Week 1 & 2

Question 1

What is the Psychology of Human Memory ASRR

Answer 1

The psychological processes of acquiring, storing, retaining, and later retrieving information.

Human memory involves the ability to both preserve and recover information

Question 2

Memory

Answer 2

The retention of information over time

Memory is the process by which we observe, store, and recall information
Memories may be visual, auditory, or tactile

Question 3

4 meanings of memory

Answer 3

GUIDES CURRENT BEHAVIOR - Memory - use of a past experience on a current behavior - remember how to read -
BODY OF KNOWLEDGE - sum of al facts and experiences
ABILITY - memory as the ability to encode, store, recall
BIOLOGICAL CONSTRUCT - Memory- neural connections formed during experience

Question 4

Memory systems (2)

Answer 4

Conscious - deliberately recalling info during a test
Automatic - no need to consciously remember how to read

Question 5

What is the difference between learning and memory?

Answer 5

Learning - facilitates the acquisition of new info
Memory is a record of learning - what remains after learning

Question 6

What are the three processes of memory?

Answer 6

Encoding is getting information into memory

Storage s keeping information in memory

Retrieval is the reactivation or reconstruction of information from memory

Question 7

What does it mean that memory is reconstructive?

Answer 7

Activate a proximal idea of what our memory was which further activates and triggers other memories

Reacting to perception of the stimulus/event - perception can be controlled by introspection

Question 8

Encoding

Answer 8

To encode it, we must first attend to it
Most events we experience are never encoded in the first place

If we had every stimulus encoded all the time we wouldn’t be able to function
Spotlight analogy - if youre paying attention its more easily encoded in memory

Question 9

What can be used to improve encoding?

Answer 9

rehearsal

Question 10

What are the two types of rehearsal

Answer 10

Rehearsal, repeating information, improves encoding.

Two types:
Maintenance rehearsal - simply repeating the stimuli in the same form
Elaborative rehearsal - Various ways; linking stimuli to each other in a meaningful way

More effective for studying, takes less time and ensures understanding

Question 11

Describe the levels of processing with examples.

Answer 11

Shallow Processing – Visual – basically Structural Encoding (capital letters, what color, etc…)

Intermediate Processing - Phonemic Encoding (Sounds: rhyming, homonyms, etc…)

Deep Processing - Semantic Encoding (meaning or symbolism)

Question 12

Self-Reference Effect

Answer 12

Participants rated adjectives on four tasks designed to force varying kinds of encoding: structural - capital letters?, phonemic - rhymes?, semantic - does it mean the same as?, and self-reference - does this describe you?

Participants were then asked to recall as many words as they could
Recall of the rated words indicated that adjectives rated under the self-reference task were recalled best

Question 13

Describe all techniques that can be used for deeper encoding.

Answer 13

Rehearsal - 2 types
Levels of Processing - shallow vs. deep
Self-reference effect
Visual imagery
Verbal Mnemonics

Question 14

Visual Imagery

Answer 14

When you imagine some image or event related to a term or concept to encode the information both phonemically (auditory) and visually.

Question 15

Verbal Mnemonics

Answer 15

Rhymes, Acrostics & Acronyms
Beautiful Elephants Don’t Make Any Sandwiches • Every Good Boy Deserves Fudge
While applicable to almost anything, they depend on something you already know

Question 16

Visual Mnemonics

Answer 16

Link Method - visual, negative, attention-grabbing, size, be descriptive use a story

Method of Loci (place imagery)

Keyword method (language learning, reminder words)
Jugo

Question 17

SQ3R

Answer 17

survey, question, read, recite, and review

Question 18

What are the 3 memory stores?

