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YEAR 2 Cognition > Retrieval and Recognition Memory > Flashcards

Retrieval and Recognition Memory Flashcards

1
Q

A progression from one or more retrieval cues to a target memory trace through associative connections is known as…?

A

Retrieval

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2
Q

What is retrieval?

A

A progression from one or more retrieval cues to a target memory trace through associative connections

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3
Q

What is the aim of retrieval?

A

To make the target available

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4
Q

The aim is to make the target available

What does this apply to?

A

Retrieval

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5
Q

What are retrieval cues?

A

Bits of information about the target memory that guide the search

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6
Q

Bits of information about the target memory that guide the search

This is known as…?

A

Retrieval cues

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7
Q

What is target memory trace?

A

The particular memory we are searching for

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8
Q

The particular memory we are searching for

This is known as…?

A

Target memory trace

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9
Q

What are associations?

A

Bonds that link together items in memory which vary in strength

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10
Q

Bonds that link together items in memory which vary in strength

This is known as…?

A

Associations

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11
Q

A progression from one or more retrieval cues to a target memory trace through associative connections

a. Retrieval Cues
b. Retrieval
c. Associations
d. Target Memory Trace

A

b. Retrieval

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12
Q

The particular memory we are searching for

a. Associations
b. Retrieval
c. Target Memory Trace
d. Retrieval Cues

A

c. Target Memory Trace

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13
Q

Bits of information about the target memory that guide the search

a. Associations
b. Retrieval
c. Target Memory Trace
d. Retrieval Cues

A

d. Retrieval Cues

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14
Q

Bonds that link together items in memory which vary in strength

a. Retrieval
b. Retrieval Cues
c. Target Memory Trace
d. Associations

A

d. Associations

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15
Q

Arrange these in the correct order

Association, Target, Cue

A

Cue -> Association -> Target

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16
Q

The internal state of a memory, reflecting its level of excitement

This is known as…?

A

Activation level

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17
Q

What is an activation level?

A

The internal state of a memory, reflecting its level of excitement

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18
Q

What determines the accessibility of an item?

A

Activation Level

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19
Q

What does activation level determine?

A

The accessibility of an item

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20
Q

Activation Level increases when…?

A

Something related to the memory is encountered

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21
Q

How long does activation level persist?

A

Persists for some time

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22
Q

What is Spreading Activation?

A

The automatic transmission of “energy” from one memory to related items via associations

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23
Q

The automatic transmission of “energy” from one memory to related items via associations

This is known as…?

A

Spreading Activation

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24
Q

Spreading Activation is proportional to..?

A

The strength of connections

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25
Q

The internal state of a memory, reflecting its level of excitement

Does this apply to:

a. Activation Level
b. Spreading Activation

A

a. Activation Level

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26
Q

Proportional to the strength of connections

Does this apply to:

a. Activation Level
b. Spreading Activation

A

b. Spreading Activation

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27
Q

Increases when something related to the memory is encountered

Does this apply to:

a. Activation Level
b. Spreading Activation

A

a. Activation Level

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28
Q

Determines accessibility of the item

Does this apply to:

a. Activation Level
b. Spreading Activation

A

a. Activation Level

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29
Q

The automatic transmission of “energy” from one memory to related items via associations

Does this apply to:

a. Activation Level
b. Spreading Activation

A

b. Spreading Activation

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30
Q

Persists for some time

Does this apply to:

a. Activation Level
b. Spreading Activation

A

a. Activation Level

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31
Q

Look at this example:

When you think of the word DINNER, you may also think about the PEAS thats you at last night which were OVERCOOKED

You may also think of having had dinner with your WIFE and she had MASHED POTATOES and you both talked about THE NEWS

These are examples of…?

List 2 points

A

1) Spreading Activation
2) Pattern Completion

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32
Q

How does retrieval happen in pattern completion?

A

It happens due to the reinstatement (via spreading activation) of features that represent a memory

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33
Q

It happens due to the reinstatement (via spreading activation) of features that represent a memory

What does this apply to?

A

Pattern completion retrieval

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34
Q

Features, provided as cues, will spread activation to other features

What will this lead to?

A

Completion of the missing components

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35
Q

The process by which spreading activation from a set of cues leads to the reinstatement of a memory

This is known as…?

A

Pattern completion

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36
Q

What is pattern completion?

A

The process by which spreading activation from a set of cues leads to the reinstatement of a memory

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37
Q

What is regarded as a hippocampal mechanism?

A

Pattern completion

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38
Q

Pattern completion is regarded as a ______ mechanism

A

Hippocampal

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39
Q

Factors determining retrieval success are all related to…?

A

The relationship between cues and target memory

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40
Q

The relationship between cues and target memory is related to…?

A

Factors determining retrieval success

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41
Q

What are the 7 factors determining retrieval success?

