Unit 2 Modules 2.3-2.7

Question 1

The persistence of learning over time through the encoding, storage, and retrieval of information

Answer 1

Memory

Question 2

What are the three steps in creating memories

Answer 2

encoding
storage
retrieval

Question 3

The initial learning (3 types)

Answer 3

encoding

Question 4

Maintaining the memory

Answer 4

storage

Question 5

Information from storage

Answer 5

Retrieval

Question 6

Part of retrieval:
What are the three ways to measure retention and show that you have it in your memory and can get it out of storage

Answer 6

Recall
recognition
relearning

Question 7

Is the retrieval of previous learning. Example: Fill in the blank or essay question

Answer 7

recall

Question 8

Is the identification of learned items. Example: Multiple-choice questions. Our ability to recognize information is vital

Answer 8

recognition

Question 9

Measures how much faster material that has been forgotten can be learned again

Answer 9

relearning

Question 10

Who discovered this?
Learning curve! Nonsense syllables? Example: If it took four hours to memorize a speech at the beginning of the school year, but at the end of the year, it only took one hour to relearn it. The three hours you saved is known as your _______ score

Answer 10

Hermann Ebbinghaus
saving

Question 11

Memory models
_____: get information in
_____: retains the information
_____: later get the information back out of the brain

Answer 11

encode
store
retreive

Question 12

Brains natural mode- processes many aspects simultaneously

Answer 12

parallel processing

Question 13

Storage includes:
_______: immediate and brief memory from our senses
_______: brief few items (working memory-newer version-conscious active processing.)
_______: limitless knowledge, skills, experiences.

Answer 13

Sensory memory
Short-term memory
Long-term memory

Question 14

______: A split-second holding tank
This gives the brain ____ time–if the information is important, it moves to the ___-___ /______memory
It also prevents us from being overwhelmed
Records images of scenes of echoes of _______.
Iconic-visual: ___ of a second
Echoic-auditory: - seconds

Answer 14

sensory memory
decision
short-term/working
sounds
.5
3-4

Question 15

In your conscious mind- it’s brief and holds a few items that later get stored or forgotten

Answer 15

Short-term or working memory

Question 16

Repeating information to hold onto it for more than a few seconds
part of short-term/working memory

Answer 16

Maintenance rehearsal

Question 17

We can remember about ___ items (plus or minus 2) without rehearsal

Answer 17

7

Question 18

Short-term/working memory is extremely vulnerable to ______ or interference

Answer 18

interruption

Question 19

Say there is a hypothetical central executive in working memory that coordinates new info in working memory with info in long term and makes sense out of it. It acts like a kind of ___ _____ for stimuli, but disappears quickly (10-30 sec)
What is this describing?
The central executive coordinates the activities of the phonological ___ and the visuospatial sketchpad.

Answer 19

mental scratchpad
Alan Baddeley model of working memory
loop

Question 20

Briefly holds auditory information

Answer 20

phonological loop

Question 21

Holds objects appearance and place in space

Answer 21

visuospatial sketchpad

Question 22

The formation of new neurons. While learning is occurring we experience the forming of new pathways and neural interconnections are strengthened. This biological process happens through neurogenesis and long term potential (LTP)

Answer 22

neurogenesis

Question 23

What happens in the synapse due to memory? ______ ____ ________ an increase in cell’s ____ potential after learning. The _____ grows more receptors to receive more information. This is a biological basis for learning and ______.

Answer 23

long term potentiation
firing
dendrite
memory

Question 24

Unconscious, incidental info-space, time, frequency, word meanings, or well-learned info.

Answer 24

Automatic processing

Question 25

Unconscious Muscle memory Procedural Skills Conditioned Response Non-declarative memory Time, space, frequency

Answer 25

Implicit

Question 26

Requires attention and conscious effort

Answer 26

effortful processing

Question 27

Conscious Facts and Experiences What you are learning in school Declarative

Answer 27

Explicit

Question 28

Memory related to future action

Answer 28

Prospective Memory

Question 29

permanent storage

Answer 29

Long-term memory

Question 30

What are the three types of LTM

Answer 30

Episodic Semantic procedural

Question 31

Specific events sequentially. Like the different episodes of a show Explicit

Answer 31

episodic

Question 32

General knowledge stored as facts, meaning, or categories Explicit

Answer 32

semantic

Question 33

Learned skills not requiring conscious recollection like how to ride a bike implicit

Answer 33

Procedural

Question 34

When a recent experience influences a future action. Ex. being more likely to use a word you recently heard.

