Ap Psychology Memory

Front 1

Photographic (eidetic) memory

Back 1

Being able to recall every detail

Front 2

False recall

Back 2

Looking back you recall differently than what really happened

Front 3

Flashbulb memory

Back 3

A unique and highly emotional moment may give rise to a clear, strong, and persistent memory

Front 4

Hierarchies

Back 4

When you break concepts down

Front 5

Sensory register

Back 5

Information over a split second; fleeting images

Front 6

Iconic memory

Back 6

What you see; if something is flashed up it stays in your memory for about a second unless you rehearse it

Front 7

Echoic memory

Back 7

Stays in for about 3 to 4 seconds unless you rehearse it

Front 8

Short term memory/working memory

Back 8

Stays in your mind for about 20 seconds and typically can remember 5-9 items

Front 9

Serial position effect

Back 9

We tend to remember the first and last parts of lists the best

Front 10

Primacy effect

Back 10

Remember the first part the best

Front 11

Recency effect

Back 11

Remember the last part the best

Front 12

Chunking

Back 12

The capacity of the working memory can be increased by combining information
F-B-I-T-W-A-C-I-A-I-B-M can be better remembered as FBI TWA CIA and IBM

Front 13

Long term memory

Back 13

Unlimited capacity storage; estimates on capacity range from 1000 billion to 1 million billion bits of information

Front 14

Declarative or explicit

Back 14

Knowing what thingsa re

Front 15

Episodic

Back 15

Knowing a specific event

Front 16

Semantic

Back 16

Factual knowledge; general concepts

Front 17

Procedural or implicit

Back 17

Based on skills; knowing how to do something

Front 18

Automatic process

Back 18

We process an enormous amount of information effortlessly

Front 19

Automatic process - space

Back 19

While reading a textbook, you automatically encode the place of a picture on a page

Front 20

Automatic process - time

Back 20

We unintentionally note the events that take place in a day

Front 21

Automatic process - frequency

Back 21

You effortlessly keep track of things that happen to you

Front 22

Effortless processing

Back 22

Committing novel information to memory requires effort just like learning a concept from a textbook. Such processing leads to durable and accessible memories

Front 23

Rehearsal

Back 23

Effortless learning usually requires repetition or unconscious repitition

Front 24

Maintenance rehearsal

Back 24

Repeating something over and over to help you remember it

Front 25

Elaborative rehearsal

Back 25

Trying to relate it to something familiar somehow to help you remember it

Front 26

Herman Ebbinghaus - curve of forgetting

Back 26

Says that when you learn something your immediate recall is pretty good. It drops quickly then levels off into hours and days

Front 27

Spacing effect

Back 27

We retain information better when we rehearse over time

Front 28

Next-in-line effect

Back 28

When you are so anxious about being next that you cannot remember what the person just before you in line says, but you can recall what other people around you say

Front 29

Visual encoding

Back 29

When we try to picture something; worst retention

Front 30

Imagery

Back 30

Being able to put a picture to a word to remember it

Front 31

Rosy retrospection

Back 31

In our memory, we're more likely to remember good things than bad things

Front 32

Mnemonic devices

Back 32

A method of learning, typically verbal, used to aid in memorization or thought recovery

Front 33

Acronym

Back 33

KPCOFGS - Kingdom, Phylum, Class, Order, Family, Genus, Species
MVEMJSUNP - Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto

Front 34

Method of loci

Back 34

Imagining yourself in a place to help remember what to say/do

Front 35

Peg word approach

Back 35

Jingle; association

Front 36

Acoustic encoding

Back 36

Hearing

Front 37

Semantic encoding

Back 37

Encoding the meaning; when you get the meaning of a word you're less likely to forget it; best retention

Front 38

Karl Lashley

Back 38

Suggested that even after removing parts of the brain, the animals retain partial memory of the maze; wanted to see if memory was still intact. No matter what part of the brain was cut out, at least partial memory was still there

Front 39

Kandel and Schwartz

Back 39

Showed that serotonin release from neurons increases after conditioning

Front 40

Long-term potentiation (LTP)

