Psychology GRE > MEMORY > Flashcards

MEMORY Flashcards

(71 cards)

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1
Q

MEMORY

A
  • understanding how things are remembered and why they are forgotten
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2
Q

3 Stages of Memory

A

1) Sensory memory
2) Short term memory
3) Long term memory

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3
Q

Sensory memory

A
  • last a few seconds

- connection between perception and memory

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4
Q

Iconic Memory (SM)

A
  • sensory memory of vision

- people can see more than they can remember

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5
Q

George Sperling (SM)

A
  • shown string of letters and people forgot other letters in time that it took to write down the first = partial report
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6
Q

Partial report (SM)

A
  • demonstrates that sensory memory (iconic memory) last only for a second
  • e.g. Sperling experiment with string of letter
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7
Q

Neisser (SM)

A
  • coined the term icon

- found backward masking

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8
Q

Icon (SM)

A
  • brief visual memory that last for a second
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9
Q

Backward Masking (SM)

A
  • when a light or pattern is presented before the iconic image fast, the first image will be erased
  • more successful if mask if similar to original stimulus
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10
Q

Echoic memory

A
  • sensory memory for auditory sensations
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11
Q

Short Term Memory (STM)

A
  • temporrary; last seconds
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12
Q

Working Memory (STM)

A
  • temporary memory that is needed to perform task
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13
Q

George Miller (STM)

A
  • capacity of 7 (+ or minus 2)
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14
Q

Chunking (STM)

A
  • grouping items to increase memory of STM
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15
Q

How are items coded in STM?

A
  • phonologically (auditory)
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16
Q

Rehersal (STM)

A
  • repeating or practicing to keep items in STM and transfer to LTM
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17
Q

Primary (maintenance) rehersal (STM)

A
  • repeating material to transfer into LTM
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18
Q

Secondary (elaborative) rehersal (STM)

A
  • organizing and understanding material to transfer into LTM
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19
Q

Interference (STM)

A
  • how informations or distractions cause one to forget items in STM
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20
Q

Proactive Interference (STM)

A
  • disruption of info that was learned before the new items are presented
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21
Q

Proactive inhibition (STM

A
  • caused by proactive interference

- problematic for recall

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22
Q

Retroactive interference (STM)

A
  • disruption of info that was learned aftr the new items is presetned
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23
Q

Retroactive inhibition (STM)

A
  • caused by reteroactive interference

- problematic for recall

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24
Q

Long-term Memory (LTM)

A
  • capable of permanent retention

- learned semantically

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25
How is LTM measured?
- by recognition, recall, and savings
26
Recognition (LTM)
- recognize things e.g. multiple choice test
27
Recall (LTM)
- generate information on own
28
2 types of recall (LTM)
1) cued recall: e.g. fill in the blanks | 2) free recall: no cue
29
Savings (LTM)
- measures how much info about subject remains in LTM by assessing how long it task to learn something the second time vs. the first
30
Encoding Specificity Principle (LTM)
- material is more likely remembered if retrieved in same context in which it was stored
31
What is LTM not subject to? What is it subject to
NO: primacy and recency effects YES: interference effects of STM (proactive and reteroactive interference)
32
Episodic Memory
- details, events, and discrete knowledge
33
Semantic Memory
- general knowledge of the world
34
Procedural Memory
- "how to" do something
35
Declarative Memory
- knowing a fact
36
Explicit Memory
- something and being consciously aware of know it | e. g. a fact
37
Implicit Memory
- Knowing something without being aware of it | e. g. HM not knowing he has done it before
38
Hermann Ebbinghaus
- first to study memory systematically - present subjects with list of syllables to study STM - forgetting curve (and learning curve)
39
Forgetting Curve
- presented by Hermann Ebbinghaus - sharp drop in savings immediately after learning and levels off, with downward trend - some doubt that nonsense syllables generalize to other types of memory
40
Frederick Bartlett
- memory is reconstructive v. rote | - people remember ideas of stories vs. details
41
Allan Paivo
- dual code hypothesis: items will be better remember if they are encoded both visually and semantically (icons and understanding)
42
Dual Code Hypothesis
- things are better remembered if they are encoded both visually and semantically (icons and understanding)
43
Paired-associate learning
- behavioursits explain memory through recall of one item cueing the recall of another
44
Elizabeth Loftus
- memory of traumatic events are altered by events itself and way questions are asked
45
Karl Lashley
- memories are stored diffusely in brain
46
Donald Hebb (memory)
- invovles changes in synapses and neural pathways to make a memory tree
47
E. R. Kanel
- similar ideas of hebb and memory tree by studying the Aplysia - studies of brains in young chicks show that their brains are altered with learning and memory
48
Brenda Milner
- wrote about HM who had a lesion in his hippocampus to stop epilepsy - remember things from before surgery, STM intact but could not form long term memories
49
Serial Learning
- a list is learned a recalled in order (serial recall) - feedback is given after the entire list is recall - subject to primacy and recency effects
50
Primacy and recency effects
-first and last items are remember and the middles ones forgotten - benefit from most rehearsal/exposure = serial position curve
51
Serial Position Curve
- cause by primacy and recency effects in a serial recall task
52
Serial-anticipation learning
- asked to recall items one at a time and given feedback to each items then move onto next
53
Paired-associate learning
- used when studying foreign languages | e. g. pairing English word with Spanish word
54
Free-recall learning
- all items learned and recalled in any order without a cue
55
Facto that make a list easier to learn and retrieve
- acoustic dissimilairty - semantic dissimilairty - brevity (both in term, and length of list) - familiarity - concreteness - meaning - importance to the subjec
56
2 mains theories that suggest the origin of forgetting are:
1) decay theory | 2) interference theory
57
Decay theory
- AKA trace theory - memories fade with time - criticize for simplicity
58
Interference theory
- competing information blocks retrieval | e. g. 2 groups and one sleeps while the other works on task; the sleeping group will remember more
59
Mnemonics
- memory cue that help learning and recall | e. g. acroynm
60
Generation-recognition model
- anything one might recall should be easily recognized | - e.g. principle of multiple choice
61
Tip of the tongue phenomenon
- verge of retrieval but can't
62
State-dependent memory
- same as state dependent-learning - retrieval is more successful when it occurs in same state that encoding occurred e. g. depressed ppl can't recall happy memories
63
Clustering
- brain groups similar items into memory regardless if they are learned together - grouped in conceptual/semantic hierarches
64
Order of items on a list (recall task)
- subjects state the order of two items if they are far apart (e.g. 7 is before 593) than closer together (133 is before 136)
65
Incidental learning
- measured by presenting subjects with items they are not suppose to try to memorize and test for learning
66
Eidetic memory
- photographic memory | - more common in children and rural cultures
67
Flashbulb memorys
- recollections burned into the brain
68
Tachtiscope
- instrument used in cognitive or memory experiments | - presents visual material for fraction of second
69
Zeigarnik effect
- tendency to recall uncompleted tasks better than completed ones
70
Dual code hypothesis
- test material better retained with understanding (elaborative rehersal) - rote memorization depends on only one link and susceptible to decay
71
Decay theory is also called:
Trace theory
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