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Cog Psych
Power points
| Term | Definition |
|---|---|
| What is memory | - how we store, retain, and retrieve information later from what we learned. |
| Describe the Modal Model. How do each of the stores differ from each other? What are the processes used in the model? How does information flow within the model? | Sensory Memory- (holds onto sensory sounds or sights Short-term memory (holds info for a little while we think about it) Long-term memory (holds and stores the info for a long time) |
| Describe George Sperling’s experiments that argue that the capacity of sensory memory is quite large | George Sperling showed flash cards to people for a second and he found that more people could remember a few but forgot the rest. Sensory memory is being shown here and It tells how much it holds for a short amount of time. |
| Describe the experiments that look at the serial position effect. What accounts for the recency and primacy effects? Describe the experiments that investigate this. | Serial Position effect is when we remember the first (primacy) and the last (recency) when looking at a list. The earlier items go into long-term memory, but the last words go into short-term memory and stay there. |
| What is working memory? Why do we now refer to “working memory” instead of “short-term memory”? How do we measure working memory capacity? | Working memory is when an active mental area that is used for holding and using our information. It’s not necessarily short-term but does involve processing. |
| Describe the components of Baddeley’s Working Memory Model and how they work together. | Baddeley’s model shows: - Central Executive (controls attention) - Phonological loop (deals with words/sounds) - Visuospatial sketchpad (deals with images) - Episodic buffer (blends the info into “episodes”) |
| What is concurrent articulatory suppression | It’s a duty that is blocking the phonological loop and stops practice sounds in working memory. |
| What are all the way that information can get into long-term memory? | Repetition, understanding and making those personal connections for the information |
| What are the two things that memory depends | Encoding which (gets info in) and retrieval which (gets info out) |
| What is encoding specificity? What is context- and state-dependent learning? Describe the experiments showing evidence for these concepts. | . Encoding Specificity is the point where we remember information the best when it it’s the same topic or state of, we learned it. Studies have shown us we do the best when we recall during the same emotional and environmental state. |
| How is memory a network? How does one memory activate other memories? | Memory is a network by activating one memory and then related ones can be brought up through association. |
| Describe recall and recognition. How do they relate to source memory and familiarity? What evidence is there that they are independent (i.e., double dissociation)? | Recognition- identifying the information as similar. Recall- quickly bringing up information. Source Memory- (where the info comes from) and similarity (being similar or knowing) work apart. |
| Explain the False Fame Study and what it demonstrates | The study has shown people who rated unknown names as famous and if they have seen it earlier. That shows similarity can indeed deceive us into thinking something is big |
| Define explicit and implicit memory. What are the differences (i.e., double dissociation)? Describe the types of explicit and implicit memory from the Hierarchy of Memory Types. | Explicit Memory- conscious recall (facts) Implicit Memory- unconscious skills. Episodic (personal occurrences) and semantic (facts) for obvious, and procedural (the skills) and priming for implicit. |
| How do we test memory directly and indirectly? | Ask for the conscious recall, the indirect tests that measures unconscious memory (e.g priming) |
| Describe the illusion of truth and source confusion, citing experimental evidence. | Illusion of truth is when thinking reoccurring info is true. Source confusion is when we mixed up the location of where we learned the info. |
| Discuss processing pathways and perceptual fluency, including how they relate to familiarity judgments. | Familiarity can feel “easy” due to perceptual fluency (the ease of processing) and we usually trust familiar things that are being shown to us. |
| Describe retrograde amnesia and anterograde amnesia. What is Korsakoff’s Syndrome? What do patients with Korsakoff’s Syndrome tell us about memory? | Retrograde amnesia- cannot remember the past Anterograde amnesia- unable to form new memories. Korsakoff’s syndrome- affects the memory due to alcohol damage, that shows how critical certain brain areas are for the memory. |
| How does the memory network help and hurt our memory with schemas and understanding? What are intrusion errors? What is the trade-off of using schemas? | Schemas help us organize our memories but can lead us to intrusion errors (adding false details) |
| How do the experiments with the Experimenter’s Office and the Native American Story demonstrate using schematic knowledge? | People “remembered” anticipated details even if they were not there, showing schemas fill the blanks. |
| What does it mean to “reconstruct” our memories? | We can rebuild memories exactly like how we recall them, even sometimes adding some errors. |
| What is the DRM Paradigm? What are the typical results? | DRM shows people that words are related to a theme, even if the words are not being showed it is highlighting the false memories. |
| Describe the Loftus and Palmer (1974) car crash study that we demonstrated in class. What is the misinformation effect? | Changes the word (“smashed” vs “hit”) alters how fast people thought the cars were going, showing the wording can change our memories. |
| What is external validity? | The idea when the study’s results can apply real-world situations. |
| What factors make a false memory more likely? | Repeated exposure, suggestion, and emotional content. Which can make these false memories feel somewhat real |
| Why do false memories feel so much like real memories? Can we tell them apart by our confidence in the memory? Why or why not? Describe the Identify a Culprit experiment. The | The feeling of false memories can feel real due to our brain processing them likewise. Confidence cannot always reveal accuracy, being shown by the eyewitness where studies confident witnesses were occasionally wrong. |
| Describe the three main theories about how we forget and the evidence supporting each. | Decay Theory- memory that fades overtime. Interference Theory- the new info interfering with the old info. Retrieval Failure- not being able to access stored info. |
| What are the two phenomena underlying retrieval failure | Tip-of-the-tongue- the feeling of knowing something but not being able to recall it Context effects- forgetting in a different place. |
| How can we prevent forgetting? | Context clues help and also frequent review. |
| What is autobiographical memory? What are the three components of it? What is self-referential processing | Autobiographical memory is personal life memory, which includes emotional, spatial, and temporal info. Self-referential processing is connecting information out us. |
| What is memory consolidation? How does emotion enhance consolidation? | Consolidation makes memories stable. Emotion can make the memories stronger by activating the amygdala. |
| What happens to your attention and goals during emotional events? | During our emotional occurrences, we focus narrow to what we think is emotionally important. |
| What are flashbulb memories? Are they true or false memories? | Flashbulb memories are graphic, emotional memories. These memories can be incorrect but feel real. |
| Why are traumatic memories enhanced and vivid? What does stress do to memory (Alan Alda video in class)? | Stress can trigger memory areas, increasing details but also can twist. |
| What is the evidence that you’ll remember the material from this class over the course of your life? How does memory vary across ages? | The frequent use and the relevance can help us with retention. Our memory changes with our age, often affecting the speed than knowledge. |
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itsemma44
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