Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Unit 7 Test Review
AP
| Term | Definition |
|---|---|
| Memory | The persistence of learning over time through the storage and retrieval of information |
| Connectionism | A modern-information processing model that views memories as emerging from particular activation patterns with neural networks |
| Sensory | The ability to retain sensory information after stimuli has ended less then one second |
| Short-Term | Consciously activated, but limited to memory. Hold less then 7 objects. Its activation processing leads it to be characterized as working memory |
| Long-Term | Relatively Permanent and Limitless Storehouse of the Memory System. Where flashbulb memories are held. |
| Iconic Memory | Photographic, or picture-image, memory that lasts for only a few tenths of a seconds |
| Iconic Memory Example | For a small time, lighting flash disappear, you retain a vivid mental image of its ragged lines |
| Echoic Memory | Sensory memory for sounds just perceived. Lasts for about 3 to 4 seconds. |
| Echoic Memory Example | After hearing a dark bark, you have a vivid auditory impression of the dog's yelp |
| Haptic Memory | Refers to the collection of data acquired by touch after a stimulus has been presented |
| Iconic Memory by George Sperling | Presenting to participants 3 rows of three letters for only a twentieth of a second. Demonstrates people's iconic memory. Participants had a momentary photographic memory of all nine letters. |
| Short Term Memory | Our immediate short term memory for new material is limited to 7 bits of information. "The magic number 7, plus or minus 2". Short term memory is slightly better for auditory information than for visual information. |
| Long Term Memory | The human capacity for storing long term memories is essentially unlimited |
| Information Processing | Encoding: The process of getting information into memory (camera). Storage: The process of retaining memories (memory card). Retrieval:The process of getting information out of memory (Hard drive) |
| Parallel Processing | Processing many aspects of a problem simultaneously. Parallel Processing allows many sensory experiences to be encoded all at once, some automatically, and some with effort |
| Parallel Processing Example | When you look at the bird, you simultaneously process color, depth, form, and movement |
| Semantic Processing | The process which information is encoded by its meaning |
| Semantic Processing Example | The fact that our preconceived ideas contribute to our ability to process new information best. Rephrasing material in your own words. Self-Reference Effect |
| Automatic Processing | Encoding that occurs with no effort or a minimal level of attention |
| Automatic Processing | You cannot remember what proactive reference means, however you remember the term appeared on the fourth line of a left page in the textbook |
| Effortful Processing | Encoding that requires conscious attention. It can come automatic with practice. |
| Effortful Processing Example | Recorded information played during sleep is registered by the ears but not remembered. Retention of information is effortful processing |
| Rehearsal | Conscious repetition of information, either to maintain it in consciousness or to encode it for storage. |
| Hermann Ebbinghaus | A pioneering researcher that made use of nonsense syllables. He discovered that the amount remembered depends on the time spent learning |
| Ebbinghaus Retention Curve | Illustrates the values of rehearsal in the encoding process |
| Peterson and Peterson | People to count aloud back after they were presented with three consonants in order to prevent rehearsal. Study pointed at that short term memories have a limited duration without active processing and rehearsal. |
| Peterson and Peterson Findings | Found that unrehearsed short-term memories for three consonants almost completely decay in as short a time as 12 seconds |
| Spacing Effect | Distributed study time produces better long term recall. Massed practice can only produce short-term learning |
| Testing Effect | Repeated quizzing of information increases the chances it will be recalled |
| Serial Position Effect | The tendency to recall the first (primacy effect) and last items (recency effect) in a list better then the middle items. Proactive and Retroactive interference contribute most strongly to the serial position effect |
| Primacy Effect | The increased ability to recall items first on your list. This occurs because there is more time for rehearsal and more time to relate the piece of information to something meaningful |
| Primacy Effect Example | Your relative success in recalling various items one day after you first hear them listed in order will likely illustrate this effect |
| Recency Effect | Remembering the best items that come at the end of the list. |
| Recency Effect Example | Shortly after hearing a list of items, people tend to recall that last items in the list especially quickly and accurately |
| Imagery | Mental pictures; a powerful aid to effortful processing, especially combined with semantic encoding |
| Imagery Example | We are more likely to remember the words "typewriter, cigarette,fire" than the words "void, process, inherent" |
| Mnemonics | Memory aids, especially those techniques that use vivid imagery and organizational devices |
| Mnemonics Example | Learning "George Eats Old Grey Rats and Paints Houses Yellows helps him spell Geography |
| Peg-Word System | Items to be remembered are pegged to, or associated with certain images in a prearranged order |
| Peg-Word System | Visually associating five items needed from the grocery store with mental images of a bun, shoe, tree, door, and hive |
| Rosy Retrospection | Recalling the pleasurable high points of an experience while forgetting its more mundane moments |
| Rosy Retrospection Example | Elaine's memory of her Paris vacation is more positive today than it was last year just after she went |
| Chunking | Organizing items into familiar, meaningful units; often occurs automatically. |
