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PSYC 1200- 7.2
| Term | Definition |
|---|---|
| Declarative/ Explicit memory | memories that involves conscious minds; can be described verbally |
| what does Declarative/ Explicit memory include? | knowledge about general information (recognizing the face of a man in the dollar bill) and specific happenings in life (ex. answering where you went for lunch) |
| Declarative/ Explicit memory | memories that involves conscious minds; can be described verbally |
| Non-declarative/ Implicit memory | memory for previously learned skills and association that guide thoughts, and actions automatically and unconsciously |
| what does Declarative/ Explicit memory include? | knowledge about general information (recognizing the face of a man in the dollar bill) and specific happenings in life (ex. answering where you went for lunch) |
| example of declarative memory | performing to demonstrate is easy, but hard to explain how to do through talking about it. |
| Non-declarative/ Implicit memory | memory for previously learned skills and association that guide thoughts, and actions automatically and unconsciously |
| episodic memory | memory for specific, autobiographical vents in life |
| example of declarative memory | performing to demonstrate is easy, but hard to explain how to do through talking about it. |
| example of episodic memory | remembering when you last went to a movie |
| episodic memory | memory for specific, autobiographical vents in life |
| semantic memory | general knowledge about the world that does not involve accessing details of any particular life experiences |
| example of episodic memory | remembering when you last went to a movie |
| semantic memory | general knowledge about the world that does not involve accessing details of any particular life experiences |
| example of semantic memory | knowing the difference between an elf and a leprechaun |
| what does the neurological patient, Kaicy, have impairment on? | system that represents episodic memories, but symantic memory system was not impaired |
| procedural memory (classically conditioned responses) | knowledge about how to perform actions (ex. dance routines) (classically conditioned responses) |
| PHYSICIAN: Claparede | the first time he met a woman with an amnesia, he stick a pin on his hand, in order to poke her. The following day, she wasn't able to recognize Claparede but when he offered to shake her hand, she refused to shake it without knowing why. |
| priming | involves an unconscious influence of an experience on subsequent thoughts or behaviours |
| what does Claparede's experiment prove? | an experience can alter a person's behaviour without having any memory for the experience |
| word-stem completion task | |
| procedural memory (classically conditioned responses) | knowledge about how to perform actions (ex. dance routines) (classically conditioned responses) |
| SCIENTIST: Hebb | "Cells that fire together, wire together" experiences strengthen the connection between neurons. Hence, changing structure of our brains. |
| priming | involves an unconscious influence of an experience on subsequent thoughts or behaviours |
| word-stem completion task | buying a watermelon at superstore the other day: then once you get home, and see the watermelon, it stimulates a flashback of the things that happened at the grocery store; all because of the neurons that have fired together on that grocery day |
| SCIENTIST: Hebb | "Cells that fire together, wire together" experiences strengthen the connection between neurons. Hence, changing structure of our brains. |
| consolidation | binding together of strong connections between pattern of neural firing that is associated with that experience (to remember an event over a long period of time |
| Long-term potentiation | when neurons across the brain fire at the same time, the bonds between them get stronger. When one or more neurons fire in the future, others will more likely fire as well. |
| RESEARCHER: H.M. (Molaison) | involved with memory neural science, and the development of |
| example of Long-term potentiation | buying a watermelon at superstore the other day: then once you get home, and see the watermelon, it stimulates a flashback of the things that happened at the grocery store; all because of the neurons that have fired together on that grocery day |
| consolidation | binding together of strong connections between pattern of neural firing that is associated with that experience (to remember an event over a long period of time |
| RESEARCHER: H.M. (Molaison) | involved with memory neural science, and the development of theoretical model of human memory |
| anterograde amnesia | inability to remember any events occuring after some brain-altering experience (but can |
| Hippocampus | in the lymbic system; critical for the formation of new memories |
| what structure of the brain strengthens neural connections and enables retention of declarative memories? | Hippocampus |
| retrograde amnesia | impairment in remembering experiences that occurred for some period of time before the brain trauma or surgery |
| example of retrograde amnesia | when a person gets into a car accident, the are unable to remember the last few moments that occurred prior to their accident |
| what factors do forgetting and remembering depend on? | factors present at encoding and retrieval |
| rote learning | merely repeating information over and over with a goal of remembering for a long term; but not actively doing it |
