Cog Psyc Chap 8 Test 2

Front 1

What are we going to go over in chapter 8

Back 1

Memory in the “Real World”
Representation of Information
Metamemory
Eyewitness Memory & False Memory
Autobiographical Memories

Front 2

A distinction can be made between episodic and semantic memory
But in our everyday lives

Back 2

we use these two memory systems in a coordinated manner to:
Make sense of what we encounter
Remember our everyday experiences

Front 3

Two differences in how we will tackle this... sometimes we are interested in

Back 3

Material used in experiments has meaning
The primary dependent variable is accuracy
Sometimes we are especially interested in errors

Front 4

Representation: In order to understand memory in the “real world”, we need to understand how

Back 4

information is processed and stored for later remembering

Front 5

How is the meaningful material we encounter represented in memory?

Back 5

Surface form (verbatim, exact wording)
Propositions (gist, basic ideas)
Situational model (state of affairs or mental simulation, more than words)

Front 6

Surface form; Verbatim memory

Back 6

the exact wording of verbal information that we read or hear; suggests that we store an exact copy of what we experienced

Front 7

The research that we discussed about semantic memory illustrated the, examples..

Back 7

the reconstructive nature of remembering
Bartlett’s “War of the Ghosts”
We don’t remember exact words or phrases
We do remember the general idea or gist

Front 8

Propositions

Back 8

Propositions—we retain the gist, stored as basic, single, simple ideas
The smallest unit of knowledge that can be verified as true or false

Front 9

More specific information, it is semantic or episodic?

Back 9

Labeled pathway between concepts
Abstract representation of knowledge
Information that was heard, seen, read, etc.
Semantic or episodic

Front 10

Give an example of how this works

Back 10

Susan gave Maria a cat.
give (Susan, Maria, cat, past)
relation (agent, recipient, location, time)

Front 11

Get more specific with it

Back 11

Susan gave Maria a cat.
Susan gave Maria a white cat.
Susan gave a white cat to Maria, who is the president of the club.
Susan gave a cat to Maria.
The cat is white.
Maria is the president of the club.

Front 12

Evidence of propositions (Sachs, 1967)

Back 12

Verbatim VS Gist memory
Ss heard a passage of related sentences
Tested for memory of a critical sentence
0, 80, or 160 syllables after it was heard
Recognition memory test with 4 sentence options:

Front 13

What were the four sentence options?

Back 13

1 verbatim (same surface form and meaning)
2 that varied in surface form but the gist (meaning) was the same
1 that varied in both surface form and meaning

Front 14

What was the paragraph about?

Back 14

galileo and lenses

Front 15

Evidence of propositions — Priming: subjects studied, examples, task, what were the conditions

Back 15

Ss studied sentences for a later memory test
Geese crossed the horizon as wind shuffled the clouds.
The chauffer jammed the clutch when he parked the truck.
Single-word recognition test (Yes/No)
Words from adjacent trials were related:
Same proposition, different propositions, or different sentences (baseline condition)
geese – horizon geese – clouds geese – clutch

Front 16

What were the results?

Back 16

geese – horizon (709 ms) geese – clouds (752 ms) geese – clutch (847)


More priming for same prop. than for different prop.

Front 17

Evidence of propositions — Fan Effect: activation has to... the more words that are related to a concept... fan effect is an effect of...

Back 17

Activation has to “fan out” across related information
The more words that are related to (or learned along with) a concept, the longer it takes to search memory
Fan effect is an effect of retrieval interference

Front 18

Representation: situation model: define. like a?

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Situation Model—a mental model of what is experienced, beyond words and propositions, that represents the “state of affairs”
Like a mental simulation

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Can include:

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A mental map or spatial image of what is experienced or described
Inferences drawn during comprehension
Your perspective on how you interact with the world or how you are influenced by those interactions

Front 20

Representation: situation model: Surface Form aka, define;

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(Verbatim memory)
Often forgotten very soon after reading or hearing something.

Front 21

textbase, aka, define.

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(Propositional information)
Remembered longer than surface form, but still rapidly forgotten.

Front 22

Situation model, aka, define

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(Referential)
Remembered with some stability over longer periods of time.

Front 23

What is metamemory? What does it tell us?

Back 23

our knowledge of the workings of our memory and how accurate it is
Whether you have adequately learned something
Remembering to do something in the future
Knowing what you know or don’t know
Confidence in your memory and its accuracy

Front 24

What are the three things with metamemory?

Back 24

Source monitoring
Prospective memory
Knowing what you know

Front 25

Define Source Monitoring; give the types and examples

Back 25

ability to accurately remember the source of a memory; Something you encountered in the world (external)
Did you read about some fact in a textbook or hear about it from a friend?

Something you imagined or inferred (internal)
Did you really take your medicine or just think about taking it?

Front 26

Source monitoring is a complex process that; name and parts and explain why

Back 26

involves many areas of the brain; Hippocampus—integrates content and source information
Prefrontal cortex—helps with searches and uses source information
Temporal lobes—where the information is stored

Front 27

extreme cases like _____ can result in _____ which are _____, why?