| Chunking Example | Chess masters can recall the exact positions of most pieces after a brief glance at the game board. |
| Acronym | An abbreviation formed the initial components in a phrase or a word; a form of chunking. |
| Acronym Example | Using the mnemonic ROY G. BIV to remember the colors of the rainbow in the order of wavelength |
| Hierarchy | Composed of a few broad concepts divided and subdivided into narrower concepts or facts, |
| Hierarchy Example | Creating an outline in which specific facts and theories are located within the large framework of major topics and subtopics |
| Karl Lashley | Trained rats to solve a maze and then removed pieces of their cortex. He observed that storage of their maze memories was not restricted to specific regions of the cortex. |
| Memory Trace | A form of physical or chemical change in the nervous system. Researchers suggests that this is most likely to involve synaptic changes. |
| Memory Trace Example | Research by Kandel and Schwartz on sea slugs indicates that memory formation is associated with the release of certain neurotransmitters. When learning occurs through classical conditioning, the sea slug Aplysia releases more serotonin at certain snyapse |
| Long-Term Potentiation | The increase in a neuron's synaptic firing potential that contributes to memory formation. An effect of this is that a receiving neuron's receptor sites may increase |
| Long Term Potentiation | Rats given a drug that enhances LTP will learn a maze with half the usual number of mistakes, suggests that LTP provides a neural basis for learning and remembering associations |
| Flashbulb Memories Part One | Exceptionally clear memories of emotionally significant events. However, misinformation can distort flashbulb memories. Memory formation is facilitated by the body's release of stress hormones |
| Flashbulb Memories Part Two | Prolonged stress can shrink the hippo-campus and thus inhibit the process of long-term memory formation |
| Implicit Memory | A retention of skills and dispositions without conscious recollection. These are processed by the cerebellum |
| Implicit Memory Example | Remembering how to solve a jigsaw puzzle without any conscious recollection that one can do so |
| Explicit Memory | Conscious memory of factual information. These are processed by the hippocampus. Verbal information is stored in the left hippocampus and visual designs are stored in the right hippocampus |
| Explicit Memory Example | It includes memory of general information |
| Infantile Amnesia Part One | The inability for adults to retrieve information episodic memories before the age of 2-4 years. |
| Infantile Amnesia Part Two | An understanding of the distinction between implicit and explicit memories explains this. The hippocampus is the last brain structure to mature. |
| Recognition | Memories and perceptions that do not require depth processing |
| Recognition Example | An eyewitness to a grocery store robbery is asked to identify the suspects in a police lineup. A matching section on a test measures recognition |
| Recall | Memory or perception that is placed in long-term storage requiring a higher depth of processing. This provides the fewest retrieval cues. |
| Recall Example | An eyewitness to an auto accident is asked to what happened. A fill-in-the-blank section on a test measures recall |
| Relearning | A type of memory retrieval which is relearning previously learned information. Makes it easier to remember and retrieve information in the future and can improve the strength of memories. The speed of relearning confirms that information is stored&accesib |
| Relearning Example | Hermann Ebbinghaus relearning to assess the impact of rehearsal on retention |
| Retrieval Cues | Words, events, places, and emotions that trigger our memory of the past. Retrieval cues facilitate the process of priming |
| Retrieval Cues Example | The smell of freshly baked bread awakens vivid memories of your childhood. |
| Priming | The often unconscious activation of particular associations in memory |
| Priming Example | Reading a romantic novel causes you to recall an old experience with a high school partner |
| Context Effects | We recall learning best if tested in the same environment |
| Context Effects Example | After learning that kicking would move a crib mobile, infants showed that they recalled this learning best if they were tested in the same crib |
| Deja Vu | Refers to the eerie sense of having previously experienced a situation or event |
| Deja Vu Example | While in a context similar to one you've been in before, you see a stranger who looks and walks like one of your friends. These circumstances are likely to trigger the experience of deja vu. |
| State-Dependent Memory | Memory retrieval is most efficient when an individual is in the same state of consciousness as when the memory was formed. |
| State-Dependent Memory Example | After his last drinking spree, Tom hid a half-empty liquor bottle. He couldn't remember where he hid it until he started drinking. |
| Mood-Congruent Memory | Refers to the effect of emotional states on the process of retrieval |
| Mood-Congruent Memory Example | Compared with formerly depressed people, those who are currently depressed are more likely to recall their parents as rejecting and punitive |
| Transience | Decreasing accessibility to memory over time. Simple forgetting of long-past events |
| Absent Mindedness | Lapses of attention that result in forgetting. Forgetting location of car keys. |
| Blocking | Information is present but temporarily accessible. Tip-of-the-tongue |
| Misattribution | Memories are attributed to an incorrect source. Confusing a dream or a memory |
| Suggestibility | Implant memories about things that never occurred. Leading questions produce false memories |
| Bias | Current knowledge and beliefs distort our memories of the past. Recalling past attitudes in line with current attitudes |
| Persistence | Unwanted recollections that we can never forget. Traumatic War Experiences |
| Prevent Encode Failing | Engage in effortful processing |