A

1) Attention to cues

2) Relevance of cues

3) Cue-target associative strength

4) Number of cues

5) Strength of target memory

6) Retrieval strategy

7) Retrieval mode

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42
Q

What does attention to cues suggest about retrieval?

A

Reduced attention to a cue impairs its ability to guide retrieval

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43
Q

Reduced attention to a cue impairs its ability to guide retrieval

This is related to which factor determining retrieval success…?

A

Attention to cues

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44
Q

According to attention to cues, retrieval is less effective if…?

A

If cues are present, but not attended, or not attended enough.

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45
Q

Retrieval is less effective if cues are present, but not attended, or not attended enough.

This is related to which factor determining retrieval success…?

A

Attention to cues

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46
Q

Give one example of how we can reduce attention to cues?

A

Giving people a secondary task to perform during retrieval

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47
Q

What happens when you give people a secondary task to perform during retrieval?

A

They get distracted and their retrieval performance gets worse, especially if the secondary task requires them to pay attention to related materials.

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48
Q

In a dividing attention task, retrieval memory performance is reduced if the secondary task is…?

List 2 points

A

1) Related to the primary task

2) Demands a lot of attention

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49
Q

Dividing attention task:

During retrieval: Reduces memory performance, if
secondary task is:

1) Related to the primary task

2) Demands a lot of attention

This is related to which factor determining retrieval success…?

A

Attention to cues

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50
Q

Failing to note what word (e.g. “WATER”) you’re supposed to translate into Spanish impairs your ability to recall (“AGUA”).

This is an example of…?

A

Attention to cues

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51
Q

Describe an experiment assessing divided attention

List 2 points

A

1) Task 1:

Recall (or recognise) lists of words presented auditorily

2) Task 2:

Make judgments about visually presented items, which were either:

  • Words
  • Pictures
  • Numbers
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52
Q

Here is an experiment assessing divided attention

1) Task 1:

Recall (or recognise) lists of words presented auditorily

2) Task 2:

Make judgments about visually presented items, which were either:

  • Words
  • Pictures
  • Numbers

Describe the results (List 3 points)

A

1) Completing Task 2 reduced Task 1 performance by 30– 50%

2) Interference was greater when Task 2 items were words

3) Larger effect when tested with recall than recognition

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53
Q

1) Completing Task 2 reduced Task 1 performance by 30– 50%

2) Interference was greater when Task 2 items were words

3) Larger effect when tested with recall than recognition

These are evidence of…?

A

Dividing attention

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54
Q

Retrieving words under divided attention conditions _________ affects retrieval success, especially with distractor tasks (e.g., semantic or phonological) that are similar to the task of interest (in this case, recalling words)

a. Positively
b. Negatively

A

b. Negatively

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55
Q

Retrieving words under divided attention conditions negatively affects retrieval success, especially with distractor tasks (e.g., semantic or phonological) that are …?

A

Similar to the task of interest

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56
Q

What does relevance of cues suggest about retrieval?

A

Retrieval cues are most effective when they are strongly related to the target

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57
Q

Retrieval cues are most effective when they are strongly related to the target

This is related to which factor determining retrieval success…?

A

Relevance of cues

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58
Q

According to the encoding specificity principle, retrieval cues are most useful if…?

List 3 points

A

1) They are present at encoding

2) They are encoded with the target

3) They are similar to the original cue available at encoding

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59
Q

Retrieval cues are most useful if:

1) They are present at encoding

2) They are encoded with the target

3) They are similar to the original cue available at encoding

This was proposed by…?

A

Encoding specificity principle

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60
Q

The encoding specificity principle is related to which factor determining retrieval success…?

A

Relevance of cues

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61
Q

According to relevance of cues, having the right cues enhances…?

A

Retrieval

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62
Q

According to relevance of cues, the best cues are the ones …?

A

Present at encoding

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63
Q

According to relevance of cues, the best cues are the ones present an encoding

This is known as…?

A

Encoding specificity

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64
Q

What is encoding specificity?

A

The best cues to enhance retrieval are the ones present at encoding

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65
Q

The more similar the cues available at retrieval are to the conditions present at encoding, the more effective the cues will be.

This is known as…?

A

Encoding specificity principle

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66
Q

According to the encoding specificity principle, the more similar the cues available at retrieval are to the conditions present at encoding, the more ….?

A

Effective the cues will be.

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67
Q

The cue “EAU” isn’t useful in retrieving the Spanish translation, if you don’t know that “EAU” is French for “WATER.”

This is an example of…?

A

Relevance of cues

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68
Q

What does cue-target associative strength suggest about retrieval?

A

Retrieval success depends on the strength of cue-target association

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69
Q

Retrieval success depends on the strength of cue-target association

This is related to which factor determining retrieval success…?

A

Cue-target associative strength

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70
Q

Cue-target associative strength suggests that retrieval success is determined by…?

