week 5- long term memory

Question 1

what is the primacy effect?

Answer 1

it is likely people for people to remember the first few words in a sequence

Question 2

what is the recency effect?

Answer 2

it is likely for people to remember the last few words in a sequence

Question 3

what does the serial position curve show?

Answer 3

when you bring people in the lab and give them a list of words, then asked to remember the list of words, it is more likely for people to remember the first few words, mostly the last few words, and not many from the middle of the list

Question 4

what does the serial position curve show about memory systems?

Answer 4

what we remember from the beginning of the list and the end of the list are from two different memory systems
-primacy is long term memory and recency is short term memory
see image 1

Question 5

what memory system is associated with the primacy effect?

Answer 5

long term memory

Question 6

what has rundus (1971) concluded about the primacy effect

Answer 6

-it has been shown that people just rehearse words in order to remember them, the more you rehearse the more you remember
-in the the study, people had more time to rehearse the words at the beginning of the list than they did for the words at the end of the list

Question 7

what does the graph from Rundus (1971) show (image 2)

Answer 7

people could recall the words at the beginning of the list because there was a higher number of recalls, BUT they could also recall words at the end of the list even though there were less rehearsals

Question 8

what does the primacy effect NOT explain

Answer 8

why people can remember words at the end of the list

Question 9

explain why the recency effect happens

Answer 9

-people remember words at the end of the list because you spit out the things that are still in short term memory (they’re recent)

Question 10

explain how the memory systems interact with the primacy and recency effect for the Rundus (1971) study

Answer 10

-people remember words at the end of the list because you spit out the things that are still in short term memory (recency effect) and then you go back into your long term memory for words at the beginning of the list (primacy effect)

Question 11

what does the hippocampus allow us to do in terms of memory?

Answer 11

-the hippocampus allows us to revisit our past experiences/memories

Question 12

what does damage to the hippocampus cause?

Answer 12

-if one has damage to their hippocampus, they can still remember some things like general knowledge but not specific personal past experiences/memories

Question 13

what brain structure did Patient HM have a lesion to?

Answer 13

the hippocampus
-got surgery on his hippocampus to cure epilepsy, but after the surgery, he lost his memory

Question 14

describe the outcome of patient HM’s drawing task and why that is

Answer 14

-when he was asked to do a difficult drawing task, he improved at each try of the task, even though he had no memory of doing the task previously. This is because other types of memory, like procedural memory, is different than the memory contained in the hippocampus

Question 15

what is the difference between declarative and procedural memory?

Answer 15

Declarative knowledge- knowing that (ex. Knowing that the sky is blue)
Procedural memory- knowing how (ex. Knowing how to ride a bike)

Question 16

if one has a lesion to their hippocampus, will they still have declarative knowledge or procedural knowledge

Answer 16

both, they are outside of the hippocampus

Question 17

what is semantic vs. episodic memory

Answer 17

Semantic memory- general knowledge
Episodic memory- past memories/experiences

Question 18

what happened to patient K.C.

Answer 18

-was injured in a motorcycle accident, lost the ability to remember new personal experiences and his semantic memory

Question 19

describe the outcome of the word task with patient k.c.

Answer 19

-study showed when patient k.c. was asked to define words, he could do most of them. Also, 10 minutes later, when he was read a list of words and asked to say if those were the words he was asked about before, he also performed very well. – all this to say in media they show amnesia badly

Question 20

what does the semanticization of episodic memories graph show? (image 3)

Answer 20

-people were shown events that happened either 10 years in the past or 40-50 years in the past, and asked where they were when it happened. for the 10 year condition, most people know it happened but don’t fully remember, and a small portion of people forgot entirely. in the 40-50 year condition, most people did not remember at all, and a large portion of people forgot entirely or know it happened but don’t fully remember

Question 21

what can you concluded about the Semanticization of Episodic Memories graph?

Answer 21

-they found that the further back in time you go, the more likely people are to forget

Question 22

what are the defining characteristics of implicit memory?

Answer 22

it is both unconscious and unintentional

Question 23

what is an example of a task that happens because of implicit memory

Answer 23

swimming, riding a bike (unconscious skills)

Question 24

explain the priming study.

Answer 24

a study showed that when given a list of words, control people can recall the words more than amnesic people. But, when given a word stem is given from the word list, amnesic people actually do a little better than the control group

Question 25

why can amnesic people recall words from a word list when given a word stem better than non-amnesic people

Answer 25

because the memory of the word is there, they just can’t quite access it

Question 26

why does advertising work?

Answer 26

-it works because the more you exposed to something, the more you like it and the more u remember it

Question 27

hat is an effect that explains why advertising works

Answer 27

mere exposure effect

Question 28

what would happen if you ask an amnesic person what they were going to do on the weekend

Answer 28

they’ll say they don’t know because they have no past memories to build a simulation of what might happen in the future

Question 29

how do we imagine the future?

