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Memory
Memory quiz
| Question | Answer |
|---|---|
| Learning curve | gradual slope representing increased retention of material as the result of learning |
| 4 elements that best help require new information | attention, chemical influences (stimulants), emotion, transfer of learning |
| how does stimulants affect how you aquire information? | they stir up the body's activity level and increase learning and memory. the increase level of brain chemicals allow more rapid learning. stimulants can overstimulate & create loss of learning. |
| how do depressants affect how you aquire information | the firing of brain nerve cells and they reduce learning. |
| state-dependent learning | learning that occurs in one chemical state is best reproduced when the same state occurs again. Ex; study on 3 cups of coffee, do best on test on 3 cups of coffee |
| Nancy's visit to the doctor | participants told a story about Nancy and her visit to the doctor. G 1 told the story as typical day. G2 told the story as if her life changed drastically. G2 was more interested in the store & remembered more than G1. |
| Transfer of learning | learning process in which learning is carried over from one task to another based on similarities between the tasks |
| Positive transfer of learning | transfer of learning that results from similarities between 2 tasks Ex; chemistry to physics, latin to spanish |
| Negative transfer of learning | interference with learning that results from differences between the two otherwise similar tasks. Ex; know how to drive automatic and try to drive manual ; biology to history. |
| Schema | a cognitive framework or concept that helps us organize and interpret information. it helps us understand new people, places, and things by placing them into existing schemas. |
| Elaboration process | involves making as many associations with a main idea as possible so when you remember the main idea you remember the association you made and work your bway back to the main idea |
| Mnemonic devices | making strange or silly associations in order to remember something |
| principle learning | involves first remembering the principal or main idea to remember more specific details about this idea |
| chunking | involves breaking or chunking something into smaller pieces in order to remember it easier |
| retaining information | methods and systems by which we remember and the factors that go into causing us to forget what we have learned |
| overlearn | learning beyond one perfect recitation to negate the forgetting curve |
| recall | ability to bring back and integrate many specific learned details |
| recognition | ability to pick the correct object or event from a list of choices |
| interference theory | we forget because new and old material interfere with each other |
| encoding | suggest our memory is stored in a code we don't understand. finding this code in a sequence creates a thought |
| theory 1 | synapses grow once a pattern is established |
| theory 2 | memories are stored in certain areas and stimulation can lead to nerves firing |
| theory 3 | special types of memories are stored in the front most part of the brain |
| amnesia | the loss of memories such as facts, information and experiences |
| eidetic imagery | the ability to see an object soon after you look away |
| why is eyewitness memory is often so wrong | its often wrong because people are influence by other witness or officer statements, there's little exposure of the person committing the crime/ the actual crime, stress and fear, face/head coverings, and weapon focus rather than face focus |
| path of information through memory systems | sensory to short term to long term |
Created by:
anael
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