Answer 34

Priming

Question 35

Is an unconsciously learned behavior (salivating)

Answer 35

conditioning

Question 36

Increasing the capacity of our short-term memory by grouping info into meaningful units. Ex. Phone numbers, radio stations 101.5 or acronyms

Answer 36

Chunking

Question 37

Chunking Mnemonics Hierarchies Distributed practice Deep Processing Testing effect Spacing effect Making it personally meaningful (semantic processing)

Answer 37

Effortful processing strategies

Question 38

A memory technique that can help increase the ability to recall and retain info There are many types of these

Answer 38

mnemonics

Question 39

Type of mnemonic Mental pictures (imagery) are powerful aids to effortful processing, especially when combined with semantic encoding.

Answer 39

visual imagery

Question 40

Type of mnemonic memorizing pieces of info by visualizing them in various spatial locations (memory palace) Ex. remembering a grocery list by imagining the items in various places throughout your house

Answer 40

Method of Loci

Question 41

are linked with numbers to make associations to help memorize a list.

Answer 41

Peg word system

Question 42

Chunking information into a more familiar form

Answer 42

Acronyms

Question 43

What were the four ways that Ebbinghaus found to improve memory?

Answer 43

Distributed practice Overlearning Testing effect Rehearsal

Question 44

Spacing our learning or not cramming

Answer 44

distributed practice

Question 45

Continuing to review even after memorizing

Answer 45

overlearning

Question 46

quizzing yourself instead of just rereading material

Answer 46

Testing effect

Question 47

The more often you review the less you forget

Answer 47

rehearsal

Question 48

In one study, students who reviewed their notes in detail before bed retained ____% after nine weeks compared to students who did not review and only retained about ___%

Answer 48

75 20

Question 49

How memories are processed affects our _____ to retrieve them

Answer 49

ability

Question 50

Is learning on a superficial level (lost quickly) Simply memorizing material without attaching meaning to the words letters or sounds

Answer 50

shallow processing

Question 51

Involves attaching meaning to new material. Elaboration makes associations to existing memories (longer lasting) making it meaningful

Answer 51

Deep processing

Question 52

____-____ storage seems to be limitless in the amount of information it can store; however, memories that are not retrieved can ____ or become forgotten or even changed

Answer 52

Long-term degrade

Question 53

We don't store memories in 1 _____. They are stored throughout the brain in brain ____.

Answer 53

location networks

Question 54

Which structures influence the memory system?

Answer 54

It depends on the type of memory.

Question 55

Implicit memory consists of the

Answer 55

cerebellum Basal Ganglia

Question 56

Explicit memory consists of the

Answer 56

frontal lobes hippocampus consolidation

Question 57

Key role in forming and storing the implicit memories created by classical conditioning

Answer 57

cerebellum

Question 58

Deep structure involved in motor movement and procedural memory for skills. It receives info from cortex but doesn't send info back to cortex for conscious awareness of procedural learning.

Answer 58

Basal ganglia

Question 59

When recalling a password, left frontal lobe, when recalling a visual party scene, right frontal lobe

Answer 59

Frontal lobes

Question 60

Like a save button for explicit memory

Answer 60

hippocampus

Question 61

Happens while we sleep

Answer 61

consolidation

Question 62

Sending memory to be stored throughout the brain

Answer 62

memory consolidation

Question 63

emotional memory-Stress hormones provoke the______ to initiate memory traces in the frontal lobe and basal ganglia

Answer 63

amygdala

Question 64

Clear, sustained memory of an emotionally significant moment or event Ex. Remembering 9/11 or a special birthday

Answer 64

Flashbulb memories

Question 65

Once memories are in ____ ____ memory storage, we need to retrieve them or get them out. When we take them out we bring them to ___ ___ memory where we can open them, modify them and lay them back into ____ ____ memory.