Back 40

Refers to synaptic enhancement after learning. An increase in neurotramsitter release or receptors on the receiving neurons indicates strengthening of synapses

Front 41

Stress hormones and memory

Back 41

Heightened emotions (stress-related or otherwise) make for stronger memories. Continued stress may disrupt memory

Front 42

Amnesia

Back 42

More likely to have explicit memory loss

Front 43

Retrograde amnesia

Back 43

Can't remember events before the trauma

Front 44

Anterograde amnesia

Back 44

Can't make new memories after the trauma

Front 45

Implicit memory (procedural)

Back 45

Involves learning an action while the individual does not know or declare what she knows

Front 46

Explicit memory (declarative)

Back 46

Refers to facts and experiences that one can consciously know and declare

Front 47

Hippocampus

Back 47

Memory processed here

Front 48

Infantile amnesia

Back 48

Hippocampus not fully developed before age of 3 so you can't remember life as an infant

Front 49

Retrieval

Back 49

Refers to getting information out of the memory store

Front 50

Recall

Back 50

The person must retrieve information using effort

Front 51

Recognition

Back 51

The person must identify an item amongst other choices

Front 52

Relearning

Back 52

The individual shows how much time (or effort) is saved when learning material for the second time

Front 53

Priming

Back 53

To retrieve a specific memory from the web of associations, you must first activate one of the strands that leads to it

Front 54

Context-dependent memory

Back 54

Scuba divers recall more words underwater if they learned the list underwater, while they recall more words on land if they learned that list on land

Front 55

State-dependent memory

Back 55

You remember if you are in the same state of mind as when you learned it; if you're studying while happy you'll remember more when you're happy than when you're sad

Front 56

Deja vu

Back 56

Cues from the current situation may unconsciously trigger retrieval of an earlier similar experience

Front 57

Mood congruent

Back 57

If you're happy and you see somebody look at you then you view it as them liking you, but if you're angry and you see seombody look at you then you might take it as them glaring at you

Front 58

Forgetting

Back 58

The inability to retrieve information due to poor encoding, storage, or retrieval

Front 59

Absent-mindedness

Back 59

Not paying attention to something so you don't remember it

Front 60

Transience

Back 60

Over time you just forget; fades away

Front 61

Blocking

Back 61

Tip-of-the-tongue phenomenon

Front 62

Misattribution

Back 62

Confusing the source of information; putting words in somebody's mouth; remembering a movie scene as something that really happened

Front 63

Suggestibility

Back 63

Leading questions

Front 64

Bias

Back 64

You believe that your friend wouldn't have done something that they did

Front 65

Persistence

Back 65

Unwanted memories from something that happened like a memory of a sexual assaul

Front 66

Encoding failure

Back 66

We cannot remember what we do not encode

Front 67

Storage decay

Back 67

Poor durability of stored memories leads to their decay

Front 68

Interference theory

Back 68

Learning some new information may disrupt retrieval of other information

Front 69

Proactive

Back 69

Old learning interferes with new learning (writing last month or last year's date instead of current time)

Front 70

Retroactive

Back 70

New learning interferes with old learning

Front 71

Repression

Back 71

A defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness

Front 72

Memory construction

Back 72

While tapping our memories, we filter or fill in missing pieces of information to make our recall more coherent

Front 73

Elizabeth Loftus

Back 73

Showed videos of car accidents then asked how fast the cars were going when they either hit each or or smashed into each other. The ones who were asked with "hit" guessed a lower mph than the ones who were asked with "smashed". A week later she asked if there was broken glass and they said yes even though there was none

Front 74

Misinformation effect

Back 74

Eyewitness reconstruct their memories when questioned about the event

Front 75

Korsakoff's syndrome

Back 75

Forget things because you drink too much alcohol anda it destroys nerve cells that you won't get back; more likely to experience anterograde amnesia

Front 76

Source amnesia (or attribution)

Back 76

Attribute to the wrong source an event you have experienced