A

1) The length of time spent on encoding the relationship

2) Attention spent on encoding the relationship

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71
Q

Retrieval success is determined by the length of time and attention spent on encoding the relationship

This is related to which factor determining retrieval success…?

A

Cue-target associative strength

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72
Q

Encoding the cue and the target separately is unhelpful for retrieval

A

Cue-target associative strength

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72
Q

Encoding the cue and the target separately is…?

a. Unhelpful
b. Helpful

A

a. Unhelpful

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73
Q

When cue-target associative strength is low, people often can compensate by …?

A

Engaging cognitive control processes to facilitate retrieval

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74
Q

When cue-target associative strength is low, people often can compensate by engaging cognitive control processes to facilitate retrieval

This is related to which factor determining retrieval success…?

A

Cue-target associative strength

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75
Q

Being only vaguely familiar with the link between “WATER” and “AGUA” (represented by the dotted arrow) limits its usefulness as a cue.

This is an example of…?

A

Cue-target associative strength

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76
Q

Face-name association is an example of…?

A

Cue-target associative strength

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77
Q

Access to additional, relevant cues facilitates retrieval

This is related to which factor determining retrieval success…?

A

Number of cues

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78
Q

Activation spreads from both ____ to ____, facilitating retrieval

A

From cues to the target

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79
Q

Cueing multiple access routes to a target (extra cues) can provide a super-additive recall benefit

This is known as…?

A

Dual-cuing

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80
Q

According to dual-cuing, cueing multiple access routes to a target (extra cues) can provide …?

A

A super-additive recall benefit

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81
Q

According to dual-cuing, elaborative encoding ______ the number of retrieval routes

a. Maximises
b. Minimises

A

a. Maximises

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82
Q

According to dual-cuing, elaborative encoding maximises the number of ______?

A

Retrieval routes

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83
Q

Dual-cuing

This is related to which factor determining retrieval success…?

A

Number of cues

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84
Q

An extra hint, like the first letter of the target word, facilitates retrieval.

This is an example of…?

A

Number of cues (Dual-cuing)

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85
Q

Describe the experiment and results by Rubin and Wallace (1989) investigating the effects of dual-cuing

List 3 points

A

1) Ps were presented with a cue “mythical being” and 14 % retrieved the word “ghost”

2) Ps were presented with a different cue “POST” and 19% retrieved the word “ghost”

3) Ps were presented with both cues “mythical being” and “POST” and 97% retrieved the word “ghost”

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86
Q

1) Ps were presented with a cue “mythical being” and 14 % retrieved the word “ghost”

2) Ps were presented with a different cue “POST” and 19% retrieved the word “ghost”

3) Ps were presented with both cues “mythical being” and “POST” and 97% retrieved the word “ghost”

What does this suggest?

A

Cueing multiple access routes to a target (extra cues) can provide a super-additive recall benefit

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87
Q

Weakly encoded targets are more difficult to retrieve

This is related to which factor determining retrieval success…?

A

Strength of target memory

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88
Q

What does the number of cues suggest about retrieval?

A

Access to additional, relevant cues facilitates retrieval

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89
Q

What does the strength of target memory suggest about retrieval?

A

Weakly encoded targets are more difficult to retrieve

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90
Q

According to the strength of target memory, when targets start at a lower activation level, they require…?

A

A greater boost in activation to be retrieved

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91
Q

When the targets start at a lower activation level, they require a greater boost in activation to be retrieved

What does this explain?

A

It explains the word frequency effect on recall

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92
Q

Why is there a word frequency effect on recall?

A

Because when the targets start at a lower activation level, they require a greater boost in activation to be retrieved

More frequent target words start with higher activation level and are more easily retrieved

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93
Q

Which words are more easily retrieved?

a. More frequent target words

b. Less frequent target words

A

a. More frequent target words

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94
Q

Which words are more easily retrieved?

a. Words with a lower activation level

b. Words with a higher activation level

A

b. Words with a higher activation level

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95
Q

Explains the word frequency effect on recall

This is related to which factor determining retrieval success…?

A

Strength of target memory

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96
Q

True or False?

If a memory is weakly encoded, a good cue is sufficient to trigger retrieval.

A

False

If a memory is weakly encoded, even a good cue may be insufficient to trigger retrieval.

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97
Q

The strength of a memory depends, on how effectively people engage which region of the brain?

A

1) The hippocampus
2) Other structures within the medial temporal lobes

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98
Q

Having only a weak representation of “AGUA” limits your ability to retrieve it, even when presented with a strong cue.

This is an example of…?

A

Strength of target memory

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99
Q

What does retrieval strategy suggest about retrieval?

A

Retrieval can be influenced by the strategy one adopts

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100
Q

According to retrieval strategy, retrieval success is increased by 2 things

What are they?

A

1) The organisation of materials at encoding

2) Adopting efficient strategies of memory search

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101
Q

According to retrieval strategy, adopting a new perspective/strategy can facilitate recall of …?