Answer 65

long term short term long term

Question 66

The way we lay down memory in __ ____ memory determines the ability to get them out or remember them. Things that influence our retrieval are... Activating retrieval cues priming context our state of being serial position effect

Answer 66

Long term

Question 67

______ are stored like spider webs in a pathway of associations The more ____ (cues) you create with a memory, the more likely you are to retrieve it The way we _____ information affects how we recall it later Retrieval becomes easier when ____ with how it was encoded

Answer 67

memories associations encode matched

Question 68

exposure to one thing influences your reaction to a later item being ____ with the color yellow makes you think of lemons or bananas rather than apples or watermelons

Answer 68

priming primed

Question 69

In the same physical setting as the memory (your room)

Answer 69

context-dependent

Question 70

The cues you use to encode are the cues most helpful in retrieving the memory

Answer 70

encoding specificity principle

Question 71

In the same state of mind as the memory (sleepy, energized)

Answer 71

State-dependent

Question 72

In the same emotional state as the memory (sad, happy)

Answer 72

Mood-congruent

Question 73

The tendency to remember items at the beginning and the end of a list rather then in the middle

Answer 73

serial position effect

Question 74

More likely to remember items presented first

Answer 74

primacy effect

Question 75

more likely to remember items presented last

Answer 75

recency effect

Question 76

What are the two ways loss of memories can take place?

Answer 76

retrograde anterograde

Question 77

unable to remember old information memory loss due to emotional or physical trauma

Answer 77

retrograde

Question 78

The inability to form new memories brain damage prevents the creation of new memories

Answer 78

anterograde

Question 79

The difficulty in retrieving info from long-term memory can happen in 3 ways:

Answer 79

encoding failure storage decay retrieval failure

Question 80

Never really learning it in the first place Distraction, shallow processing, and age can all play a role

Answer 80

encoding failure

Question 81

Natural forgetting over time But we are able to return forgotten material faster the second time Ebbinghaus studied memory and created a _______ ____. He found that what we learn quickly ____ off after one day, but then begins to ____ over time

Answer 81

Storage Decay forgetting curve drops plateau

Question 82

Caused by inference (proactive and retroactive) the Tip-of-the-tongue phenomenon is classified as this

Answer 82

retrieval failure

Question 83

when other information in your memory competes with what you are trying to remember

Answer 83

interference

Question 84

Remembering older memories (blocking new) only being able to remember your old locker combination remembering your old girlfriends number but not the new girlfriend

Answer 84

Proactive interference

Question 85

Remembering newer material (blocking old) Learning a new song makes it harder to recall an older one When learning German, you can't remember the Spanish word for house

Answer 85

Retroactive inference

Question 86

The temporary inability to remember information that you know you have stored in LTM to combat this we often think of surrounding memories. Ex. I know her, is she from work? maybe school? She is friends with Zoe, etc.

Answer 86

Tip-of-the-tongue phenomenon

Question 87

Old memories retrieved, altered, and stored again

Answer 87

reconsolidation

Question 88

Elizabeth Loftus researched how leading questions can create false memories

Answer 88

Constructive memory

Question 89

When a memory is corrupted by misleading info

Answer 89

misinformation effect

Question 90

forgetting how info was acquired Can result in confabulation (our brain's filling in the memory gaps)

Answer 90

source amnesia

Question 91

That eerie sense that "I've experienced this before." Cues from the current situation may unconsciously trigger retrieval of an earlier experience source amnesia (forgetting how info was acquired) in one possible explanation for this phenomenon.

Answer 91

deja vu

Question 92

Strategies for improving memory: 1.Rehearse repeatedly 2. make the material meaningful (semantic) (self-reference effect) 3. Activate retrieval cues 4. Use mnemonic devices 5. Minimize proactive and retroactive interference 6. Sleep more!!!! 7. Test your own knowledge

Answer 92

NICE!!!!