (STM)
A
- temporrary; last seconds
12
Q
Working Memory (STM)
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- temporary memory that is needed to perform task
13
Q
George Miller (STM)
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- capacity of 7 (+ or minus 2)
14
Q
Chunking (STM)
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- grouping items to increase memory of STM
15
Q
How are items coded in STM?
A
- phonologically (auditory)
16
Q
Rehersal (STM)
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- repeating or practicing to keep items in STM and transfer to LTM
17
Q
Primary (maintenance) rehersal (STM)
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- repeating material to transfer into LTM
18
Q
Secondary (elaborative) rehersal (STM)
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- organizing and understanding material to transfer into LTM
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Q
Interference (STM)
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- how informations or distractions cause one to forget items in STM
20
Q
Proactive Interference (STM)
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- disruption of info that was learned before the new items are presented
21
Q
Proactive inhibition (STM
A
- caused by proactive interference
- problematic for recall
22
Q
Retroactive interference (STM)
A
- disruption of info that was learned aftr the new items is presetned
23
Q
Retroactive inhibition (STM)
A
- caused by reteroactive interference
- problematic for recall
24
Q
Long-term Memory (LTM)
A
- capable of permanent retention
- learned semantically
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How is LTM measured?
- by recognition, recall, and savings
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Recognition (LTM)
- recognize things e.g. multiple choice test
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Recall (LTM)
- generate information on own
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2 types of recall (LTM)
1) cued recall: e.g. fill in the blanks
| 2) free recall: no cue
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Savings (LTM)
- measures how much info about subject remains in LTM by assessing how long it task to learn something the second time vs. the first
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Encoding Specificity Principle (LTM)
- material is more likely remembered if retrieved in same context in which it was stored
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What is LTM not subject to? What is it subject to
NO: primacy and recency effects
YES: interference effects of STM (proactive and reteroactive interference)
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Episodic Memory
- details, events, and discrete knowledge
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Semantic Memory
- general knowledge of the world
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Procedural Memory
- "how to" do something
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Declarative Memory
- knowing a fact
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Explicit Memory
- something and being consciously aware of know it
| e. g. a fact
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Implicit Memory
- Knowing something without being aware of it
| e. g. HM not knowing he has done it before
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Hermann Ebbinghaus
- first to study memory systematically
- present subjects with list of syllables to study STM
- forgetting curve (and learning curve)
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Forgetting Curve
- presented by Hermann Ebbinghaus
- sharp drop in savings immediately after learning and levels off, with downward trend
- some doubt that nonsense syllables generalize to other types of memory
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Frederick Bartlett
- memory is reconstructive v. rote
| - people remember ideas of stories vs. details
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Allan Paivo
- dual code hypothesis: items will be better remember if they are encoded both visually and semantically (icons and understanding)
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Dual Code Hypothesis
- things are better remembered if they are encoded both visually and semantically (icons and understanding)
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Paired-associate learning
- behavioursits explain memory through recall of one item cueing the recall of another
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Elizabeth Loftus
- memory of traumatic events are altered by events itself and way questions are asked
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Karl Lashley
- memories are stored diffusely in brain
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Donald Hebb (memory)
- invovles changes in synapses and neural pathways to make a memory tree
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E. R. Kanel
- similar ideas of hebb and memory tree by studying the Aplysia
- studies of brains in young chicks show that their brains are altered with learning and memory
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Brenda Milner
- wrote about HM who had a lesion in his hippocampus to stop epilepsy
- remember things from before surgery, STM intact but could not form long term memories
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Serial Learning
- a list is learned a recalled in order (serial recall)
- feedback is given after the entire list is recall
- subject to primacy and recency effects
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Primacy and recency effects
-first and last items are remember and the middles ones forgotten
- benefit from most rehearsal/exposure
= serial position curve
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Serial Position Curve
- cause by primacy and recency effects in a serial recall task
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Serial-anticipation learning
- asked to recall items one at a time and given feedback to each items then move onto next
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Paired-associate learning
- used when studying foreign languages
| e. g. pairing English word with Spanish word
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Free-recall learning
- all items learned and recalled in any order without a cue
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Facto that make a list easier to learn and retrieve
- acoustic dissimilairty
- semantic dissimilairty
- brevity (both in term, and length of list)
- familiarity
- concreteness
- meaning
- importance to the subjec
56
2 mains theories that suggest the origin of forgetting are:
1) decay theory
| 2) interference theory
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Decay theory
- AKA trace theory
- memories fade with time
- criticize for simplicity
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Interference theory
- competing information blocks retrieval
| e. g. 2 groups and one sleeps while the other works on task; the sleeping group will remember more
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Mnemonics
- memory cue that help learning and recall
| e. g. acroynm
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Generation-recognition model
- anything one might recall should be easily recognized
| - e.g. principle of multiple choice
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Tip of the tongue phenomenon
- verge of retrieval but can't
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State-dependent memory
- same as state dependent-learning
- retrieval is more successful when it occurs in same state that encoding occurred
e. g. depressed ppl can't recall happy memories
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Clustering
- brain groups similar items into memory regardless if they are learned together
- grouped in conceptual/semantic hierarches
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Order of items on a list (recall task)
- subjects state the order of two items if they are far apart (e.g. 7 is before 593) than closer together (133 is before 136)
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Incidental learning
- measured by presenting subjects with items they are not suppose to try to memorize and test for learning
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Eidetic memory
- photographic memory
| - more common in children and rural cultures
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Flashbulb memorys
- recollections burned into the brain
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Tachtiscope
- instrument used in cognitive or memory experiments
| - presents visual material for fraction of second
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Zeigarnik effect
- tendency to recall uncompleted tasks better than completed ones
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Dual code hypothesis
- test material better retained with understanding (elaborative rehersal)
- rote memorization depends on only one link and susceptible to decay
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Decay theory is also called:
Trace theory