A

Different objects previously forgotten

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102
Q

After studying a word list, Ps might try to recall the words by working through the alphabet and retrieving items associated with each letter.

If materials are organised at encoding, going through that organisation at retrieval would be an ideal strategy.

In addition, which order to recall a group of items is also a strategy choice; should I start at the beginning, or go in reverse order?

This is an example of…?

A

Retrieval strategy

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4
5
Perfectly
103
Q

Recalling all sorts of Spanish beverages until you stumble upon the target word

This is an example of…?

A

Retrieval strategy

104
Q

What does retrieval mode suggest about retrieval?

A

The cognitive set, or frame of mind, that orients a person towards the act of retrieval, ensuring that stimuli are interpreted as retrieval cues

105
Q

The cognitive set, or frame of mind, that orients a person towards the act of retrieval, ensuring that stimuli are interpreted as retrieval cues

This is related to which factor determining retrieval success…?

A

Retrieval mode

106
Q

What does the frame of mind do?

A

It allows interpreting environmental stimuli as episodic memory cues to guide subsequent retrieval

107
Q

What allows interpreting environmental stimuli as episodic memory cues to guide subsequent retrieval?

A

Frame of mind

108
Q

Frame of mind allows interpreting environmental stimuli as ________ to guide subsequent retrieval

A

Episodic memory cues

109
Q

Describe Herron and Wilding’s (2006) ERP study results on retrieval mode

List 3 points

A

1) Having multiple episodic tasks in a row
gradually improves performance

2) Episodic retrieval implicated different brain regions (prefrontal cortex) than semantic judgments

3) It takes time to fully adopt the retrieval mode

110
Q

Having multiple episodic tasks in a row
worsens performance

True or False?

A

False

Having multiple episodic tasks in a row
gradually improves performance

111
Q

Episodic retrieval implicated different brain regions (___________) than semantic judgments

A

Prefrontal cortex

112
Q

What is involuntary episodic retrieval?

A

Something “springs to mind”

113
Q

When something “springs to mind” this is known as…?

A

Involuntary episodic retrieval

114
Q

Encountering a stimulus without the intention to retrieve the target from memory, reduces the probability of eliciting the target.

This is an example of…?

A

Retrieval mode

115
Q

Weakly encoded targets are more difficult to retrieve

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

g. Strength of target memory

116
Q

Retrieval success depends on the strength of cue-target association

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

b. Cue-target associative strength

117
Q

Reduced attention to a cue impairs its ability to guide retrieval

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

a. Attention to cues

118
Q

Frame of mind allows interpreting environmental stimuli as episodic memory cues to guide subsequent retrieval

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

e. Retrieval mode

119
Q

Retrieval cues are most effective when they are strongly related to the target (e.g., were present at encoding)

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

f. Relevance of cues

120
Q

Retrieval success is increased by:

-The organization of materials at encoding

-Adopting efficient strategies of memory search

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

c. Retrieval strategy

121
Q

Access to additional, relevant cues facilitates retrieval (such as elaborative encoding)

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

d. Number of cues

122
Q

An extra hint, like the first letter of the target word, facilitates retrieval.

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

d. Number of cues

123
Q

Having only a weak representation of “AGUA” limits your ability to retrieve it, even when presented with a strong cue.

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

g. Strength of target memory

124
Q

Failing to note what word (e.g. “WATER”) you’re supposed to translate into Spanish impairs your ability to recall (“AGUA”).

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

a. Attention to cues

125
Q

The cue “EAU” isn’t useful in retrieving the Spanish translation, if you don’t know that “EAU” is French for “WATER.”

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

f. Relevance of cues

126
Q

Encountering a stimulus (e.g., pouring water) without the intention to retrieve the target from memory, reduces the probability of eliciting the target.

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

e. Retrieval mode

127
Q

Recalling all sorts of Spanish beverages until you stumble upon the target word

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

c. Retrieval strategy

128
Q

Being only vaguely familiar with the link between “WATER” and “AGUA” limits its usefulness as a cue.

a. Attention to cues
b. Cue-target associative strength
c. Retrieval strategy
d. Number of cues
e. Retrieval mode
f. Relevance of cues
g. Strength of target memory

A

b. Cue-target associative strength

129
Q

What are context clues?

A

Retrieval cues that specify aspects of the conditions under which a desired target was encoded, including (for example) the location and time of the event.

130
Q

Retrieval cues that specify aspects of the conditions under which a desired target was encoded, including (for example) the location and time of the event.

These are known as…?

A

Context cues

130
Q

Why is retrieve of names easier when presented with pictures?

A

Because there is greater association between pictures of people and their names

131
Q

What are the 4 key features of direct/explicit memory tests?

A

1) Ask people to recall particular experiences

2) Require a contextual cue

3) Reveal impaired performance in amnesics

4) In many cases rely on hippocampus

132
Q

1) Ask people to recall particular experiences

2) Require a contextual cue

3) Reveal impaired performance in amnesics

4) In many cases rely on hippocampus

These are 4 features related to…?

