PSY 305 MT 2

Question 1

define forgetting

Answer 1

the process by which we loose infomation over time (forgetting allows a negatively accelerating function: rapid lost at first, slows down, and then levels off)

Question 2

the three stages in learning and memory process

Answer 2

encoding, storage, and retrieval

Question 3

broadbents model

on three major components of memory

Answer 3

s-system, p-system, and secondary memory

Question 4

what is the capacity of STM and how is it measured

Answer 4

7 +/- 2 (Miller, 1956), is measured by the number of items that we can recite back without error 50% of the time (demonstrates that it has a capacity UNDER 10)

Question 5

what is the capacity of LTM

Answer 5

unlimited, retrival to STM

Question 6

chunking defintion and the why behind this

Answer 6

Because capacity is limited, we have to group information to retain more of it

Question 7

what are the control processes of the modal model of memory

Answer 7

rehersal, encoding, retrival, decision

Question 8

what is the key claim of Modal Model?

Answer 8

the longer an item stays in STM (via rehersal), the more likely it is for the information to make it to LTM

Question 9

what can forgetting something that has made it to LTM be because of?

Answer 9

interference or retrival failure

Question 10

What is working memory

Answer 10

the system for the temporary maintenance and manipulation of information (required for learning, reasoning, and comprehension

Question 11

what is free recall

Answer 11

lets us see how memory naturally retrieves item (can be tested through seeing a list of items and recalling them in any order)

Question 12

primacy effect

Answer 12

early items are remembered better (this is because they get more rehersal, stay in STM longer, and transfer into LTM) primacy= LTM driven by rehersal

Question 13

recency effect

Answer 13

Last items should be recalled first because they are still in STM at the moment of recall and have not had time to be displaced yet

Question 14

What is the difference between immediate and delayed free recall

Answer 14

immediate recall: being asked to repeat everything you just saw
delayed: implementing a task after recall and then being asked

Question 15

What areas of the brain are important for memory

Answer 15

hippocampus, temporal lobe, PFC

Question 16

What are the components of working memory (Baddeley and Hitch, 1974 model)

Answer 16

phonological loop, visual-spatial sketchpad, and the central executive

Question 17

what are the components of a phonological loop

Answer 17

phonological stores, a speech-based system (hold sounds briefly), and articulatory control processes (rehearse via inner speech)

Question 18

what are the components visual-spatial sketchpad

Answer 18

a system that is responsible for storing and manipulating spatial information (a mental whiteboard for images and spatial layouts)

Question 19

what is the central executive and its functions

Answer 19

cosidered to be the control system, responsible for directing attention, coordinating subsystems, managing interference, and selecting strategies

Question 20

What are the components of an episodic buffer?

Answer 20

a system that integrates visual, verbal, and LTM by creating unified episodes

Question 21

what was the conceptual shift that occured when transition from modal model STM to working memory?

Answer 21

Modal model STM (believed there was one box that was a passive store) versus working memory (multiple sub ststems, active system, with executive control)

Question 22

What is articulatory suppression

Answer 22

a technique that impairs memory by preventing the subvocal rehersal of information

Question 23

what is maintenance rehersal

Answer 23

simply repeating items over and over again (phonological loop/STM)

Question 24

within the LOP framweork what are the three types of processing that can occur

Answer 24

orthographic, phonological, and semantic (OPS)

Question 25

what is encoding

Answer 25

the process by which the attrivutes od a memory are established (memories are made of features (visual, semantic, emotional, temporal, etc.))

Question 26

automatic vs controlled encoding

Answer 26

automatic: happens without effort (eg, what you ate yesterday) controlled: requires attention (eg, studying for an exam)

Question 27

what type of encoding produces the strongest memory?

Answer 27

semantic encoding (does not mean that it is always better)

Question 28

what is elaboration

Answer 28

linking a stimulus to other information at the rime of encoding (link presented information with preexisiting knowldege), is the basis of education

Question 29

what is self-referent encoding

Answer 29

Making the material personally relevant makes for an increased likelihood to remember the memory

Question 30

what is transfer appropriate processing (TAP)

Answer 30

memories are best encoded when the processing matches the retrival processes (depdndent on how you will be tested)

Question 31

How are distinct items remebered better

Answer 31

if one item stands out in a list it is recalled better because memory benefits from contrast

Question 32

lag recency effect

Answer 32

after recalling a few words, the next word recalled tends to come from a nearby serial position

Question 33

multiple memory systems view

Answer 33

There are different kinds of memory, each has different functions, and each relies on different brain systems

Question 34

what is the differnece between episodic and semantic memory

Answer 34

episodic memory: events semantic memory: facts

Question 35

explicit versus implicit memory

Answer 35

explicit memory- test that directly require memories from the past implicit memroy- tests that indirectly measure retention

Question 36

declarative versus procedural memory

Answer 36

knowing how to do something versus knowing that you know it

Question 37

retrospective versus prospective memory

Answer 37

retrospective- memory from the past (reflect back on and recollect instances) prospective- memory for the future (we remember things that we need to do in the future)

Question 38

what is a schema

Answer 38

organized clusters of knowledge about events or objects based on experience

Question 39

what do memory reports combine with regard to information

Answer 39

original event information, background knowledge (schemas), and post-event information

Question 40

where does forgetting happen

Answer 40

can occur at encoding, storage, or retrival for a number of reasons

Question 41

what is consolidation

Answer 41

A process that stabilizes/solidifies a memory after learning Iif disrupted the memory is weakened or lost)

Question 42

law of disuse/decay

Answer 42

Memory traces fade over time if they are unsused

Question 43

what is the problem with laws of disuse/decay

Answer 43

very little strong evidence for pure decay, most forgetting is better explained by interference or retirbal failure, decay alone is weak as a full explanation

Question 44

what is interference

Answer 44

forgetting occurs because other memorys interfere witht hem, not because traces fade

Question 45

What are the two types of interference

Answer 45

- retroactive interference (RI): new information interferes with old information - proactive interference (PI): old information interferes with new information

Question 46

what are retrieval/search failures

Answer 46

information is stored, but for some reason you cannot access it

Question 47

availbility vs accessability

Answer 47

availability- memory exists in system accessability- can retrive it

Question 48

cue dependent retrial

Answer 48

giving catagory cues dramatically improves recall

Question 49

problems with search failure

Answer 49

directing and focusing search (memory is like searching a data base, can take a while)

Question 50

cue-overload principle

Answer 50

the more items that are linked to a cue, the weaker that cue becomes