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Spring Semester > Psychology Exam 1 Part 2 > Flashcards

Psychology Exam 1 Part 2 Flashcards

1
Q

retrieving previously learned info. without any cues provided

A

recall

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2
Q

identifying previously learned info. after cues are
provided

A

recognition

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3
Q

assessing if less time is needed previously learned info

A

relearning

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4
Q

What is this an example of?

Multiple choice tests

A

Recognition

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5
Q

What is this an example of?

Fill-in-the-blank test

A

Recall

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6
Q

The three stage model of memory includes:

A

Encoding, storage, retrieval

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7
Q

immediate, brief recording of sensory info

A

sensory memory

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8
Q

brief visual (photographic) memory

A

iconic memory

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9
Q

brief auditory memory

A

echoic memory

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10
Q

briefly holds few items of info. before they’re
stored or forgotten

A

short-term memory

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11
Q

limited capacity: 7 ± 2 pieces of info

A

short-term memory

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12
Q

active processing of sensory info. & info. from LTM

A

working memory

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13
Q

capacity influenced by executive attention
(ability to maintain attention while avoiding distractions)

A

working memory

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14
Q

facts & experiences one
consciously knows & can declare

A

explicit memories (declarative)

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15
Q

Procedural and associations are what type of memories?

A

Implicit

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16
Q

Learned skills/classically conditioned associations independent of conscious recollection.

A

Implicit memories (nondeclarative)

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17
Q

unconscious encoding of incidental (e.g.,
space, time, frequency) & well-learned info. (e.g., word meanings).

A

automatic processing

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18
Q

conscious attention & effort

A

effortful processing

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19
Q

organization of items into familiar, manageable units

A

chunking

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20
Q

What is this an example of?

4408675309
(440) 867-5309

A

chunking

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21
Q

memory aids, especially techniques that use vivid imagery
and organizational devices

A

mnemonics

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22
Q

What is this an example of?
(PEMDAS)
Please
Excuse
My
Dear
Aunt
Sally

A

mnemonics

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23
Q

organization of items into few broad categories that
are divided & subdivided into narrower concepts & facts

A

hierarchies

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24
Q

encoding more
effective when spread
over time

A

spacing effect

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25
Q

produces speedy
short
-term learning
& feelings of
confidence

A

massed practice

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26
Q

produces better long term recall

A

distributed practice

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27
Q

enhanced memory after retrieving, rather than
simply rereading information

A

testing effect

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28
Q

mixing
multiple subjects or topics
while studying leads to
better retention &
performance

A

interleaving

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29
Q

we tend to remember info. better when it’s
somehow related to us.

A

self-reference effect

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30
Q

relatively permanent / limitless archive of
memory system (i.e., knowledge, skills, experience)

A

long-term memory

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31
Q

↑ in a neuron’s firing potential
after brief, rapid stimulation

A

long-term potentiation (LTP)

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31
Q

Responsible for retrieval

A

frontal lobes

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32
Q

Responsible for storage

A

hippocampus

33
Q

What is massed practice also known as?

A

cramming

34
Q

What is this an example of?

We’re more likely to remember people who share our name & birthdays that are near ours.

A

self-reference effect

35
Q

If the basal ganglia is not functioning they cannot form new ________________________ (riding a bike)

A

physical/functioning skills

36
Q

Failure to notice contributes to ___

A

memory failure

37
Q

Encoding failure leads to _________

A

forgetting

38
Q

Older memories make it more difficult to remember new info (forgetting your new password after you change it)

A

proactive interference

39
Q

New learning disrupts memory for older information (forgetting how to write in MLA after learning APA)

A

retroactive interference

40
Q

According to Freud, we avoid remembering painful or anxiety producing memories.

A

Repression

41
Q

inability to retrieve information from one’s past (can’t remember the past)

A

retrograde amnesia

42
Q

Progressive degenerative brain disorder causes profound memory loss

A

Alzheimer’s Disease

43
Q

facts & general
knowledge

A

semantic

44
Q

personally
experienced
events

A

episodic

45
Q

knowledge of how
to perform certain
tasks or motor skills

A

procedural

46
Q

classically conditioned
responses (reflexes &
attitudes)

A

associations

47
Q

semantic and episodic memories are _____ and are located in the ____ ____ and ______

A

explicit; frontal lobes and hippocampus

48
Q

procedural and associations are ____ and are located in _______ and _____ _____

A

implicit; cerebellum and basal ganglia

49
Q

memories created
by classical conditioning

A

cerebellum

50
Q

memories of
physical / procedural skills

A

basal ganglia

51
Q

clear, vivid memory of an emotionally
significant moment or event (relies on amygdala)

A

flashbulb memories

52
Q

associations formed with target info. that aid in
accessing it

A

retrieval cues

53
Q

activation (often unconsciously)
of particular associations in memory

A

priming

54
Q

cues & contexts specific
to a particular memory are most effective in helping recall

A

encoding specificity principle

55
Q

tendency to better recall
events consistent with current body / mental state

A

state-dependent memory

56
Q

tendency to best recall the last
(recency effect) & first (primacy effect) items in a list

A

serial position effect

57
Q

can’t remember a memory that isn’t there

A

encoding failure

58
Q

sometimes stored info. can’t be accessed

A

retrieval failure

59
Q

: temporary inability to retrieve specific info

A

blocking

60
Q

Short term memory is _________ capacity.

A

limited

61
Q

What is this an example of?

Random facts (e.g., O stands for Oxygen on the periodic table)

A

Semantic

62
Q

What is this an example of?

A dog biting you or a your first kiss

A

Episodic

63
Q

memory consolidation also involves _____

A

sleep

64
Q

exemplified by “tip-of-the-tongue” phenomenon

A

blocking

65
Q

involves a loss of memory from long-term stores

A

storage decay

66
Q

When we are forgetting things it’s a steep drop off then slows.

A

Forgetting Curve

67
Q

memories interfere with retrieval of other memories

A

interference

68
Q

involves loss of
memory, often due to brain
injury, trauma, or disease

A

amnesia

69
Q

inability to remember events in first few yrs. of
life (generally 0-3 yrs. old)

A

infantile amnesia

70
Q

inability
to form new memories

A

anterograde amnesia

71
Q

a process in which previously stored memories, when
retrieved, are potentially altered before being stored again

A

reconsolidation

72
Q

: stores
encoded information to be
retrieved later.
* semantic

A

reproductive memory

73
Q

uses
stored information to construct a
belief about an experience.
* episodic

A

reconstructive memory

74
Q

continued reproduction of an image, idea, memory,
over time; many times, by different people.

A

serial reproduction

75
Q

a memory is corrupted by misleading info

A

misinformation effect

76
Q

repeatedly imagining
fake actions/events can create false memories

A

imagination inflation

77
Q

faulty memory for how,
when, or where info. was learned

A

source amnesia

78
Q

eerie sense that “I’ve experienced this before”
* cues from current situation may unconsciously trigger retrieval of
earlier experience

A

déjà vu

79
Q

focused on: A) are early
childhood memories of abuse repressed? & b) Can they be recovered?

A

Recovered Memory Controversy

80
Q
  • viewing time during crime: longer time = better identification
  • delay between viewing crime & witnessing: longer delay = worse
    identification
  • stress during viewing crime: high stress = worse identification
  • race of perpetrator & eyewitness: same race = better identification
  • cross-race effect: people are better at recognizing faces from
    their own, relative to other races.
A

What influences reliability of eyewitness identification

Spring Semester (18 decks)

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