A

Direct/Explicit Memory Tests

133
Q

What are Direct/Explicit Memory Tests?

A

Tests that ask people to retrieve their past

134
Q

Tests that ask people to retrieve their past

This is known as…?

A

Direct/Explicit Memory Tests

135
Q

What are Indirect/Implicit Memory Tests?

A

Measure the unconscious influence of experience without asking the subject to recall the past

136
Q

Measure the unconscious influence of experience without asking the subject to recall the past

This is known as…?

A

Indirect/Implicit Memory Tests

137
Q

What are the 3 key features of Indirect/Implicit Memory Tests?

A

1) Measure the unconscious influence of previous experience without asking the subject to recall the past

2) Priming: Recent experience with the stimulus improves performance

3) Reveal normal performance in amnesics

138
Q

1) Measure the unconscious influence of previous experience without asking the subject to recall the past

2) Priming: Recent experience with the stimulus improves performance

3) Reveal normal performance in amnesics

These are 3 key features of…?

A

Indirect/Implicit Memory Tests

139
Q

What does priming suggest?

A

Recent experience with the stimulus improves performance

140
Q

True or False?

Previous exposure with particular memory can influence the way we do a particular task

A

True

141
Q

Ask people to recall particular experiences

a. Indirect/Explicit Memory Tests

b. Direct/Explicit Memory Tests

A

b. Direct/Explicit Memory Tests

142
Q

Reveal normal performance in amnesic

a. Indirect/Implicit Memory Tests

b. Direct/Explicit Memory Tests

A

a. Indirect/Implicit Memory Tests

143
Q

In many cases rely on hippocampus

a. Indirect/Implicit Memory Tests

b. Direct/Explicit Memory Tests

A

b. Direct/Explicit Memory Tests

144
Q

Require a contextual cue

a. Indirect/Implicit Memory Tests

b. Direct/Explicit Memory Tests

A

b. Direct/Explicit Memory Tests

145
Q

Reveal impaired performance in amnesics

a. Indirect/Implicit Memory Tests

b. Direct/Explicit Memory Tests

A

b. Direct/Explicit Memory Tests

146
Q

Measure the unconscious influence of previous experience without asking the subject to recall the past

a. Indirect/Implicit Memory Tests

b. Direct/Explicit Memory Tests

A

a. Indirect/Implicit Memory Tests

147
Q

List the 7 types of retrieval tasks

A

1) Free Recall
2) Cued Recall
3) Yes/No Recognition
4) Forced-Choice Recognition
5) Stem Completion
6) Fragment Completion
7) Conceptual Fluency

148
Q

List the 4 types of explicit retrieval tasks

A

1) Free Recall
2) Cued Recall
3) Yes/No Recognition
4) Forced-Choice Recognition

149
Q

List the 3 types of implicit retrieval tasks

A

1) Stem Completion
2) Fragment Completion
3) Conceptual Fluency

150
Q

“Recall studied items”

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

a. Free Recall

151
Q

“Fill in missing letters with a word that fits: MO_ _.”

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

e. Stem Completion

152
Q

“Name as many birds”

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

g. Conceptual Fluency

153
Q

“Which word did you study: APPLE or MONK?”

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

d. Forced-Choice Recognition

154
Q

“Did you study: DOG….APPLE….MONK?”

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

c. Yes/No Recognition

155
Q

“Fill in letters to make a word: A_P_E.”

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

f. Fragment Completion

156
Q

“What word was presented with DOG?”

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

b. Cued Recall

157
Q

Indirect tests measure the influence of experience without asking the person to recall the past. These measures have a “sneaky” quality to them, in that they try to eliminate, from the participants’ viewpoint, any scent that they are memorizing, or, on the test, retrieving things.

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

d. Forced-Choice Recognition

158
Q

Given a semantic category for retrieval

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

g. Conceptual Fluency

159
Q

Relies on context the most heavily because people must retrieve an entire set of studied items without overt cues, freely in any order

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

a. Free Recall

160
Q

Recognition tests are usually the easiest type of direct test, because they simply require a decision

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

c. Yes/No Recognition

161
Q

Provides additional cues, and very often focuses on particular items in memory.

a. Free Recall
b. Cued Recall
c. Yes/No Recognition
d. Forced-Choice Recognition
e. Stem Completion
f. Fragment Completion
g. Conceptual Fluency

