Memory Flashcards

(48 cards)

1
Q

Define memory

A

the ability to take in information, store + recall it at a later time

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2
Q

What are the 3 stages of memory?

A
  1. encoding
  2. storage
  3. retrieval
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3
Q

Describe the Atkinson + Shiffrin model

A
- external events + sensory input 
LEADS TO 
- sensory memory + attention to important info
LEADS TO
- long-term memory
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4
Q

What are the 3 main forms of memory storage?

A
  1. sensory
  2. short-term
  3. long-term
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5
Q

Why don’t we go blind when we blink?

A

we don’t notice the darkness bc of sensory memory

> our memory holds the image for a second while we blink

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6
Q

Why is iconic memory useful?

A

bc we have a continuous perception of the world

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7
Q

What does sensory memory do?

A

retains incoming perceptual info after the OG stimulus is gone

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8
Q

Describe the Sperling Partial Report experiment

A

> letters were presented in 3 rows

> a box appeared to indicate what row to report the letters from

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9
Q

Describe the results from the SPR experiment

A
  • recall of 44%
  • exposure time for stimulus = too brief for item rehearsal
  • recall of each row = 100%
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10
Q

Give an example of real world intuition

A
  • film movies are individual snapshots BUT we see a continuous image
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11
Q

Describe the Simon + Levin’s Change blindness study

A
  • memory hold onto previous image during blank screen

- if the screen is too long, you won’t be able to compare the 2 images

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12
Q

What were the results of Simon + Levin’s change blindness study?

A
  • only 2% of subjects notice the change

- they can’t hold on to the image of the experimenter (because the door interrupts + disrupts the memory)

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13
Q

What info does STM hold?

A

the info that we are currently processing

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14
Q

What keeps info active in STM?

A

rehearsal

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15
Q

How is info moved from STM into LTM?

A
  • rehearsal: conscious repetition of info

- encoding: effortful processing to organise active info

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16
Q

STM is short w small capacity unless…

A

you rehearse to keep the info active

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17
Q

Describe the serial position effect

A
  • order of words in a list influences the recall

- best recall = for the items last in the list

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18
Q

What is chunking? What is a chunk?

A
  • organising information into smaller chunks

- chunks = a meaningful unit of information/material

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19
Q

Why is chunking useful?

A

because organised info is more easily recalled

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20
Q

What does chunking depend on?

A
  • previous experience

EX. Abbreviations I use won’t be the same that others use

21
Q

What did Chase & Ericsson do?

A
  • SF expanded his STM from 7 digits to 80 digits

- SF encoded the digits as running times to remember them

22
Q

Describe the chess experiment

A
  • 2 groups: novice + expertise
  • showed real + random chess boards w the same no. pieces
  • if memory allowed us to remember chess pieces > then both groups should remember
23
Q

What were the results of the chess experiment?

A
  • experts have better memory than novices bc they could group the pieces together
24
Q

Define forgetting

A

inability to retrieve info due to poor encoding, storage or retrieval

25
What are the two reasons that forgetting happens?
- interference | - decay
26
Describe the Peterson & Peterson (1959) Duration + Decay in STM
- meausre the duration of working memory | - had people count backwards in 3s while remembering a group of 3 constants
27
How long is working memory if you don't rehearse?
20s
28
How is memory lost in LTM?
decay: practice to strengthen long term memories Interference: new stuff affects how we remember old stuff
29
Describe the Ebbinghaus Study
- Forgetting curve over 30 days | - initially rapid then levels off with time
30
What are the two types of interference?
- proactive | - retroactive
31
What is proactive interference?
- old known info inhibits ability to remember old info when testing new
32
What is retroactive interference?
- new info inhibits ability to remember old info when testing old
33
According to the Loftus study, memory is not _____?
verdicial
34
Describe the Loftus, Miller & Burns study
- group 1: saw vid of red car approaching STOP sign - group 2: saw vid of car approaching YIELD sign > BOTH groups were asked if they saw another car pass the stop sign
35
What were the results of the Loftus, Miller & Burns study?
> some people in group 2 said they saw a stop sign > people reconstruct memories
36
What are the two processes that can help LTM?
retrieval and encoding
37
What is shallow-processing?
- focuses on physical features | ex. looking at flashcards not the content
38
What is deeper-processing?
- meaningful - leads to better LTM + recall - can make connections w other stored content
39
Why is cramming bad?
you don't have time to elaborate/form connections
40
What is the relationship between environment and memory?
recall is better when it occurs in contexts where the material was learned > ex. physical context (room) > emotional context (mood)
41
Describe the Godden & Baddeley (1975) experiment
- group 1: learn a list of words on land - group 2: learn words underwater - half from each group were tested on land, half-underwater
42
Why should we avoid encoding specificity?
- allows for deeper encoding | - avoid studying in one place
43
Why is grouping material in a meaningful way useful? [4 POINTS]
- deeper processing - this is the LTM equivalent of chunking - forming meaningful connections w other info - helps retrieval
44
What are the 2 types of retrieval?
- recognition and recall
45
Why is recall more difficult than recognition?
because you need better memories for recall
46
Describe Rodiger's study
- group 1: study, study - group 2: study, test > the groups were then tested after 3 delays: 5 mins, 2 days, 1 week
47
What were the results from Rodiger's study?
- groups were initially similar after 5 mins | - the group that was tested retained >>> than the group that only studied
48
What are the 4 mnemonic strategies?
1. categorical clustering: organisation 2. imagery: connecting unrelated words w images 3. acronyms 4. acrostics