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Psychology Ch 6
Stack #127959
| Question | Answer |
|---|---|
| encoding | the process of transforming information into a form that can be stored in memory |
| storage | the process of keeping or maintaining information in memory. |
| retrieval | how we remember; The process of bringing to mind information that has been stored in memory. |
| sensory memory | the memory system that holds information from the senses for a period of time ranging from only a fraction of a second to about 2 seconds. |
| iconic | visual memory .2 seconds |
| echoic | auditory memory 2-5 seconds |
| short term memory (STM) | The memory system that codes information according to sound and holds about seven (from five to nine) items for less than 30 seconds without rehearsal; also called working memory 20 seconds |
| you are able to remember ____ unrelated items for up to 20 seconds | 7 |
| chunking | A memory strategy that involves grouping or organizing bits of information into larger units which are easier to remember |
| long term memory (LTM) | The memory system with a virtually unlimited capacity that contains vast stores of a person's permanent or relatively permanent memories. |
| declarative memory | the subsystem within long term memory that stores facts information, and personal life events that can be brought to mind verbally or in the form of images and then declared or started; also called explicit memory |
| episodic memory | things remembered in the order they have been experienced; the type of declarative memory that records events as they have been subjectively experienced |
| semantic memory | the type of declarative memory that stores general knowledge, or objective facts and information; academic memory |
| People with dementia don't have a _____________ memory but have a good ________________ memory | declarative, nondeclarative |
| nondeclarative memory | the subsystem within long-term memory that stores motor skills, habits, and simple classically conditioned responses; also called implicit memory |
| _________________ is memory that is easier to learn but easier to forget | declarative |
| _______ harder to learn and harder to forget | nondeclarative memory |
| Why do we forget things? | 1. importance of memory 2. distorted memory due to schema |
| recall | most difficult; a memory task in which a person must produce required information by searching memory. |
| recognition | a memory task in which a person must simply identify material as familiar or as having been encountered before |
| relearning method | a measure of memory in which retention is expressed as the percentage of time saved when material is relearned compared with the time required to learn the material originally. |
| Transforming information into a form that can be stored in memory is the process of _______________. Bringing to mind the material that has been stored is the process of ________________. | encoding, retrieval |
| _____________ memory does not require consciousness. | nondeclarative |
| eyewitness testimony is not __________________. | reliable |
| schemas | How we categorize or make sense of something. The integrated frameworks of knowledge and assumptions a person has about people, objects, and events, which affect how the person encodes and recalls information. |
| False memory syndrome | remember something that didn't happen |
| repressed memory | pushed memory out of memory; motivated forgetting |
| what affect encoding | schema, repressed mem., false mem. |
| flashbulb memory | emotional, dramatic; an extremely vivid memory of the conditions surrounding one's first hearing the news of a surprising, shocking or highly emotional event. |
| eidetic imagery | photographic memory; the ability to retain the image of a visual stimulus for several minutes after it has been removed from view and to use this retained image to answer questions about the visual stimulus. Remember pattern |
| _______ found that, rather than accurately recalling information detail by detail, people often reconstruct and systematically distort facts to make them more consistent with past experiences. | Bartlett |
| When a person uses ____ to process information, both encoding and retrieval can be affected. | schemas |
| _______ memories are vivid memories of where and when an individual learned of a particularly dramatic event. | flashbulb |
| _________ is the ability to retain the image of a visual stimulus for several minutes after it has been removed from view. | eidetic imagery |
| what effect retrieval | serial position effect and state-dependant memory effect |
| serial position effect | the finding that, for information learned in a sequence, recall is better for the beginning and ending items than for the middle items in the sequence. |
| primacy effect | more likely to remember 1st thing; the tendency to recall the first items in a sequence more readily than the middle items. |
| recency effect | more likely to remember the last thing; the tendency to recall the last items in a sequence more readily than those in the middle |
| state dependant memory effect | the tendency to recall information better if one is in the same pharmacological or psychological state as when the information was encoded |
| when children learn the alphabet they often can recite A, B, C, D and W, X, Y, Z before they can recite the letters in between. This is because of the _______. | serial position effect |
| Both____________ and ___________ can provide retrieval cues for memories. | context, odors |
| The ____ happens when individuals acquire information while in a pharmacologically altered state of consciousness or when experiencing a particular emotion. | state dependant memory effect |
| The hippocampus is involved primarily in the formation of ______ memories; the rest of the hippocampal region is involved primarily in the formation of ________ memories. | episodic, semantic |
| H.M. retained his ability to add to his ____ memory. | nondeclarative |
| __________ is the long lasting increase in the efficiency of neural transmission at the synapses; it may be the basis for learning and memory at the level of the neurons. | long term potentiation |
| Memories of circumstances surrounding threatening situations that elicit the fight or flight response activate the ___________. | amygdala |
| encoding failure | a cause of forgetting that occurs when information was never put into long term memory |
| decay theory | the oldest theory of forgetting, which holds that memories, if not used, fade with time and ultimately disappear altogether |
| interference | a cause of forgetting that ocurs because information or associations stored either before or after a given memory hinder the ability to remember it |
| motivated forgetting | don't want to remember; forgetting through supression or repression in order to protect oneself from material that is painful, frightening, or otherwise unpleasant. |
| prospective forgetting | not remembering to carry out some intended action. Forgetting to remember based on motivation. |
| ______ invented the nonsense syllable, conceived the relearning method for retention, and plotted the curve of forgetting. | ebbinghaus |
| To minimize interference, it is best to follow learning with ______. | skeep |
| According to the text, the major cause of forgetting is ________. | interference |
| retrieval failure | on tip of tongue not being cued in the right way |
| the ability to recite a number of nursery rhyme from childhood is probably due mainly to ____. | overlearning |
| What is the difference between declarative and non declarative memory? | Declarative memory has episodic memory and semantic memory whereas nondeclarative has motorskills, habits and simple classically conditioned responses |
| What are the three kinds oc memory tasks? | recall, recognition and relearning |
| How do schemas effect memory? | People often fit their experiences into schemas |
Created by:
sherbrry