A

b. Cued Recall

162
Q

List the 4 types of contextual cues

A

1) Spatio-Temporal/Environmental
2) Mood
3) Physiological
4) Cognitive

163
Q

Collection of concepts one has thought about the event

a. Spatio-Temporal/Environmental
b. Mood
c. Physiological
d. Cognitive

A

d. Cognitive

163
Q

Physical (pharmacological) state one was in during an event

a. Spatio-Temporal/Environmental
b. Mood
c. Physiological
d. Cognitive

A

c. Physiological

164
Q

Emotional state that one was in during the event

a. Spatio-Temporal/Environmental
b. Mood
c. Physiological
d. Cognitive

A

b. Mood

165
Q

Location and time cues during an event

a. Spatio-Temporal/Environmental
b. Mood
c. Physiological
d. Cognitive

A

a. Spatio-Temporal/Environmental

166
Q

E.g. Supermarker, Lecture theatre

a. Spatio-Temporal/Environmental
b. Mood
c. Physiological
d. Cognitive

A

a. Spatio-Temporal/Environmental

167
Q

E.g. Tired, drunk

a. Spatio-Temporal/Environmental
b. Mood
c. Physiological
d. Cognitive

A

c. Physiological

168
Q

E.g. Sad, happy

a. Spatio-Temporal/Environmental
b. Mood
c. Physiological
d. Cognitive

A

b. Mood

169
Q

E.g. Specific thought

a. Spatio-Temporal/Environmental
b. Mood
c. Physiological
d. Cognitive

A

d. Cognitive

170
Q

Memory is _____-dependent

A

Context

171
Q

How does context help with retrieval?

A

Context reinstates original encoding environment and facilitates retrieval

172
Q

Principle of encoding specificity suggests that we encode info along with..?

A

Its context

173
Q

Describe Gooden and Baddeley’s (1975) study on how environmental factors affects memory

List 2 points

A

1) Taught divers word pairs in one of two contexts: dry land or underwater

2) They were tested on cued recall in same or different environment

e.g. Group 1 divers studied word pairs on land and were tested on land

Group 2 divers studied word pairs underwater and were tested underwater

Group 1 divers studied word pairs on land and were tested underwater

Group 1 divers studied word pairs underwater and were tested on land

174
Q

What was Gooden and Baddeley’s (1975) main finding in their experiment on how environmental factors affects memory

A

Material is (cued) recalled best in the environment it was learned

Simply = If the study phase was done on land, cued racall was better when it was also done on land compared to being tested underwater

175
Q

Who proposed a study on context-dependent memory on land and underwater?

A

Gooden and Baddeley (1975)

176
Q

Who proposed a study on context-dependent memory comparing noisy and quiet environments?

A

Grant et al. 1998

177
Q

Describe Grant et al.’s (1998) study on how environmental factors affects memory

List 2 points

A

1) Ps studied words in either a noisy or a quiet environment

2) They were tested on cued recall in same or different environment

e.g. Group 1 studied in a noisy environment and were tested in a noisy environment

Group 2 studied in a quiet environment and were tested in a quiet environment

Group 3 studied in a noisy environment and were tested in a quiet environment

Group 4 studied in a quiet environment and were tested in a noisy environment

178
Q

What was Grant et al.’s (1998) main finding in their experiment on how environmental factors affects memory?

A

Participants did better when the testing condition matched the study condition

E.g. = Memory performance was higher in the noisy testing condition if it matched the study condition in the noisy environment

179
Q

Similar to context-dependent but relating to internal state/environment

This is known as…?

A

State- Dependent Memory

180
Q

What is State- Dependent Memory?

A

Like context-dependent but relating to internal state/environment

181
Q

State- Dependent Memory suggests that recall depends on…?

A

The match between the participants’ internal environment (i.e. physiological state) at encoding and retrieval

182
Q

Recall depends on the match between the participants’ internal environment (i.e. physiological state) at encoding and retrieval

What memory does this apply to?

A

State- Dependent Memory

183
Q

According to State- Dependent Memory, recall is best if encoding and retrieval both occur when…?

List 4 conditions

A

1) Drunk (Goodwin et al., 1969)

2) Under the influence of marijuana or caffeine (Eich, 1980)

3) Under the influence of exercising or at rest (Miles & Hardman, 1998)

4) State dependency disappears under recognition tests

184
Q

What is Mood-Dependent Memory?

A

Recall depends on the match in mood states between encoding and retrieval

185
Q

What is Mood-Dependent Memory about?

A

It is about the person/person match

186
Q

Recall depends on the match in mood states between encoding and retrieval

This is known as…?

A

Mood-Dependent Memory

187
Q

What is Mood-Congruent Memory?

A

When it is easier to recall events that have an emotional tone that matches the current mood of the person

e.g. When you are happy, you are more likely to remember happier events

188
Q

When it is easier to recall events that have an emotional tone that matches the current mood of the person

e.g. When you are happy, you are more likely to remember happier events

This is known as…?

A

Mood-Congruent Memory

189
Q

What is Mood-Congruent Memory about?

A

It is about the person/item match

190
Q

Which individuals are likely to recall mostly unpleasant memories?