Answer 29

by taking details from our past and making a simulation of the future

Question 30

at what age can we accurately start thinking of our future? why?

Answer 30

-young children do not have the ability to accurately remember the past until they’re 4 or 5

Question 31

what are the 6 concepts/processes of encoding?

Answer 31

1. levels of processing
2. self processing
3. survival processing
4. visual imagery
5. generating information
6. retrieval practice for encoding

Question 32

explain Craik and Tulving’s (1975) study on levels of processing

Answer 32

-Craik and Tulving gave participants a word list, then asked 2 types of questions to see if participants could remember the words. Participants were asked the superficial features of a word (ex. “Does the word rhyme with far?”) or the meaning of the word (ex. “Can you travel long distances in it?”) – they found that when we think about things in a deeper more meaningful way, we remember them better
see image 4

Question 33

explain Rogers and Colleagues (1977) study on self processing

Answer 33

-same as levels of processing study, but the 2 types of questions were the meaning of the word (ex. “Can you travel long distances in it?”) or relating the word to one’s self (ex. “Do you own one?”) – they found that when we relate things to our own self we remember them more than just the meaning of the word
see image 5

Question 34

explain Nairne and Pandeirada (2010) study on survival processing

Answer 34

-same as levels of processing and self processing, but the 2 questions were the meaning of the word (ex. “Can you travel long distances in it?”) or relating it to evolutionary findings by asking participants “would this item help you survive on an island?” – they found thinking about the survival value of things is better than just the meaning of the word
see image 6

Question 35

describe Paivio (1971) study on visual imagery

Answer 35

-participants were given a word pair list (ex. apple-car) and then asked 2 questions: one was to just repeat the word pairs and the second was to imagine the word pairs together – they found that when creating a mental image, people can remember the word pairs better than just repeating them
see image 7

Question 35

describe Jacoby (1978) study on generating information

Answer 35

-participants were given a word pair list where the words were very closely related to each other (ex. Car-belt, boat-oar, etc.,) and were asked to do 2 things. One was to just read the word pairs they saw previously and the other was to generate the second word in the word pair (ex.Car-___ , boat-___, etc.) – they found that people could remember the words more when they generated the second word
see image 8

Question 36

describe Roediger & Karpicke (2006) study on retrieval practice for encoding

Answer 36

-students were given a passage, asked to do 2 tasks. One was to just re-read the passage, the other was to retrieve the passage – they found students remembered the passage more when they retrieved it
see image 9

Question 37

describe the study Tulving and Pearlstone (1966) did on the one concept of retrieval cues

Answer 37

-people were given a word list, asked 1 of 2 questions (group 1 vs. 2). First was to just free recall all the words, other was a cued recall, where they were asked to recall all the vehicles or all the furniture – they found that cued recall is better than free recall
see image 10

Question 38

what conclusion can be drawn from the retrieval cues study by Tulving and Pearlstone (1966)

Answer 38

-shows that we we recall things that are important to us in that moment – theoretically, we may have access to everything we’ve experienced in life, but we just don’t have the right cues to retrieve that information

Question 38

what are the 3 concepts within encoding and retrieval interactions?

Answer 38

1. encoding specificity
2. state dependant anxiety
3. transfer appropriate processing

Question 39

explain the study done by Godden and Baddeley (1975) on encoding specificity

Answer 39

-study showed that participants were given a word list, and either took a test on the word list on land or underwater, and participants either learned the word list on land or underwater (4 conditions) – found that people’s conditions that matched did better on the test

Question 40

what did the study done by Godden and Baddeley (1975) on encoding specificity conclude?

Answer 40

-the conditions in which we encode the information should match the conditions in which we retrieve the information for better recall
see image 11

Question 41

explain the study done by Weingartner, Adefris, Eich, and colleagues (1976) on state dependent anxiety

Answer 41

-study showed participants were given a word list and were in 4 conditions: they learned the information either intoxicated or sober and took the test either sober or intoxicated – they found that as long as the state matches, people did better (all that to say don’t take tests intoxicated, as sober people still did better)

Question 42

what did the study done by Weingartner, Adefris, Eich, and colleagues (1976) on state dependent anxiety conclude?

Answer 42

the mental state we’re in during encoding should match the state we’re in when retrieving
see image 12

Question 43

explain the study done by Morris, Bransford, and Franks (1977) on transfer appropriate processing

Answer 43

gave participants a word list, then asked 2 types of questions to see if participants could remember the words. Participants were asked the superficial features of a word (ex. “Does the word rhyme with far?”) or the meaning of the word (ex. “Can you travel long distances in it?”). They also had people take 2 different types of tests: either a recall test or a rhyme test. – they found that if the people were focusing on the superficial features of a word during studying, they did better on that type of test, but if they focused on the meaning during studying, they did better on that type of test
see image 13