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23 Cards in this Set
- Front
- Back
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What are the 3 systems of memory? |
1. sensory 2. short-term 3. long-term |
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Sensory memory (4) |
1. memory capacities of our sensory organs 2. info in sensory memory are encoded in its original form (ie: eyes store memory in form of visual imprints - iconic memory) 3. sensory memory can store whatever it is that the sensory organs register, but it can store the info for only a short period of time 4. primary purpose of sensory memory= give us time to orient to new infomation |
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Short-term memory (STM) (6) |
1. aka working memory 2. stores 2 types of info: (i) new info from sensory memory that is being processed (ii)existing memory that is retrieved from long-term memory 3. new information that arrives at STM initilaly encoded visually and/or acoustically 4. existing information drawn from LTM are mostly encoded semantically (meaningful words) and remains semantically encoded after placed into STM 5. new info can stay in STm as long as we keep paying attn to them (if shift attn away, info will be lost in 20s or less) 6. STM has storage limit of 7+/- 2 units (can pay attn to and maintain in STM 7 pieces of info at a time |
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What are the 2 ways of paying attn to an processing new information in the STM? |
1. maintenance rehearsal 2. elaborative rehearsal |
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What is maintenance rehearsal(5) |
- process of simply verbally repeating the information - requires little mental engagement/effort - info remains acoustically encoded - info disappears 20 seconds after maintenance rehearsal stops - does not facilitate transfer of new info into LTM |
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What is elaborative rehearsal? (5) |
- info is not just repeated but actively analyzed and related to other info in LTM - requires high level of mental engagement - involves use of learned skills (mnenomics) - info becomes semantically encoded into larger meaningful units (chunking process) -> increases amount of info STM can hold - by linking new info with existing info, elaborative rehearsal facilitates transfer of new memory into LTM |
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give 3 examples of mnemonics |
1. self-referencing 2. use of natural language mediators (acronyms, rhyming) 3. method of loci |
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What is long term memory? (LTM) (3) |
- consists mostly of words that for a highly complex network (semantic network)
- each word linked to many other words based on attributes - result = we can search and access this vast network exceedingly quickly |
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What are schemata? |
- subunits of our semantic network - each schema consists of words that are commonly associated with a core belief, concept or event |
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In LTM, schema helps us: |
1. interpret new information: providing us w/ a frame of reference (info that triggers distinct schema are easy to understand and remember - info that doesn't trigger and schema are diff. to understand/remember 2. store and recall information in LTM (storing: creating large number of word tags belonging to various schemata recalling: activate relevant schemata and re-construct the info based on the word tags) |
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Explain explicit memories(2) |
- past experiences and knowledge that are consciously brought to mind - recall, recognition, relearning (memory measures) are designed to assess your explicit memories |
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What are implicit memories? (3)
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- outside of awareness - things that we recall without being aware that we have recalled them - often demonstrate implicit memories through our action but can't describe how we carry out the action |
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A large portion of our implicit memories are __________ __________ or ___________ _________
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- muscle memories - procedural memories |
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6 reasons why we forget |
1. encoding failure 2. decay of memory traces due to disuse 3. retrieval failure 4. interference 5. motivated forgetting 6. structural damage to hippocampus |
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Explain what encoding failure means |
- never learned (encoded) the information adequately in the first place (although we think we did) |
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Explain the decay of memory traces due to disuse (2)
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- memory traces with corresponding neural structures may decay over time if they are not retrieved or used - 3 limits to the theory: (1) cannot explain the automatic recovery of forgotten memories (2) cannot explain why some unused memories fade while others don't (3) cannot explain why seniors tend to forget more recent memories than old memories |
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Explain retrieval failure
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- cue dependent forgetting: forgetting sometimes caused by failure to retrieve stored information bc memory cues we use to remember the info are missing when we need to retrieve the info - state-dependent learning: kind of cues we use often when remembering things in own emotional and bodily state (ie: things learned when sad are easily recalled alter when they are sad) |
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What is context dependent learning? |
context dependent learning: we use many cues to help us remember information, same cues/context help us recall the info later on
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What role does interference play in forgetting?
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- proactive interference - retroactive interference |
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1.What is proactive interference
2. give an example 3. how can you minimize it |
1. older memories impair the learning of new material (to minimize proactive inter. 2. material you studies 20 mins ago interferes with learning of new material 3. it is recommended that you (1) take breaks/sleep after learning a chunk of new info (2) do NOT study for more than 45 minutes or so at stretch |
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1. What is retroactive interference? 2. give an example 3. how can you minimize it |
1. newer memories impair the retreival of older memories 2. after learning new material you found that you were less able to recall information you learned about 20 minutes ago 3. recommended that you revisit previously learned material ogten |
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What is motivated forgetting? (3)
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- aka repression
- derived from psychoanalytic theory that we have the unconscious ability to repress memories that are highly traumatic - notion is controversial and supported by little empirical evidence |
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How does structural damage to the hippocampus effect forgetting (5) |
- takes time for new memory to become lasting memory[can take from minutes-hours] (consolidation) - long term potentation (LTP) = permanent changes in synaptic structures -shock to brain can interefere w/ consolidation (concussion/electroconvulsive shock) - retrograde amnesia: events that occureed several hours before shock will not be remembered - anterograde amnesia: events that occurred several hours after shock will also not be remembered bc brain still in shock |