A

Depressed individuals

191
Q

Depressed individuals are likely to recall mostly ________ memories

A

Unpleasant

192
Q

Describe Eich, Macaulay, and Ryan’s (1994) study on Mood-Dependent Memory

List 2 points

A

1) Task:

Encoding/studying words in either a pleasant or unpleasant mood

2) Test:

2 days later, in a same or opposite mood prior to recall, Ps were tested on the words

193
Q

Describe the main finding of Eich, Macaulay, and Ryan’s (1994) study on Mood-Dependent Memory

A

Free recall was vastly improved when mood states matched

e.g. Free recall performance in the test performed in the sad condition was better if the words were also studied/encoded in a sad condition

194
Q

According to Cognitive Context-Dependent Memory, retrieval is better if…?

A

If the same cognitive features/tasks are involved

195
Q

According to Cognitive Context-Dependent Memory, what 3 things occupy our attention?

A

1) Ideas
2) Thoughts
3) Concepts

196
Q

According to Cognitive Context-Dependent Memory, memory is facilitated when ____ at encoding matches retrieval

A

Cognitive context

197
Q

Retrieval is better if the same cognitive features/tasks are involved

Which memory does this relate to?

A

Cognitive Context-Dependent Memory

198
Q

Memory facilitated when cognitive context at encoding matches retrieval

Which memory does this relate to?

A

Cognitive Context-Dependent Memory

199
Q

Describe Marian and Neisser’s (2000) bilingual study on Cognitive Context-dependent memory

List 2 points

A

1) Memory cues/interviews were provided in either Russian or English

2) Ps were asked to recall life events from any period

200
Q

Describe the main finding of Marian and Neisser’s (2000) bilingual study on Cognitive Context-dependent memory

A

Memories are easier to access when retrieval takes place in the same language mode as they were encoded.

E.g. Russian memories were better recalled if the interview was conducted in Russian

E.g. English memories were recalled worse if the interview was conducted in Russian

201
Q

Memory is reconstructive

What does this mean?

List 3 points

A

1) Retrieved memories are not entirely intact

2) We have to “figure out” some aspects of the recalled experience

3) Reconstructive memory is the inferential aspect of memory

202
Q

The inferential aspect of memory is known as..?

A

Reconstructive memory

203
Q

What study did Sulin and Dooling (1974) conduct?

A

Study with Gerald Martin (unknown) or Adolf Hitler

204
Q

What is recognition memory?

A

Deciding whether one had encountered a particular stimulus before

205
Q

Deciding whether one had encountered a particular stimulus before

This is known as…?

A

Recognition Memory

206
Q

Describe how Recognition Memory can be tested

A

1) Ps study words

2) They are then presented with the stimulus (i.e. target), unlike in recall

2) Ps have to discriminate between OLD and NEW stimuli.

Old = studied stimuli
New = non-studied distractors, lures, or foils.

3) P’s level of guessing and decision-making bias for accepting items as old are measured

207
Q

A measure of the participants’ level of guessing and decision-making bias for accepting items as old.

Which memory does this apply to?

A

Recognition Memory

208
Q

Which memory acknowledges the Signal Detection Theory (SDT)?

A

Recognition Memory

209
Q

What theory is used to understand and explore recognition memory decisions?

A

Signal Detection Theory (SDT)

210
Q

The Signal Detection Theory (SDT) is developed from…?

A

Auditory perception

211
Q

Describe the auditory task that can be used to test the Signal Detection Theory (SDT)

A

1) Ps had to detect a tone (signal) presented against background noise

2) The task can be hard or easy to detect

e.g. Sometimes the signal can sound very similar to the white noise

212
Q

According to the outcome matrix of the Signal Detection Theory auditory task, when a signal was present and the Ps responded with “yes there is a signal playing”, this is known as..?

a. Miss
b. False Alarm
c. Correct rejection
d. Hit

A

d. Hit

213
Q

According to the outcome matrix of the Signal Detection Theory auditory task, when a signal was present and the Ps responded with “no there is no signal playing”, this is known as..?

a. Miss
b. False Alarm
c. Correct rejection
d. Hit

A

a. Miss

214
Q

According to the outcome matrix of the Signal Detection Theory auditory task, when a signal was absent and the Ps responded with “yes there is a signal playing”, this is known as..?

a. Miss
b. False Alarm
c. Correct rejection
d. Hit

A

b. False Alarm

215
Q

According to the outcome matrix of the Signal Detection Theory auditory task, when a signal was absent and the Ps responded with “no there is no signal playing”, this is known as..?

a. Miss
b. False Alarm
c. Correct rejection
d. Hit

A

c. Correct rejection

216
Q

According to the outcome matrix of the Signal Detection Theory auditory task of New vs Old sounds, when an old sound was played and the Ps responded with “the old sound is playing”, this is known as..?

a. Correct rejection
b. Hit
c. Miss
d. False Alarm

A

b. Hit

217
Q

According to the outcome matrix of the Signal Detection Theory auditory task of New vs Old sounds, when an old sound was played and the Ps responded with “the new sound is playing”, this is known as..?

