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Memory (ch. 7)
Psych 111 Intro to Psych
| Question | Answer |
|---|---|
| Retains for 1-2 seconds Large capacity Information is unprocessed | Sensory Memory |
| Acts as a holding bin | Sensory Memory |
| 1/2 second longer in visual subsystem -- iconic memory | Sensory Memory |
| Longer in auditory system -- echoic memory | Sensory Memory |
| Decides if it's worth processing: is it important to pay attention to/should I listen to this? | Sensory Memory |
| Memory can then move to the "next box" -- short term memory | Sensory Memory |
| Houses our working memory Lim | Short Term Memory |
| Helps your write down things like a sentence or idea presented in lecture. | Short Term Memory |
| Holds limited amount of info for up to 20-30 seconds. | Short Term Memory |
| Pattern recognition Magic # Digit Span test | Short Term Memory |
| compares to info already in our LTM ---- goes to LTM or decays/is lost. | Pattern Recognition |
| # of items we are able to hold in our short term memory. 7+/-2 (belief) [doesn't matter if small or large pieces of info] 4+/-2 (updated findings) | Magic Number |
| This method can help increase the capacity of short term memory. | Chunking |
| Combines smaller bits of info into bigger familiar pieces. Strategy which helps us hold information, cultural variations, grouping things together. | Chunking |
| Example: "one-hundred and thirteen" vs. 1,1,3 IBMCIAFBI vs. IBM-CIA-FBI | Chunking |
| Example: HO TB UT TE RE DO OP CO RN IN AB OW L vs. hot buttered popcorn in a bowl | Chunking |
| Longer storage for minutes to decades. Almost infinite capacity. Information usually stays there for person's whole life. Doesn't mean that we can always remember what's in it (might not be able to recall/retrieve info in it). | Long Term Memory |
| Organized by semantic categories. Contents: procedural memory declarative memory | Long Term Memory |
| Where your experiences, how to's, and basic things you do are stored. | Long Term Memory |
| Knowing "how" (to do things). Learned how to do them and then they are stored here. Ex: how to brush your teeth, ride a bike, do a puzzle, routine things that just "happen". | Procedural Memory |
| Episodic Memories: recall of personal facts. (experienced events, personal recollections) Semantic Memories: recall of general facts (facts, rules, concepts) | Declarative Memory |
| Example: remembering the capital of France remembering the rules for playing football | Semantic Memory |
| Example: remembering what happened in the last game of the World Series | Episodic Memory |
| Remembering to perform actions in the future. Strategy -- making lists | Prospective Memory |
| Example: I have to remember to buy stamps. I need to call my grandma later. | Prospective Memory |
| Remembering events from the PAST or previously learned information | Retrospective Memory |
| Example: How to drive a car, where you live. | Retrospective Memory |
| Determines how you'll put it in your brain. Shallow, Intermediate, Deep. | Depth of Processing |
| Done by structural encoding. | Shallow Processing |
| Emphasizes the physical structure of the stimulus. Ex: is the word written in capital letters? (I MISS YOU vs. i miss you & COME NOW vs. come now) | Structural Encoding |
| Phonemic encoding Song, poem. | Intermediate Processing |
| Emphasizes what a words sounds like. Ex: does the word rhyme with weight? | Phonemic Encoding |
| Semantic Encoding | Deep Processing |
| Emphasizes the meaning of verbal input. Ex: would the word fit in the sentence: "he met a ____ on the street?" | Semantic Encoding |
| People's tendency to fill in missing information. Errors are greater when the ethnicity of the subjects is different from the witness Ex: white person as witness, black person as suspect (wording can influence people's answers) | Eyewitness Testimony |
| Power of words can impact memories [way ?'s are worded can influence a person's response. Kids and adults can report accurately as well as be influenced in their recall. | Eyewitness Testimony |
| Dramatic + or - memories | Flashbulb Memories |
| Main aspect of trauma remembered. can distort details. accuracy fades over time. Personal recollections of 9/11 or Columbine Cohort differences (differences between age groups memories) | Flashbulb Memories |
| We don't remember it in the first place because we didn't learn it properly | Ineffective Encoding |
| Memories fade with time/ Not a factor in Long-term memory. You forget certain aspects as times passes | Decay Theories |
| Most recent versions are saved. Might not be what actually happened but your latest memory/revision of the situation. Ex: saving over a document as you edit a paper. | New Memories for Old |
| New info interferes with old info. Everything gets jumbled together. Ex: trying to remember everything for 3 exams in 1 week. | Retroactive Interference |
| Old info interferes with new info. Something you probably remembered conflicts with what you are now learning. | Proactive Interference |
| Painful memories blocked from consciousness *FREUD* Ex: make yourself forget things associated with pain. | Motivated Forgetting |
