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40 Cards in this Set

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  • Back
explicit memory
conscious, intentional recollection of an even or of an item of information
recall
the ability to retrieve and reproduce from memory previously encountered material
recognition
ability to idnetify previously encountered material
implicit memory
unconcious retention in memory, as evidenced by the effect of a previous experience or previously encountered information on curretny thoughts or actions
priming
method for measuring implicit memory as evidenced by the effect of a previous expereince or previously encountered information on current thought or actions
source amnesia
inability to distinguish what you originall experienced from what you heard or were told about an event later
confabulation
confusion of an event that happened to someone else with one that happpended to you, or a belief that you remember something when it never actualyl happened
reminscence bump
older people tend to remember adolescence and early adulthood, but not midlife
relearning method
method for measuring retention that compares the time required to relearn material with the time used in the initial learning of the material
Three-box model
Sensory, short term, long term
parallel distributed processing model
model of memory in whih knowledge is represented as connections among thousands of interacting processing units, distribute in a vast network, and all operating in parallel
pattern recognition
identification of a stimulus on the basis of information already contained in long-term memory
working memory
a memory system comprising short-term memory plus the mental processes that control retrieval of information from long-term memory and interpret that info appropriately for a given task
procedural memories
memories for the performance of actions or skills
declarative memories
memories of facts, rules, concepts, and events, they include semantic and episodic memories
semantic memories
memories of general knowledge, including facts, rules, concepts and propositions
episodic memories
memories of personally experienced events and the contexts in which they occurred
long term potentiation
long-lasting increase in the strength of synaptic responsiveness, thought to be a biological mechanism of long-term memory
consolidation
the process by which a long-term memory becomes durable and stable
frontal lobes
short term memory
prefortonal cortex, temporal lobes
encoding of words, pictures
hippocampus
forms LTM (declarative) may bind together memory
hippocampus
forms LTM (declarative) may bind together memory
cerebellum
formation and retention of simple classically condition responses
cerebral cortex
storage of long term memories
maintenance rehearsal
rote repetition of material in order to maintain its availability in memory
elaborative rehearsal
association of new information with already stored knowledge and analysis of the new info to make it memorable
deep processing
encoding of info, the processing of meaning rather than simply the phsycial or sensory features of a stimulus
mnemonics
strategies and tricks for improving memory, such as the use of a verse or a formula
decay theory
the theory that info in memory eventually disappears if it is not acessed; it applies better to short-term than long-term
replacement
theory that new info replaces old info
interference
confusion of info
Retroactive
meet julie first, meet judy second, call julie judy
proactive interference
Spanish interferes (what i learned before) with the french im trying to learn now
cue-dependent forgetting
the inability to retrieve info stored in memory because of insuccicient cues for recall
state-dependent theory
the tendency to remember something when the rememberer is in the same physical or mental state as during the origial experience
psychogenic amnesia
partial or complete loss of memory for threatening info or traumatic experiences
repression
in psychoanalytic theory the selective involuntary pushing of threatening or upsetting info into the unconcious
childhood infantile amnesia
inability to remmeber events and experiences that occurred during the first two or three years of life
Why do kids not have memory
lack of a sense of self, impoverished encoding, focus on routine, children's ways of thinking about the world