Q2: Lecture 9

Question 1

memory

Answer 1

a record of the past that is retained for use in the future

Question 2

memory store

Answer 2

the creation of permanent record of information

Question 3

learning

Answer 3

the processes
whereby memories are established

Question 4

STM

Answer 4

short-term memory; memories that are accessible immediately after encoding, but soon access tends to fail

Question 5

LTM

Answer 5

long term memory; memories that tend to remain accessible over extended periods of time

Question 6

Atkinson & Shiffrin (1968)

Answer 6

made the modal model theory

Question 7

modal model

Answer 7

theory that proposes that memory is made up of 3 parts; sensory memory, short-term memory, and long-term memory

Question 8

research that supported the modal model

Answer 8

Atkinson and Shiffrin (1968) model

Question 9

research findings that suggested the modal model needed to be replaced

Question 10

STS

Answer 10

short-term store; a way of understanding the phenomenon of short-term memory

Question 11

LTS

Answer 11

long-term store;

Question 12

Brown-Peterson paradigm

Answer 12

measures how long someone can hold info in their short-term memory

Question 13

rehearsal prevention

Answer 13

the act of interfering with the process of rehearsing info, which can impact STM

Question 14

Miller (1956)

Answer 14

interpreted as quantifying the capacity limits of the STS (short term store)

Question 15

span of apprehension

Answer 15

the capacity of STM is severly limited

Question 16

Miller’s magic number

Answer 16

(7 ±2)

Question 17

digit span task

Answer 17

requires one to report the to-be-remembered digits in the same order encountered during presentation

Question 18

Conrad (1964)

Answer 18

noted that subjects made more errors in immediate recall of visually
presented lists of letters when the letters sounded alike (e.g., P and C) compared to when they were
visually similar (e.g., P and R), indicating that STM was especially susceptible to acoustic confusion

Question 19

Wickelgren (1965)

Answer 19

found that rehearsal prevention tasks that required processing items with
sounds like those of to-be-remembered items resulted in poorer immediate memory that rehearsal
prevention tasks that required processing items with dissimilar sounds

Question 20

Baddeley (1966)

Answer 20

not only seemed consistent with the idea that short-term representations are acoustic, but also that
long-term representations are semantic; Baddeley (1966) believed he was creating opportunities for different types of confusion,
with sound-alike lists promoting phonological confusion and synonym lists promoting semantic
confusion

Question 21

phonological confusion

Answer 21

people struggle to remember or distinguish between words or sounds that sound very similar to each other

Question 22

semantic confusion

Answer 22

when someone has trouble understanding the meaning of words or situation

Question 23

rote rehearsal

Answer 23

occurs information from the STS is transferred into the
LTS. This transference is thought to result from a recoding process that transforms the phonological
STS code into a semantic code for the LTS

Question 24

maintenance rehearsal

Answer 24

simple mental repetition, also known as maintenance rehearsal; Provided that one rehearses the contents of the
STS, its availability will be maintained for as long as rehearsal continues. This is the reason rote
rehearsal is also called maintenance rehearsal

Question 25

recoding

Answer 25

transforms the phonological STS code into a semantic code for the LTS

Question 26

serial recall

Answer 26

participants are asked to remember a list of items in the order they were presented

Question 27

free recall

Answer 27

memory recall where a person is asked to recall a list of items in any order

Question 28

Murdock (1962)

Answer 28

using lists of words as the to-be-remembered items.

Question 29

serial position curve

Answer 29

U-shaped graph that shows how people remember items from the beginning and end of a list compared to the middle

Question 30

recency effect

Answer 30

Good recall of items at the end of the lists

Question 31

primary effect

Answer 31

good recall of items at the beginning of the lists

Question 32

Glanzer & Cuntiz (1966)

Answer 32

found that the recency and primacy effects can be influenced by separate factors

Question 33

interference

Answer 33

when competing information makes it harder to recall or learn new info

Question 34

Posner & Keele (1967)

Answer 34

had research participants perform a series of trials of a simple letter- matching task.

Question 35

letter-matching task

Answer 35

a letter appeared briefly on a screen and then one second later a second letter appeared. Participants responded “SAME” if the two presentations involved the same letter of the alphabet and responded “DIFFERENT” if the two presentations involved different letters of the alphabet

Question 36

Wickens (1972)

Answer 36

made use of a variation on the Brown-Peterson paradigm; used triads of words like APPLE, BANANA, and ORANGE. Each participant in the study completed four Brown-Peterson trials. On each trial three words were presented on a screen for 2 seconds. After reading the words, participants were given a three-digit number and for 20 seconds they counted backwards by threes starting with the on-screen number. After this 20 second retention interval, participants were asked to recall the three to-be-remembered words

Question 37

proactive interference

Answer 37

where previously learned info hinders the ability to learn or recall new info

Question 38

release from PI

Answer 38

a function of how related the previously studied words were to the fruit names used on the last trial

Question 39

Begg & Robertson (1973)

Answer 39

conducted a simple experiment in which participants were required to recall lists of studied nouns

Question 40

Nelson & Rothbart (1972)

Answer 40

conducted a study of paired-associate learning in which participants needed to learn number-word pairings.

Question 41

paired-associate learning

Answer 41

a classic memory paradigm where individuals learn to associate two unrelated items (like words) together, essentially memorizing the connection between them, and are later tested on their ability to recall one item when presented with the other

Question 42

acoustic savings

Question 43

Waugh & Norman (1965)

Answer 43

provided data inconsistent with this notion using a method called the probe digit task.

Question 44

probe-digit task

Answer 44

each trial of the probe digit task, a person listens to a list of tape-recorded digits being read. The list is followed by a tone that indicates that the list is over and that a recall response is required. The last digit of the list is identified as the probe digit, and the participant tries to recall the digit that followed the first occurrence of the probe digit

Question 45

Craik & Watkins (1973)

Answer 45

employed an unusual method called the G-word task

Question 46

G-word task

Answer 46

people listened to a recording of a long list of words being read aloud. They were instructed to pay attention and notice any words that began with the letter G. When they heard a G-word, they were to hold it in memory until the next G-word occurred, at which time they needed to remember the new G-word but did not need to remember the previous one. The listening task was occasionally interrupted, and participants were asked to report the most recently heard G-word

Question 47

incidental memory

Answer 47

the ability to learn and recall information w/o consciously trying to

Question 48

ISI

Answer 48

interstimulus intervals

Question 49

chunking

Answer 49

a mechanism whereby many small pieces of information are re-represented as a single large piece of information