| Examples of Encode Failing | Being unable to recall whether your watch has number or roman numerals, the inability which numbers accompany which letter, someones name because you werent paying attention, how Queen Elizabeth appears on a coin |
| Ebbinghaus Forgetting Curve | Indicates how well we remember information depends on how long ago we learned information. Use nonsense syllables to study memory, rate at which we forget new learned info is initially rapid and then slows then |
| Ebbinghaus Forgetting Curve Example | Based on the curve, your memories of psychological concepts will change by forgetting most psychological concepts after learning them, but the information recall after that drop will be there for years |
| Retrieval Failure Example One | Momentarily forgetting to remember a good friend's name |
| Retrieval Failure Example Two | Having the title of the song on the "tip of your tongue" |
| Older People vs Younger People | Less able to recall recently learned information |
| Retrieval Failure Example Three | Difficulty recalling the capital of the Netherlands, but correctly identifying it after given a list of cities |
| Retroactive Interference | Newly acquired information inhibits our ability to recall previously acquired information |
| Retroactive Interference Example | After studying biology all afternoon, you have difficulty remembering details of the organic chemistry material you memorized that morning |
| Proactive Interference | The disruptive effect of prior learning on the recall of new information. |
| Proactive Interference Example | Easily remember your old girlfriends name telephone number that you find it difficult to recall your new girlfriend's telephone number. |
| Proactive Interference with Ebbinghaus | Learning new list of nonsense syllables increasingly difficult due to this |
| Interference Studies | Research has found that people who sleep after learning a non sense list forget less than people that stay awake. Finding may provide evidence of this |
| Positive Transfer | Knowledge or skills about a previous topic help students learn a new topic |
| Positive Transfer Example | Taking French in Grade 9 and Taking Spanish in Grade 10. Finding out French helped you learn SpanisH |
| Repression Part One | A type of motivated forgetting in which anxiety-arousing memories are blocked from conscious awareness. It involves a failure in retrieval. Sigmund Freud stated we do this to anxiety arousing memories |
| Repression Part Two | The position of current researchers is that repression rarely occurs as it is difficult to forget emotional material |
| Repression Example | Compulsive gamblers frequently recall losing less money than is actually the case |
| Memory Construction | As we retrieve memories from our memory bank, we often alter them based on past experiences and our current expectations. Stereotypes can often influence the form in which information is retrieved from long-term memory |
| Source Amnesia | Inability to remember where, when, or how previously learned information has been acquired, while retaining factual knowledge. |
| Source Amnesia Example | After attending group therapy sessions for adult survivors of childhood sexual abuse, Karen mistakenly remembers details from other's traumatic life stories as part of her own life history |
| Research on Memory Construction | Indicates that false memories often feel as real as true memories |
| Compared with false memories | True memories are more likely to contain detailed information |
| Hypnotically Refreshed Memories | Often illustrate the misinformation effect |
| Overestimate | When we fall in love, we tend to do this how much we liked our partner when we first begin dating |
| Children's Eyewitness Recall Part One | Children are more susceptible to the misinformation effect, poses threat of children's recollections of abuse. To gain accurate eyewitness testimony from children, interviewers must use neutral words that children can understand |
| Children's Eyewitness Recall Part Two | Recollections of possible abuse is more credible if involved adults have not discussed the issue with them prior to the interview |
| Misinformation Effect | Refers to incorporation of misleading information into one's memory of an event. This effect best illustrates the dynamic of memory construction |
| Misinformation Effect Example | Loftus and Palmer asked observers of a filmed car accident how fast the cars were going when they "smashed" into each other, researchers created memories that the accident was more severe then actuality. They recall broken glass |
| Imagination Inflation | Imaging an event which never happened can increase confidence that it actually occurred |
| Imagination Inflation Example Part One | Researchers have found that visualizing an object and actually seeing that object activate similar brain areas. Researchers asked students to recall childhood events, including false memories such as breaking glass. |
| Imagination Inflation Example Part Two | Discovered that it was easy to lead people to construct false memories |
| Repressed or Constructed Memories of Abuse? Part One | Adults who have trouble remembering sexual abuse have often been lead by therapists to believe their memory difficulties are due to repression. Stressful life incidents have low chance of being repressed |
| Repressed or Constructed Memories of Abuse? Part Two | Psychologists agree we commonly recover memories of long-forgotten negative as well as positive events. Major psychological and psychiatric associations suggest memories before 3 are unreliable |
| Improving Memory Part One | Studying psychological concepts throughout the day will improve your memory by taking advantage of the spacing affect |
| Improving Memory Part Two | Mentally recreating the mood that accompanied your original learning of course material is an effective way to activate retrieval cure |
| Improving Memory Part Three | Answering practice test question about text material you have studied is a useful strategy for becoming aware of what you do not know yet |
| Improving Memory Part Four | By taking notes and class notes in your own words you are improving memory by encoding memory semantically |
Created by:
SinthuGotCash