Week 6 - Long Term Memory - Encoding, Retrieval, and Consolidation Flashcards
The process of acquiring information and transferring it into memory.
encoding
The process of remembering information that has been stored in long-term memory.
retrieval
(from LTM to working memory)
Rehearsal that involves repetition without any consideration of meaning or making connections to other information.
maintenance rehearsal
(no encoding and therefore poor memory)
Rehearsal that involves thinking about the meaning of an item to be remembered or making connections between that item and prior knowledge.
elaborative rehearsal
(better memory than maintenance rehearsal)
Proposed by Fergus Craik and Robert Lockhart, the idea that memory depends on how information is encoded, with better memory being achieved when processing is deep than when processing is shallow, levels of ______ theory.
processing
The idea that the processing that occurs as an item is being encoded into memory can be deep or shallow, ______ of processing.
depth
Processing that involves repetition with little attention to meaning, usually associated with maintenance rehearsal.
Shallow processing
(when a phone number is repeated over and over or attention is focused on a word’s physical features such as whether it is printed in lowercase or capital letters)
Processing that involves attention to meaning and relating an item to something else, usually associated with elaborative rehearsal.
Deep processing
(results in better memory than shallow processing)
Fill-in-the-blanks questions are associated with better/poorer memory?
Better
Proposed by Gordon Bower and David Winzenz, a learning task in which participants are first presented with pairs of words, then one word of each pair is presented and the task is to recall the other word, paired-_________ learning.
associate
( the participants who had created images remembered more than twice as many words as the participants who had just repeated the word pairs)
Memory for a word is improved by relating the word to the self, ______-_______ effect.
self-reference
(memory was better for the self condition than the common condition)
Participants more likely to remember words they connect to themselves. True/False
true
Memory for material is better when a person generates the material him- or herself, rather than passively receiving it, ________ effect.
generation
remembering words in a particular category may serve as a _____ cue, a word or other stimulus that helps a person remember information stored in memory.
retrieval
(category such as fruit helps remember words such as apple, plum, melon)
Organizing material to be remembered results in substantially better recall. True/False
True
Enhanced performance on a memory test caused by being tested on the material to be remembered, ________ effect.
testing
Memory effect called _______ interference occurs when previously learned information interferes with learning new information.
proactive
_________ relates to the phenomenon of chunking, grouping small elements into larger, more meaningful ones increases memory.
Organization
Advantage for short study sessions is called the ________ effect.
spacing
Memory performance is enhanced if sleep follows learning. True/False
True
(sleeping soon after studying can improve a process called consolidation)
A procedure for testing memory in which the participant is asked to remember stimuli that were previously presented.
free recall
(e.g. words previously presented by the experimenter or events experienced earlier in life)
A procedure for testing memory in which a participant is presented with cues, such as words or phrases, to aid recall of previously experienced stimuli.
cued recall
self-generated retrieval cues are easier to remember vs.
other-person generated cues
Results of Mantyla’s (1986) experiment.
= retrieval cues are significantly more effective when they are created by the person whose memory is being tested.
Retrieval can be increased by matching the conditions at retrieval to the conditions that existed at encoding. True/False
True
The principle that we learn information together with its context. This means that presence of the context can lead to enhanced memory for the information, ___________ specificity.
encoding
(e.g. Angela encoded many experiences within the context of her grandparents’ house. When she reinstated this context by returning to the house many years later, she remembered many of these experiences)
The principle that memory is best when a person is in the same state for encoding and retrieval. This principle is related to encoding specificity.
state-dependent learning
(memory is better when a person’s mood during retrieval matches his or her mood during encoding)
When the type of task that occurs during encoding matches the type of task that occurs during retrieval. This type of processing can result in enhanced memory, ___________ - appropriate processing.
transfer
(e.g. Morris experiment. Participants who did a rhyming-based encoding task did better on the rhyming test than participants who did a meaning-based encoding task. This result would not be predicted by levels of processing theory but is predicted by the principle that better retrieval occurs if the encoding and retrieval tasks are matched)
Proposed by Müller and Pilzecker, the process that transforms new memories into a state in which they are more resistant to disruption.
consolidation
(‘immediate’ list vs ‘delayed list’, delayed group had better performance)
Donald Hebb (1948),
(a) a stimulus is first presented. The record next to the electrode indicates the rate of firing recorded from the axon of neuron B. (b) As the stimulus is repeated, structural changes are beginning to occur. (c) After many repetitions, more complex connections have developed between the two neurons, which causes an increase in the firing rate, even though the stimulus is the same one that was presented in (a).
Sequence of events that occur during consolidation, according to the standard model of consolidation
(a) Connections between the cortex and the hippocampus (blue) are initially strong and connections between cortical areas are weak (dashed green). The activity between the hippocampus and cortex is called reactivation. (b) As time passes, connections between the hippocampus and cortex weaken (dashed blue) and connections between cortical areas become stronger (green). (c) Eventually, only intercortical connections remain.
