T3: PSYC 309 > Intro to Memory > Flashcards

Intro to Memory Flashcards

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1
Q

what is memory

A

= A group of processes involved in encoding, storing, and retrieving (recalling, reorganizing) information about our experience in the world

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2
Q

2 main types of memory

A
  • Short term memory
  • Long term memory
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3
Q

short term memory

A
  • limited capacity
  • short duration
  • thinsg we learned or experienced seconds ago
  • info fades if not attended to
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4
Q

long term memory

A
  • longer and bigger capacity
  • but also has a limit
  • long duration, especially if the info is personally and emotionally relevant
  • info can be retrieved from LTM
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5
Q

what do all types of memory ultimately do?

A

enable experience to shape future thoughts and behaviour

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6
Q

memory paradox

A
  • memory is fallible, can be lost or distorted
  • but also has an insane capacity
    –> Ancient greeks, mnemonists
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7
Q

what are 2 strategies used by mnemonists?

A
  • method of loci
  • visualization
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8
Q

method of loci

A

= Using locations within a familiar space as placeholders for information that you want to remember. Each location serves as a retrieval cue

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9
Q

visualization

A

creating novel mental images to represent aspects of the encoded information

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10
Q

do mnemonists have better overall memory, or just certain things?

A

just certain things
-> can memorize thousands of #s in sequence
–> but when compared to students, don’t have better memory in nonwords
–> so they perform better by improving their memory on certain practiced tasks
–> also typically have average autobiographical memory

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11
Q

what is encoding?

A

= Multi-stage process that allows us to store memories from STM in LTM (sometimes through rehearsal)

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12
Q

what is the process for encoding memory

A

stimulus –> sensory memory –> attention –> STM –> encoding –> LTM

(LTM –> retrieval –> STM)

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13
Q

sensory memory

A

Highly detailed but short-lived impressions of sensory information
–> when focused on visual info, called iconic

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14
Q

what is a necessary predecessor for encoding memory?

A

attention

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15
Q

what experiment did Sperling conduct?

A

Participants saw brief arrays of letters and numbers arranged in rows for about 50ms (SUPER brief)
–> when asked to remember from the whole grid, could remember 3-4 letters
–> but when cued by a tone to report a particular line, almost 100% of the letters in that line were remembered

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16
Q

what did Sperling’s experiments show?

A

that info must have persisted in iconic memory and was available when attended to
–> items can be stored as long as attention is directed to them
–> we can hold on to iconic memory and make it last longer

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17
Q

STM life span

A

limited
–> you can keep it going as long as you don’t shift attention but when you do, you have very little time

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18
Q

google effect

A

When people expect to be able to access relevant info on the Internet or on a computer, memory for that info is lowered
–> we spend less energy on memorizing
–> we’re also primed to think of search engine when faced with difficult factual questions

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19
Q

photo taking impairment effect

A

people remember less about objects they photograph than if they only observe them w/o photographing them

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20
Q

what are encoding strategies?

A

strategies that help us efficiently store info in STM and transfer it to LTM easier

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21
Q

are mnemonists brains diferrent to us?

A

nope, physically the same
–> regardless of the evidence like Maguire

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22
Q

what actually changed in mnemonists when they were trying to memorize facts?

A

the areas of the brain region that lit up
–> greater activity in regions also involved in spatial nativation and attention
–> likely due to the use of visualization strategy

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23
Q

name the 6 encoding strategies

A
  • chunking
  • elaboration
  • self-reference effect
  • hierarchical organization
  • depth of encoding
  • spacing effect
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24
Q

