n back task
requires you to hold the identity of the last ‘n’ (number , which can vary) stimuli that were presented in working memory. common paradigm for measuring working memory
LTM encoding
acquiring info and transforming it into memory
LTM retrieval
transferring info from LTM to STM/ WM
LTM control processes
act on/ affect information in STM/ WM
includes encoding, storage , abd retrieval
maintenance rehearsal
repetition of stimuli that maintains info but does not transfer it to LTM.
elaborative rehearsal
using meaning and connections to help transfer info to LTM
levels of processing theory
aka depth of processing theory. broadly distinguishes between shallow processing and deep processing
shallow processing
little attention to meaning. focus on physical (i.e., superficial) features. results in poor memory
deep processing
close attention to meaning. results in better memory
factors that can benefit encoding
- linking words to yourself
- visual imagery
- generating information
- organizing information
- relating words to survival value
- retrieval practice
circular reasoning and level of processing
if you want to claim that deeper processing leads to better memory performance = okay. but if your operationalizing deeper processing as whatever has better memory performance= useless. (this is circular reasoning)
testing effect
the phenomenon where taking a practice test improves long-term memory retention of the material more than just re-studying it
cued recall vs free recall
cued recall: you have to remember information with the help of hints or cues provided during the test
free recall: individuals remember items or details without needing to recall them in the order they were presented.
- cued recall better than free recall. cues most effective when created by the person using them
encoding specificity
states recall is improved when the context at retrieval matches the context at encoding
ex. if you study for a test in a specific spit, will do better if you take the test at that same spot
state dependent learning
if learning is associated with a particular internal state (e.g., mood), better memory if state at encoding matches state during retrieval
transfer appropriate processing
phenomenon whereby the results of a memory task will be better if the type of processing used during encoding is the same as the type during retrieval. ex. better performance on a rhyming test when words were encoded in the study phase based on the way they sound
generate and test
students who read a text with the intention of creating questions or answering questions did better than those who read a text without either of those intentions
illusions of learning
rereading can result in greater fluency, which doesn’t necessarily translate to better memory when tested in a different context
spacing effect
long-term memory is improved when learning is distributed over time, rather than massed together in a single session.
distributed vs massed practice
related to spacing effect.
it is difficult to sustain focused attention throughout a long study session. testing after a break can more accurately reflect what you’ve actually committed to LTM
consolidation
process by which the brain stabilizes and stores new information, transforming fragile, short-term memories into durable, long-term ones
synaptic consolidation
occurs at synapses. happens rapidly
systems consolidation
involves gradual reorganization of circuits in the brain. happens slowly
long term potentiation (LTP)
persistent strengthening of synapses that occurs when there is repeated or frequent activation, leading to a long-lasting increase in signal transmission between neurons.