Answer 18

Sensory Registers
High capacity - very brief
Has impact on sensory mechanism
Attention is important
Cocktail effect - can focus on one conversation but there will be a breakout effect for personally relevant info
–Iconic - visual
–Echoic - auditory
Each sense has its own form of sensory memory
Lasts about one second and is gone
Why we can repeat what we just heard even if we weren’t really paying attention

Short-Term Memory
Memories that a person is currently consciously aware of
Limited capacity - will move to long term memory
Retains information for limited durations
Related to working memory
Very brief in duration, fades after 20-30 seconds - very limited
7+/-2 item capacity
Lose it by distraction, cell phone, not enough sleep/food, Decay - as soon as you leave - brain is not sure if it is important enough to store - review directly after - fades over time, interference - loss of new info due to competition of new incoming info - proactive and retroactive interference happens with similar information

Long-term memory
All of the memories that a person could potentially bring into consciousness should they wish to
Relatively enduring store of information
Facts, experiences, skills we’ve developed over lifetime
Vast capacity - infinite?

Question 19

Information Processing Model of Memory

Answer 19

Stimulus > sensory registers (information lost - brain can only focus on so much at once - direct focus is remembered)
> Short-term memory (info lost - distracted, not long enough exposure) > rehearsal > long term memory (info lost - not encoding deeply, not having the right cues to retrieve it) >retrieval> short term memory

Question 20

working memory what is it used for SRA

Answer 20

emporary storage and processing of information used to:
Solve problems
Respond to environmental demands
Achieve goals

Question 21

Types of LTM 2 - 2 & 4

Answer 21

Explicit/declarative memory divided into:
–Semantic - generic knowledge of facts
Studying and trying to tell someone about it
Declarative - facts
–Episodic - memories of specific events
Context specific realm
Guided meditation - how you felt when you studied - based in classical conditioning
Episode of this class

Implicit, multiple types: - stuff that we know without having to declare - used to be explicit
Becomes natural - 70% of processes are implicit
–Procedural Ex. riding a bike, typing
–Priming - attention perception - look at starbucks and activate everything you know about starbucks - gets the information ready for use
–Conditioning - meditation - conditioning you to be calm
–Habituation - habit forming - do things in the same spot and same place - rubbing feet together to fall asleep

Question 22

What is the relationship between retrieval and forgetting?

Answer 22

Many types of forgetting are failures of
retrieval, which is reconstructive

Using retrieval cues can help to access
information in long-term memory

Question 23

Measuring memory makes use of the 3 R’s

Answer 23

Recall - generating previously remembered information
Recognition - selecting previously remembered information from an array of options - usually better than recall - cue in the form of the question and answer
Relearning - we reacquire something learned before much faster
Spontaneous recovery - comes back to you quickly after you have learned something - memory is malleable

Question 24

von Restorrff effect

Answer 24

more likely to remember stimuli that are odd or distinctive

Question 25

serial position curve

Answer 25

describes how our memory is affected by the position of information in a sequence. It suggests that we best remember the first and last items in a series and find it hard to remember the middle items.

Question 26

primacy and recency

Answer 26

Primacy - items at the beginning of the list - might have slightly gotten into long term memory Recency - items at the end of the list - most recently (STM and working memory) - short term memory - last stored Shallow encoding

Question 27

Ebbinghaus Forgetting Curve

Answer 27

Gave himself a list of non-sense words to remember and then measured retention after varying periods of time between learning and output Recall - more difficult than recognition Retain more information using spaced repetition Most info is lost in 20 min to an hour when there is no attempt to retain it Humans tend to halve their memory of newly learned knowledge in a matter of days or weeks unless they consciously review the learned material

Question 28

Overlearning

Answer 28

• If you practiced something more than what is usually necessary to memorize it • Ensures that information is more impervious to being lost or forgotten

Question 29

Encoding Specificity - 2 types

Answer 29

Encoding Specificity context-dependent learning - • Superior retrieval when the external context of the original memories matches the retrieval context same space Sober and drunk - drunk and drunk better than drunk and sober State-dependent learning - Superior retrieval of memories when you are in the same physiological or psychological state as it was during encoding • Can extend to mood-dependent learning and the retrospective biassuperior retrieval of memories when you are in the same physiological or psychological state as it was during encoding

Question 30

“Seven Sins of Memory” TAB MSDR

Answer 30

Memories are transient (fade with time) We don’t remember what we don’t pay attention to Our memories can be temporarily blocked We can misattribute the source of memory We are suggestible in our memories We can show memory distortion (bias) We often fail to forget the things we would like not to recall (persistence of memory)