chunking

A

Organizing smaller bits of info into larger, meaningful combinations

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25
elaboration
Linking the material you are trying to learn to knowledge already in your LTM
26
self-reference effect
Enhanced encoding when people link to-be-remembered info to their own interests SEE ALSO --> self-imagining = imagining something from a personal perspective (also useful for memory)
27
hierarchical organization
Rearrange material acc to hierarchical organization, a meaningful network of associations in which items are linked to increasingly global categories
28
3 depths of encoding
depends on what you attend to during encoding Shallow = is the word uppercase or lower Intermediate = what does the word rhyme with Deep = would that word fit into this sentence? Deep encoding is linked to better memory
29
spacing effect
found by Ebbinghaus --> Studying in shorter, spaced out study sessions is more effective to cramming --> distributed practice results in better memory performance
30
what are 3 effects that may also affect memory?
- recency effect - emotional value - von restorff effect = when words have a particular uniqueness on any given list
31
what is retrieval
accessing memories from a storage NOT like replaying a recorded video
32
3 effects during retrieval
- testing effect - generation effect - retrieval cues
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testing effect
enhanced memory after retrieval practice --> remembering material better after being tested on it
34
retrieval practice
Practice in retrieving info leads to better retention of material than repeated studying
35
generation effect
Enhanced memory for a self-generated list of items, relative to items that were passively memorized --> People have better memories after being asked to complete a word rather than just after reading it
36
retrieval cues
Clues in the environment or in our stored representations of experiences that affect memory
37
2 types of retrieval cues
- context-dependent memory - state dependent memory
38
context-dependent memory
Improved memory when the retrieval context matches the learning context
39
state-dependent memory
= memory is enhanced when people’s internal states at retrieval match their internal states at encoding --> Incl. mood-dependent memory --> and being under the influence
40
how do we know about context-dependent memory? who conducted the study?
Baddely --> divers learnt in the water and on land --> performed better if they took the test n the same context where they learnt it
41
what is autobiographical memory / episodic memory?
Involves remembering the details of an event, bound to the time and place where it occurred --> intimately tied to the self
42
infantile amnesia
Inability to remember earlier yrs of our lives --> Likely due to the late de of several brain regions important to memory
43
does autobiographic memory improve as we get older?
yes, to a degree, but when we're old we get less specific bc of changes in the connectivity between PFC and hippocampus
44
hyperthymestic syndrome
= highly superior autobiographical memory --> abnormally better at remembering details from their life --> JUST better in autobio memory, not at encoding #s etc
45
what does brain area evidence suggest about hyperthymestic syndrome?
they have slightly different brain regions --> inferior and middle temporal gyri, temporal pole, anterior insula etc are slightly different, showcasing their importance in memory --> also have more white matter ie insulated axons
46
how does emotion affect memory?
ocassionally allows us to remember specific dates and details about events
47
flashbulb memories
Vivid memories associated with particularly emotional events --> events that involve a high level of surprise and high level of emotional arousal
48
are flashbulb memories particularly trustworthy
nope. we have higher confidence and vividness with them, but they are as vulnerable to error as other memories
49
retrograde memory enhancement
learning material just before emotions are triggered and can make it easier to remember
50
what is one factor that may aid in retrograde memory enhancement? what implications does this have for PTSD?
- memory consolidation may be affected by stress hormones - using beta-blockers to block these might prevent PTSD after traumatic events
51
constructive memory
refers to the fact that our mind constantly seeks meaning which can both increase and decrease its accuracy
52
what is an example of the effect of constructive memory
- false memories
53
Deese / Roediger- McDermott effect
= Tendency to remember items that didn’t appear but are meaningfully related to the other items in the list
54
is memory reliable?
not at all lmao --> suggestible, subject to distortion
55
what issues can happen during encoding that cause memory failures
forgetting due to distraction or inattention
56
what issues can happen during storage that cause memory failures
info isn't consolidate properly due to distraction or other factors
57
what issues can happen during retrieval that cause memory failures
our search for memory fails due to weak memory traces or excessive competition from other memories
58
what are the 7 sins of memory by Daniel Schacter
- transience - absent mindedness - blocking - misattribution - suggestibility - bias - persistence
59
transience
fading memories over time --> especially when info is crammed or irrelevant - forgetting curve
60
savings measure
= How much less you would need to study material in a second study session, compared to the a first, in order to learn it perfectly
61
absent-mindedness
failure to encode due to inattention
62
what factors can affect failures to encode?
- divided attention - age (older people are worse at ignoring distracting stimuli) - emotional salience of the distractor
62
weapon focus
=failure to process other things bc we’re so focused on a threatening weapon
63
blocking
= the inability to access memories that are intact and encoded --> tip-of-tongue phenomena -- retrieval failure
64
what is memory interference
When memories compete with each other and make it hard to recall whatever ur trying to recall
65
2 types of memory interference
retroactive interference = forgetting something after new info is learnt proactive interference = previously learned material can interfere with subsequent learning
66
fan effect
Shows that increase associations between elements lead to greater interference (retrieving a specific fact about a concept takes longer when that concept is associated with a lot of other facts) --> type of associative interference
67
what factor greatly affects succesful retrieval? what brain area is involved?
attentional control --> relies on PFC
68
retrieval inducing forgetting
when retrieving a memory, unselected memories are lost --> If ur asked to remember a list of 6 words and you get hints on the first 3, the other 3 are going to be harder to remember
69
misattribution
Failure to remember the source of a memory
70
source monitoring
the ability to keep track of where your memory came from
71
source misattribution
confusion about where our memories come from
71
external source monitoring
the ability to distinguish between 2 external sources *develops around 6yrs
72
Internal source monitoring
the ability to distinguish between internally generated outcomes and IRL
73
suggestibility
Tendency to reshape one’s memory acc to misleading external info --> LOFTUS AND PALMERRR LETS GOOOOO *children and older ppl particularly vulnerable
74
bias
= The tendency to reshape memory acc to one’s knowledge, beliefs or feelings *happens since the brain uses schemas
75
consistency bias
= the tendency to remember the impact of events through the lens of their impact on us today
76
persistence
= The intrusion of memories that we wish we could forget *without forgetting, the mind is cluttered w too much info
77
thoughts about eyewitness testimony
- not reliable at all - esp with older adults and young children - several operating procedures and interview techniques are likely to increase false memories
78
relative judgement
in picking people from a lineup, picking out the person who comes closest to their memory
79
sequential lineups
=witnesses make a decision about each lineup member before moving on to the next one --> effective in reducing false ID
80
what is the better way of getting info from witnesses
cognitive interviews
T3: PSYC 309
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