Unit 3 pt 2

Question 1

Memory

Answer 1

The persistence of learning over time, information that has been acquired and stored and can be retrieved

Question 2

Encoding

Answer 2

First stage of memory where perceived information is transformed into a format that can be processed and stored in the brain

Question 3

Storage

Answer 3

Process of retaining information in the brain over time

Question 4

Retrieval

Answer 4

Process of accessing and bringing stored information back into conscious awareness

Question 5

Multi-Store Model

Answer 5

Describes memory as a three-part system that includes;sensory, short-term, and long-term memory

Question 6

Iconic Memory

Answer 6

Type of sensory memory that briefly holds visual images, captures a precise copy of a visual scene for a fraction of a second before it fades, allows the brain time to process and potentially transfer visual information to short term memory

Question 6

Sensory Memory

Answer 6

Initial stage of memory where sensory information is stored for a very brief period, acts as a buffer for stimuli received through the senses and retains impressions of these stimuli for a few seconds at most

Question 7

Echoic Memory

Answer 7

Type of sensory memory that retains auditory information, holds sounds for about 3-4 seconds, allowing the brain to process spoken language and other auditory stimuli

Question 8

Haptic Memory

Answer 8

sensory memory for touch that lasts for the least amount of time–about a quarter of a second

Question 8

Short-Term Memory

Answer 8

Temporarily holds a small amount of information, typically for about 25-30 seconds, has a limited capacity

Question 9

Long-Term Memory

Answer 9

Stage of memory where information is stored indefinitely, with a virtually unlimited capacity, allows for the long-term retention of knowledge, skills, experiences and facts

Question 10

Long-Term Potentiation (LTP)

Answer 10

Long-lasting increase in signal transmission between neurons that results from their simultaneous activation, considered one of the major cellular mechanisms that underlies learning and memory

Question 10

Working Memory

Answer 10

Form of short-term memory used for temporarily holding and manipulating information, short & long term memories combine

Question 11

Levels of Processing

Answer 11

Proposed that the depth at which information is thought about affects how well it is remembered, the deeper the processing, the more connections are made within the brain, thereby enhancing the likelihood of recalling information later

Question 11

Effortful Processing

Answer 11

Type of memory encoding that requires active work and attention to embed information into long term memory

Question 11

Shallow Encoding

Answer 11

Basic level of processing that focuses on surface characteristics of information, such as the sound or appearance of words, without engaging with its meaning, involves minimal attention that relies on repetition or simple recognition and leads to fragile memories that are less likely to be retained over time

Question 12

Automatic Processing

Answer 12

Unconscious encoding of information about space, time, frequency, an well learned tasks

Question 13

Deep Encoding

Answer 13

Involves thoroughly processing information by focusing on its meaning and connecting it to existing knowledge, analyzes the significance and implications of information and creates durable and easily retrievable memories

Question 13

Structural

Answer 13

Type of shallow processing that focuses on the physical structure of information

Question 14

Grouping

Answer 14

Memory strategy that involves grouping individual pieces of information into larger, meaningful units

Question 14

Phonemic

Answer 14

Shallow processing that focuses on the auditory aspects of information

Question 15

Categories

Answer 15

Method of organizing information by grouping related items together into categories, helps structures information in a logical way and makes it easier to access information through associated links between items within the same category

Question 16

Hierarchies

Answer 16

Organizing information into a system of ranked categories or levels, facilitates efficient search and recall through a structured format and helps in understanding complex relationship between concepts by viewing them in a layered approach

Question 16

Chunking

Answer 16

Method of organizing information into chunks so that more items can be held in short-term memory, makes it easier to remember and retrieve information by reducing cognitive load

Question 17

Explicit Memories

Answer 17

Involves conscious recall of facts and experiences

Question 18

Semantic Memories

Answer 18

Type of explicit memory that involves the recall of general facts and knowledge around the world, independent of [personal experience and context, knowledge of words, concepts, symbols, and meanings

Question 18

Episodic Memories

Answer 18

Type of explicit memory that involves the recollections of personal experiences and specific events, remember the what, where, and when of past experiences, first person pov

Question 19

Implicit Memories

Answer 19

Type of memory that does not require conscious thoughts and is crucial for performing everyday tasks automatically

Question 20

Autobiographical Memories

Answer 20

Type of memory that encompasses event and experiences from and individuals own life, combines episodic and semantic

Question 21

Prospective Memories

Answer 21

Remembering to perform a planned action or recall a planned intention at some future point, remembering to perform an action by specific cues and/or at a specific time

Question 21

Procedural Memories

Answer 21

Type of implicit memory that involves the recall of how to perform tasks or skills automatically, includes skill based action

Question 22

Massed Practice

Answer 22

learning strategy where content is studied intensively over a short period without breaks, may yield quick results but is less effective for long-term memory retention compared to spaced practice

