Test Two

Question 1

Chunking

Answer 1

Type of recoding; lower level units are regrouped into meaningful units; relies on ltm to support stm

Question 2

Recoding

Answer 2

mentally altering or reinterpreting input; Examples: putting information into your own words, morse code, music, mnemonic devices

Question 3

Recoding requirements

Answer 3

-sufficient time
-sufficient mental resources
- Highly practiced recoding scheme

Question 4

STM

Answer 4

duration is fairy brief (20 sec max) due to decay, interference

Question 5

Decay

Answer 5

Memory fades with time

Question 6

Interference

Answer 6

new info erases old

Question 7

Brown-peterson task

Answer 7

designed to test decay; distractor test given three letters followed by #s and then asked to count backwards to prevent rehersal –> longer counting backwards resulted in poorer memory

Question 8

Interpretation of Brown-Peterson task

Answer 8

the counting may have been interference → probe digit task

Question 9

Probe digit test

Answer 9

to seperate time and interference; Predicted: if decay is true, memory should be worse for the 1 per second than the 4 per second; shows memory loss in STM is most likely due to interference

Question 10

Proactive Interference

Answer 10

older info was interfering with the memory for new information

Question 11

Release from proactive interference

Answer 11

if the info is changed, the interference is removed and mem improves

Question 12

Primacy Effect

Answer 12

better recall for items at the beginning of the list; why? Less interference, more chance to rehearse, leads to permanent storage or ltm

Question 13

Recency Effect

Answer 13

better recall for items at the end, results of temporary rehearsal, reflects the temporary effects of rehearsal

Question 14

Rehearsal

Answer 14

mentally repeatting info in short term memory, rehearsal can maintain information in memory temporarily, can lead to permanent storage

Question 15

Forgetting

Answer 15

actual retrieval failure; loss of info from mem; no evidence that we actually “lose” info

Question 16

accessibility

Answer 16

partially a function of retrieval cues

Question 17

Semantic memory

Answer 17

general world knowledge; not specific to you, general experimental knowledge

Question 18

Spreading activation

Answer 18

retrieval of concept activates the node, which then spreads to (partial) activation to related nodes, activation is transitory (temporarily) and weakens as it spreads

Question 19

Typicality effect (difference)

Answer 19

network effect did not take this into account, but feature model did

Question 20

Cognitive economy

Answer 20

concepts should not be redundant as we can infer relationships

Question 21

Declaritive mem

Answer 21

explicit mem that can be retrieved and reflected upon consciously (out into words)

Question 22

non-declaritive mem

Answer 22

implicit knowledge that influences beh but not open to conscious reflection (habits, phobia)

Question 23

episodic memory

Answer 23

new memory that is autobiographical, specific to own memory

Question 24

metamemory

Answer 24

awareness fo your own memory; ppl are good at getting the gist; details tend to require more active memory strategies

Question 25

Why are mnemonics effective?

Answer 25

focus on meaning, require repetition, material is tied to existing knowledge, helps to store and retireve info

Question 26

Forgetting curve

Answer 26

lose most info very quickly; for meaningless material most info is lost in 1/2 a day

Question 27

Von Restorff effect

Answer 27

something distinct is often remembered more easily Ex; highlighting

Question 28

Flashbulb memories

Answer 28

clear distinct memories for momentous events

Question 29

Maintence q

Answer 29

simply repeating info with the aim of maintating in STM; shallow processing

Question 30

elaborate

Answer 30

processing in terms of semantic info, mnemonics ect to transfer to ltm; deep processing

Question 31

Encoding processing

Answer 31

structural (surface visual features), Phonemic (attention to sound but not meaning rhyming), semantic (meaning based) from shallow to deep level

Question 32

Dual coding

Answer 32

verbal and imagery together is superior to verbal alone, enhanced memory trace

Question 33

encoding specificity

Answer 33

when info is encoded it is done so with other info present during encoding

Question 34

Semantic priming

Answer 34

based on semantic relatedness; processing of. a target is influenced by a preceding prime

Question 35

Basic Priming components

Answer 35

related/unrelated to target, prime can be neutral in regard to target, SOA

Question 36

Facilitation

Answer 36

a related prime speeds up processing of a target (taking exam in classroom)

Question 37

inhibition

Answer 37

an unrelated prime slows target processing (exam in a bar)

Question 38

Why does priming occur?

Answer 38

spreading activation, partially acctivated related words require less time to retrieve

Question 39

Affect

Answer 39

Generalized term to include mood and emotion

Question 40

Emotions

Answer 40

intense, brief and target-specific affective responses.

Question 41

Mood

Answer 41

Weaker, more enduring and less consciously accessible affective states that lack specific cognitive content.

Question 42

Mood-dependence

Answer 42

Memory should be enhanced when retrieval memory matches the original coding mood; tested by inducing mood at stimulus and again later

Question 43

Mood-congruence

Answer 43

Affective state facilitates the recall of affectively congruent material from memory; valence is important to match mood; induce mood and valence memory test mood later

Question 44

Levels of processing theory

Answer 44

maintenance (shallow repetitive level for temporarily storage) vs elaborate (deeper level processing) rehearsal, structure(which words have letter l) phonetic and semantic (relate word to your self) tested by incidental learning task (surprise mem test so you are not intending to memory), semantic is deepest level of memory

Question 45

Baddleys working mem:

Answer 45

component aspect (cetral exec- does not store but calls upon other to assist) episodic buffer, working mem has limited resources ce has majority and each subsystem has some, when ooverloaded subsystem can borrow from ce but it lowerss the effectivenes of ce, how would negative affect impact working mem?

Question 46

Feature or Network Model

Answer 46

structure and process, compare and contrasts: network was accepted bc feature model wa not able to account for property statement because a feature can not be defined, semantic interaction: emotion nodes can prime for network model