a. Correct rejection
b. Hit
c. Miss
d. False Alarm

A

c. Miss

218
Q

According to the outcome matrix of the Signal Detection Theory auditory task of New vs Old sounds, when a new sound was played and the Ps responded with “the new sound is playing”, this is known as..?

a. Correct rejection
b. Hit
c. Miss
d. False Alarm

A

a. Correct rejection

219
Q

According to the outcome matrix of the Signal Detection Theory auditory task of New vs Old sounds, when a new sound was played and the Ps responded with “the old sound is playing”, this is known as..?

a. Correct rejection
b. Hit
c. Miss
d. False Alarm

A

d. False Alarm

220
Q

STD useful to understand how …?

List 2 things

A

1) How recognition decisions are taken

2) How to discriminate true memory from guesses

221
Q

Memory traces have strength values.

What do these indicate?

A

How ”familiar” a stimulus feels

222
Q

Memory traces vary in their familiarity based on…?

A

Attention at encoding and repetitions

223
Q

New and old items are combined in a recognition task each having their own distribution on a …?

A

Familiarity continuum

224
Q

New items are less familiar than old items.

But distractors can be …?

A

Quite familiar

e.g., they appear often or are similar to old items

225
Q

What is the response criterion of STD tasks in recognition memory?

A

Items that surpass this are judged old.

It can be more liberal or strict

226
Q

Everything more familiar than (to the right of) the response criterion (β) will be judged as…?

A

“Old”

227
Q

Everything less familiar (i.e. to the left of β) will be judged as…?

A

“New”

228
Q

Items will be judged as “old” when…?

A

Everything more familiar than (to the right of) the response criterion (β)

229
Q

Items will be judged as “new” when…?

A

Everything less familiar (i.e. to the left of β)

230
Q

True or False?

SDT can account for all recognition memory phenomena

A

False

SDT cannot account for all recognition memory phenomena

231
Q

Low frequency words are better recognised (although high frequency words are better recalled!)

This is known as…?

A

Word frequency effect

232
Q

What does the word frequency effect propose about low frequency words?

A

Low frequency words are better recognised

233
Q

What does the word frequency effect propose about high frequency words?

A

High frequency words are better recalled

234
Q

Which word is better recalled?

a. High frequency
b. Low frequency

A

a. High frequency

235
Q

Which word is better recognised?

a. High frequency
b. Low frequency

A

b. Low frequency

236
Q

What does the SDT incorrectly predict?

A

That low-frequency words should be less familiar

237
Q

Recognition memory is based on two types of memory or processes (Mandler, 1980)

This is known as…?

A

Dual-Process theory

238
Q

Dual-Process theory

A

Recognition memory is based on two types of memory or processes (Mandler, 1980)

239
Q

A sense of memory without being able to remember contextual
information

This is known as…?

a. Familiarity
b. Recollection

A

a. Familiarity

240
Q

Define Familiarity

A

A sense of memory without being able to remember contextual
information

241
Q

Described by signal detection

This is known as…?

a. Familiarity
b. Recollection

A

a. Familiarity

242
Q

Faster and more automatic

Which one does this statement apply to?

a. Familiarity
b. Recollection

A

a. Familiarity

243
Q

Retrieving contextual details about a stimulus - like cued recall

This is known as…?

a. Familiarity
b. Recollection

A

b. Recollection

244
Q

Define Recollection

A

Retrieving contextual details about a stimulus - like cued recall

245
Q

Slower and more attention demanding

Which one does this statement apply to?

a. Familiarity
b. Recollection

A

b. Recollection

246
Q

Involves no recall

Which one does this statement apply to?

a. Familiarity
b. Recollection

A

a. Familiarity

247
Q

Involves cued recall

Which one does this statement apply to?

a. Familiarity
b. Recollection

A

b. Recollection

248
Q

When Ps decided whether they remember the item being presented previously/know it was presented previously

This is known as…?

A

Remember/Know Procedure

249
Q

Based on the Remember/Know Procedure, how do Ps remember the item being presented previously?

A

They recollect contextual details

250
Q

Recollection of contextual details is a measure of…?

A

Recollection

251
Q

Based on the Remember/Know Procedure, how do Ps know the item was presented previously?

A

Because the item seems familiar

252
Q

Knowing the item was presented previously is a measure of…?

A

Familiarity

253
Q

Recognition memory is based on 2 things

What are they?

A

1) Familiarity
2) Recollection

254
Q

Context at retrieval and the degree of match to encoding context has major impact on retrieval success

True or False?

A

True

255
Q

Retrieval can. betested in 2 different ways

What are they?

A

1) Explicit (direct) tests
2) Implicit (indirect) tests

256
Q

Retrieval success is determined by the relationship between ____ and ____

A

Cues and target memories

YEAR 2 Cognition (9 decks)

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