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Chapet 7 Memory
Memory
| Question | Answer |
|---|---|
| Encoding | Sends information to long-term store |
| Retrieval | Brings information from LTM to working memory |
| Attention | Selects information from sensory memory |
| Sensory Memory | Preserves information in its original sensory form for a brief time, usually only a fraction of a second |
| What is Sensory Memory's function, capacity and duration? | Function:To sustain sensations foridentificationCapacity: Very large (“scenic”) Duration: Very short (i.e., ½-3 sec) |
| Iconic memory | The visual sensory store |
| Sperling experiment | Subjects saw three rows of letters for short second thand they had to remember which row was colored... |
| What is short term memory? | Is a limited capacity store that can maintain unrehearsed information for up to about 20 seconds. |
| What is the function, capacity and duration of STM? | Function:To do conscious work; to thinkCapacity: Seven items plus or minus one or twoDuration:10-15 seconds |
| What is working memory? | Alan Baddeley proposal of a more complex modular model of short term memory. |
| Phonological loop (working memory) | Evolved to facilitate the acuistion of language,and its the first component working memory model. "temperaraly hold on phone number" |
| Visuospatial sketchpad | permits people to temporarily hold and manipulate visual images. |
| Central executive system | It controls the deployment of attention,switching the focus of attention and dividing attention as needed. |
| Implicit Memory | is remembering something without being aware that you are remembering it. It is an automatic or an unconscious form of memory. |
| Explicit (or declarative memory) | conscious awareness, things you remember deliberately.Memory in which there is a need for conscious recollection in order to recall something |
| priming effects | if recent exposure to stimulus, more likely to respond with that stimulus |
| classical conditioning effects or emotional conditioning | event-event learning formed outsideconsciousness |
| What is the function, capacity and duration of LTM? | Function:To tie together the past with thepresentCapacity:Enormous(essentially unlimited)Duration: Permanetly |
| Levels of processing theory | The theory holding that deeper levels of mental processing result in longer lasting memory codes. |
| Schema | Is an organized cluster of knowledge about a particlar object or event abstracted from previous experience with the object or event.(ie, the office that didnt have books, but thought that there were books b/c of their schema) |
| flashbulb memories | are unusually vivd and detailed recollection of momentous events |
| semantic network | Consists of nodes representing concepts,joined together by pathways that link related concepts. |
| spreading activation | ie when people think about a word, their thoughts naturally go to related words, this is a rocess called spreading actiation within a semantic network. |
| What is a tip of the tongue phenomena? | The temporary inability to remember something you know, accompanied by a feeling that it's just out of reach. |
| reconstruction of memories | Part of what people recall about an event is the details of that particular event and part is a reconstruction of the event based on their schemas. |
| What did Elizabeth Loftus find with regard to memory change? Planting memories? | that misinformation effect occurs when participants' recall of an event they witnessed is altered by introducing misleading postevent information. |
| source monitoring | involves making attributions about the origins of memories, ie "did i read that in new york times or in rolling stone?" |
| Reality monitoring | The process of deciding whether momories are based on external sources(one/s perceptions of actual events) or internal sources(one's thoughts and imaginations) ie "did i pack the umbrella or only think about packing it? |
| What is Ebbinghaus’s forgetting curve? | trom his experiments on himself, he concluded thatforgetting is extremely rapid immediately after original learning and then levels off. |
| Recall | Measure of retention requires subjects to reproduce information on their own without any cues. ie. fill in the blanks on tests |
| Recognition | Measure of retention requires subjects to select previously learned information from an array of options. ie mutiple choice questions |
| What is interference? | People forget information because of competition from other material. |
| What is decay? | Forgetting occurs because memory traces fade woth time. |
| Encoding specificity principle | the value of a retrieval cue depends on how well it corresponds to the memory code |
| What is transferappropriate processing? | Occurs when the initial processing of information is similar to the type of processing required by the subsequent measure of retention |
| What is long-term potentiation? | is a longlasting increase in neural excitability at synapses along a specific neural pathway. |
| What is anterograde amnesia? | involves the loss of memories for events that occur after the onset of amnesia |
| Retrograde Amnesia | involves the loss of memories for events that occurred prior to the onset of amnesia |
| What is the role of thehippocampus? | critical for many types of long term memory, damage to it causes severe memory impairment. |
| amygdala | Is critical to the formation of memories for learned fears and may also contribute to the consolidation of other emothional memories. |
| Rehearsal | Maintains information in working memory |
| George Miller | known for identifying the capacity of short-term memory as "seven plus or minus two items" |
| parallel distributed processing models | They make sense based on research from neurophysiological research.It requires the execution of operations in a sequence.It explains the blazing speed of human's cognitive functioning better then other models do.They provide a plausible account for how me |
| Which of the following sequences represents progressively deeper levels of processing? | structural, phonemic, semantic |
| Procedural memory | is memory for actions, skills, and operations, memory for how to do things. |
| Retroactive Interference | is when a person has difficulty recalling old information because of newly learned information. For example, you may have difficulty skiing because of recently learning how to snowboard. |
| Semantic Encoding | type of encoding in which the meaning of something is encoded as opposed to the sound or vision of it |
| Acoustic encoding | is the processing of sound, particularly the sound of words. |
| Declarative memory | is the aspect of human memory that stores facts. |
| Primacy effect | longterm memory effect |
| Recencey effect | short term memory effect |
| Episodic Memory | specific time and specific place in your life, Mr.Warring lost. memory for a specific apsode in your life. "i remember when we did..." ie. what did |
| Semantic Memory | refered to as general knowledge. ie. "what is your mothers name?" |
Created by:
mhalet
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