| craik and watkin's study | the amount of time repeating the words had no effect on the likelihood of remembering them |
| maintenance rehearsal | supports keeping information active in working memory; prolonging exposure to information by repeating it. Poor way of transferring information to LTM |
| mindless repetition and rote learning | maintenance rehearsal |
| elaborative rehearsal | thinking about the information we want to remember later in as many different ways as possible at the level of meaning. |
| shallow processing | thinking about the appearance of the word |
| example of shallow processing | recognizing the capital letters and the spelling of the word |
| intermediate processing | thinking about what the word sounds like |
| deep processing | thinking about the meaning of the word |
| example of intermediate processing | Showing the word : forest answering the question: "does FOREST rhyme with 'florist'?" |
| example of deep processing | Showing the word : ANTLER answering the question: "is ANTLER related to a deer?" |
| in the chart, which level of processing were participants more successful in remembering information? | Deep processing |
| self-reference effect | thinking about the information in a way that relates to ourselves |
| survival processing | thinking about information in a way that relates to personal survival |
| recognition | identifying something (object, person) as a thing that we have encountered or experienced before |
| recall | requires bringing to mind details about a previous experience |
| example of recall? | listing the names of all people in your yearbook |
| example of recognition | identifying the names of the students by showing pictures, in your yearbook |
| retrieval cues | hints of certain memories that allows you to have a flashback when you see a certain object that represents that particular event of your past |
| example of retrieval cues | thinking about an Easter worksheet back in Grade 5 might cue a memory for unfortunate creative deviation from the assignment |
| encoding specifity principle | degree of match between the current situation and the event we try to remember |
| context dependent memory | remembering your last time at the zoo, is easier if you are at the zoo, than when you are not |
| context dependent forgetting | occurs when a mismatch occurring at encoding vs. occurring at retrieval, impairs a success in remembering |
| context dependent remembering (reinstatement effect) | when you return to original location and the memory suddenly comes back |
| state-dependent learning | when one's internal state at the time of encoding, matches their internal state at the time of retrieval |
| experiment done in state-dependent learning | being under the influence of marijuana will obviously have negative effects on one's health. But in an experiment, participants were able to encode more information when they are given marijuana prior to being given a task to remember a word list |
| experiences that are emotional can be more memorable since they motivate more ______. | elaborative rehearsal |
| what do emotional reactions after learning information enhance? | successful remembering of information |
| mood-dpendent memory | indicates that people remember better if their mood at retrieval, matches their mood at encoding |
| what are the limitations of mood-dpendent memory | it has small effect on recognition memory; and larger effects on recall-based tests. |
| influence of emotion can be dramaric when _____. | the stimuli is emotional in nature |
| weapon focus | tendency to focus on a weapon at the expense of peripheral information including the identity of person holding the weapon |
| when is emotion's largest influence? | consolidation of information (STM to LTM) |
| study of Nielson and Colleagues | the group who watched the more emotional (performing surgery) recalled more word lists. |
| what did study of Nielson and Colleagues prove? | the emotional arousal associated with the video helped with the consolidation of the word list. |
| example of weapon focus | when the victim was presented a gun, the victim was focusing on the gun and not the criminal's face |
| flashbulb memories | extremely detailed memory about an event and the condition surrounding how one learned about the event |
| what are the reasons for flashbulb memories? | events are so shocking, that details are a oermanent mental photograph |
| encoding | transforming sensory and eprceptual information intomemory traces |
| retrieval | accessing memorized information in order to make use of it in the present moment |
| what is storage? | the time and manner to which information is retained between encoding and retrieval |
| in terms of brain parts, how can they explain context-dependent memory? | there are increased activity in hippocampus and parts of the prefrontal cortex (right frontal lobes). |
| what region ofthe brain is known for retrieval processes? | right frontal lobes |
| example of context dependent remembering | when you comeback to your room and think "Oh Yeah, Tape!" |
| mnemonic | techniw=que to improve memory for specific information |
| method of loci | a mnemonic that connects words to be remembered to locations along a familiar path |
| example of method of loci | if you need to remember to buy milk and noodles, and you pass by a garbage bin and picture it as hacing lots of noodles litter |
| examples of first-letter technique | "Bad Students Get Low C's" |
| dual coding | when information is stored in more than one form |
Created by:
corrp
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