| Forget because you haven't figured out what you need to help remember (retrieval cues). Context, mental/physical states can be retrieval cues "back to the scene of the crime" | Cue Dependent Forgetting |
| Examples: context, mental, physical states | Retrieval Cues |
| Example: "back to scene of the crime" | Retrieval Cues |
| Refers to memory deficits (inaccurate recall of the origin of info) | Amnesia |
| Deficit in recalling events that happened before the onset of amnesia. CAN'T remember old information. | Retrograde Amnesia |
| Example: in Full House when Michelle falls off the horse. | Retrograde Amnesia |
| Deficit in learning subsequent to the onset of the disorder. CAN'T remember new information (Memento). | Anterograde Amnesia |
| Example: in movie 50 First Dates. | Anterograde Amnesia |
| Range of cognitive impairments like memory loss after an accident. Can be substantial, but decreases to the level of events surrounding the accident. | Post-Traumatic Amnesia |
| Remember traumatic events but NOT events directly surrounding the traumatic event. | Post-Traumatic Amnesia |
| Example: in Grey's Anatomy when Rebecca can't remember her name, where she's from, etc. | Post-Traumatic Amnesia |
| The inability to remember things from the 1st years of life. VERY COMMON | Childhood Amnesia |
| Kids don't remember much from when they are little. | Childhood Amnesia |
| Clinical condition where people lose cognitive abilities and functioning to the degree which it impedes normal activity and social relationships. | Dementia |
| Most common form is Alzheimer (but not the only form) | Dementia |
| Involves significant memory loss and forgetting | Alzheimer |
| Memory loss for recent events and familiar tasks. Changes in cognitive functioning leading to a change in personality (more suspicious and irritable). Lose ability to perform simple functions. Aphasia. Apraxia. Agnosia. | Alzheimer Symptoms |
| Inability to use language. | Aphasia |
| Inability to actually carry out coordinated body movements. | Apraxia |
| Inability to recognize familiar objects. | Agnosia |
| Formed by plaques/tangles in areas of the brain controlling memory or vital cognitive functioning. | Alzheimer Cause |
| Diagnosis done by exclusion because not 1 specific indicator. Historically done via autopsy for tangles/plaques central to disease. | Alzheimer Cause |
| 1) Recall 2) Recognition 3) Relearning | Measuring Memory |
| Ability to retrieve info which has been learned earlier (like a short answer). | Recall |
| Example Recall Task: list names of 7 dwarves. | Recall |
| Ability to identify previously encountered info (multiple choice). | Recognition |
| Example Recall Task: which of the following lists were dwarves? | Recognition |
| Effort is saved in learning things that were previously learned. | Relearning |
| The capacity to retain and retrieve info. | I sent K they Memory |
| 1) Primacy Effect 2) Recency Effect 3) Frequency 4) Distinctiveness 5) Chunking | Memory + Recall Tasks Illustrated |
| Memory of beginning pieces of a list. Usually remember 1st thing on a list. | Primacy Effect |
| Memory of the end pieces of the list. Usually remember last thing on a list. | Recency Effect |
| Numerous mentions increase memory. Ex: remember word "night" because it was on the list 3x. | Frequency |
| Increases likelihood. Something out of the ordinary will be remembered. Ex: artichoke | Distinctiveness |
| Increases memory. Grouping words like "toss" and "turn" together. | Chunking |
| ____________ memory needs to be assessed. | Reconstructed |
| How to best learn info. Varies by person. | Effective Encoding |
| How to put info in, retain, store, and retrieve. | Encoding |
| Retain in short term memory. Ex: repeating a phone #. | Maintenance Rehearsal |
| Know it, review, practice, give meanings. | Elaborative Rehearsal |
| Create visual images to represent word/concepts to remember. | Visual Imagery |
| Match up existing visual images with concepts. | Loci Method |
| Example: picture your bedroom, and put an item in each area of the room. Associate things with the lamp, bed, computer, desk, chair....useful when having to remember lists. | Loci Method |
| Systematic strategies for remembering info. Memory tricks or useful tools to aid memory. | Mnemonics |
| Example: ROY G BIV | Mnemonic |
| Memory is enhanced by using semantic and visual codes since either can lead to recall. | Dual-Coding Theory |
| Example: Chase and Simon research with chess players | Dual-Coding Theory |
| Players were able to remember pieces when placed meaningfully, and unable to remember when placed randomly. Expert knowledge helps memory of relevant BUT NOT irrelevant info. | Dual-Coding Theory |
| Memory and minds are like a computer. Encoding. | Information Processing Model |
| Different levels of processing impact encoding. | Levels of Processing |
| Shallow, Intermediate, Deep | Levels of Processing |
| 1) Sensory Memory 2) Short-Term Memory 3) Long-Term Memory | 3 Box Model of Memory |
Created by:
schlechy
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