Question 23

Spaced Practice

Answer 23

phenomenon where learning is more effective when study sessions are spaced out over time, rather than crammed into a session, allows for better consolidation of memories

Question 24

Maintenance Rehearsal

Answer 24

Learning technique that involves repeatedly viewing information to keep it in short term memory, effective for retaining information temporarily but less useful for long term retention

Question 25

Retrieval Cues

Answer 25

Stimuli that help bring previously learned information to mind, play critical role in the process of retrieving memories

Question 26

Elaborative Rehearsal

Answer 26

Memory technique that involves deep processing information by adding meaning or connecting it to existing knowledge, promotes strong and more lasting memory storage by linking new information to prior knowledge

Question 27

External Cues

Answer 27

Environmental or objects that trigger memories

Question 27

Recognition

Answer 27

Type of memory retrieval that involves identifying information when it is presented

Question 27

Recall

Answer 27

Type of memory retrieval that involves accessing information without the aid of cues (retrieve information from memory spontaneously)

Question 27

Internal Cues

Answer 27

Thoughts or feelings associated with the original learning

Question 28

Familiarity

Answer 28

Sensing that something has been encountered before

Question 29

Identification

Answer 29

Matching new information with stored knowledge

Question 30

State-Dependent Memory

Answer 30

Phenomenon where memory retrieval is most effective when an individual is in the same state of consciousness as they were when the memory was formed, physical or emotional state

Question 31

Context-Dependent Memory

Answer 31

When you remember information better in the same environment where you first learned it, physical surroundings or similar conditions

Question 32

Mood-Congruent Memory

Answer 32

Tendency to recall information that is consistent with one's current mood, memories are more easily retrieved when they match the emotional state at the time of recall, can lead to a selective recall of memories that reinforce one's mood, either positive or negative

Question 33

Serial Position Effect

Answer 33

Tendency to remember items at the beginning (primacy effect) and end (recency effect) of a list better than those in the middle

Question 34

Primacy Effect

Answer 34

Cognitive phenomenon where individuals tend to remember items presented at the beginning of a list better than those that follow, items presented first can be rehearsed more as the list continues, allowing them to be more deeply encoded into long-term memory

Question 35

Recency Effect

Answer 35

Phenomenon observed in memory recall where the most recently presented items in a list are recalled more clearly and accurately than the items in the middle, items at the end are still in short-term memory at the time of recall which makes them more accessible

Question 36

Testing Effect

Answer 36

Phenomenon where long-term memory is enhanced when some of the learning period is devoted to retrieving the information through testing

Question 37

Metacognition

Answer 37

Awareness and understanding of one’s own thought processes especially in relation to learning and memory

Question 38

Encoding Failure

Answer 38

Occurs when information does not enter long-term memory due to inadequate processing at the time of encoding, failure to focus prevents the formation of strong memory traces, not linking new information to existing knowledge can hinder its transfer to long term memory

Question 39

Proactive Interference

Answer 39

Occurs when older memories inhibit the ability to learn and remember new information, more likely to occur when the old and new information are similar

Question 40

Retroactive Interference

Answer 40

Occurs when new learning impairs the recall of previously encoded information, especially impactful when the old and new information are closely related

Question 41

Tip-of-the-Tongue Phenomenon

Answer 41

Common memory experience where an individual feels confident that they know a word or name, but cannot immediately recall it, the correct information usually surfaces after a short delay

Question 42

Source Amnesia

Answer 42

Inability to remember where, when, or how previously learned information has been acquired (lost context) while retaining the the factual knowledge

Question 43

Anterograde Amnesia

Answer 43

Memory disorder characterized by an inability to form new memories following the onset of the amnesia, although memories from before the event remain intact, older memories formed before the amnesia are usually preserved

Question 44

Retrograde Amnesia

Answer 44

Memory disorder that involves the loss of memories formed before the onset of amnesia, individuals can still learn new information and create new memories

Question 45

Infantile Amnesia

Answer 45

Phenomenon where people cannot recall personal information from the early years of life, typically before age 3-4, attributed to the ongoing development of the brain's memory systems, especially the hippocampus and prefrontal cortex

Question 46

Repression

Answer 46

Distressing thoughts and memories are unconsciously blocked from entering conscious awareness, serves to protect the individual from psychological distress by keeping painful memories out of the conscious mind

Question 47

Constructive Memory

Answer 47

Process by which memories are not merely retrieved by actively reconstructed

Question 48

Imagination Inflation

Answer 48

Imagining an event that never occurred can increase confidence that it did occur

Question 49

Misinformation Effect

Answer 49

Happens when new and incorrect information influences how we remember past events, new details can distort or replace parts of the original memory, people my remember the false information, important for understanding eyewitness accounts and the reliability of memory