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Extreme cases like schizophrenia can result in hallucinations, which are failures of source monitoring
Real events versus imagined ones

Front 28

Source monitoring failures are likely to occur when there... This effect is also more likely in populations that; e.g.

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when there are high demands on WM; have smaller WM capacities (e.g., older adults)

Front 29

Describe the experiment related to this

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Ss sit in a circle and must generate items from a given category (e.g., animals); each S produces a new item
Ss are more likely to generate a repeat item if it had JUST been said prior to their turn

Front 30

metamemory: prospective memory, define; name, define, and give examples of the bases

Back 30

remembering to do something in the future; Time-based—must remember to do something based on the passage of time
Feed the fish every two days

Event-based—must remember to do something when a particular event occurs
Buy razors when at Target

Front 31

How do we examine what people know about their memory?

Back 31

JOLS, FOKS, TOTS;

Front 32

What is a JOLS, do we all do it? when?

Back 32

Judgments of learning (JOLs)—after learning some material, Ss make predictions about whether they can later remember it on a memory test
We all do this when we try to estimate if we’ve studied something sufficiently before an exam

Front 33

How accurate are JOLs?

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When people make a JOL immediately after study, then they are poor predictors of future memory performance
JOLs are too high;

Front 34

How about when JOLS are delayed?

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then predictions are much more accurate
JOLs are lower and match memory better

Front 35

Why does this happen?

Back 35

Working memory?

Front 36

Name define, and give an example of FOK

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Feeling of knowing (FOKs)—when we can’t recall something, then we can make an estimate of how likely we would be to recognize the information
You can’t remember someone’s name but might have a high FOK that you would recognize it if someone said it

Front 37

Recognition memory =; FOKS are an estimate of

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recollection + familiarity; how familiar something is

Front 38

You might, you might, but?

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You might sense an increase in activation of some memories
You might have some partial knowledge that comes to mind
But you can’t quite recall (recollect) the information

Front 39

What is a TOT, name and define

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Tip-of-the-tongue (TOTs)—feel like the information is on the verge of being remembered, that retrieval is imminent

Front 40

How does TOT differ from FOK

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Feel like retrieval will happen, partial info available
Not just that you would recognize it
More than a high feeling of familiarity

Front 41

Memory often fails us in those situations that require...

Back 41

the utmost accuracy...

Front 42

But, sometimes we need to remember events

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EXACTLY as they occurred and not just remember the “gist”

Front 43

From prior memory research, we know that:

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Remembering exact verbatim information is difficult
Remembering source information is difficult
Prior information (semantic memory) influences how we remember events
People often are not very good judges of the accuracy of their memory (metamemory)

Front 44

Eyewitness memory research

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focus is on the conditions under which memory for an event is inaccurate, how it fails, or how it can be manipulated

Front 45

False memory research; these two areas are

Back 45

focus is on the conditions under which new (false) memories can be created; These two areas are intricately intertwined

Front 46

What will we talk about for eyewitness memory?

Back 46

Misinformation Paradigm & Eyewitness Memory
Semantic Integration & Leading Questions
DRM Paradigm & False Memories

Front 47

List all of the other results for memory research results

Back 47

Repeated exposure to misinformation increases effect
Retrieval of misinformation (“committing”) does too
Talking about an event can hurt memory for the original event (verbal overshadowing)
Imagining an event increases later memory reports that it actually did happen (imagination inflation)
Warnings about misinformation do not help to avoid it
Suggestions from other people make you more certain that an event happened (social aspects)
Misinformation is more harmful when presented after the event (retroactive) versus before (proactive)

Front 48

Integration

Back 48

inaccurate memories can be created when information from multiple sources becomes fused/linked/integrated in memory

Front 49

Describe Bransford & Franks (1971)'s experiment;

Back 49

Ss heard sentences, answered a question about each
Memory tested using Yes/No Recognition
Confidence ratings -5 (no/new) to +5 (yes/old);

Front 50

What was the variable of interest?

Back 50

The variable of interest was how many propositions (basic ideas) were in the test sentences

Front 51

Bransford & Franks (1971)—Study phase

Back 51

The girl broke the window on the porch. Broke what?
The hill was steep.What was?
The sweet jelly was on the kitchen table.On what?
The old car climbed the hill. What did?
The ants in the kitchen ate the jelly. Where?
The girl lives next door.Who does?
The car pulling the trailer climbed the hill.Which car?
The window was large.What was?
The ants at the sweet jelly on the table.What did?

Front 52

Bransford & Franks (1971)—Test phase

Back 52

Old/New Confidence
The car climbed the hill. _____ _____
The ants were in the kitchen.
The girl broke the large window.
The old car pulling the trailer climbed the steep hill.
The ants in the kitchen ate the jelly.
The car was old.
The window was on the porch.
The ants ate the sweet jelly that was on the kitchen table.

Front 53

Leading Questions; This information can then become

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misinformation can be introduced through questions asked by police or other people after an event; This information can then become part of the original memory through semantic integration

Front 54

Loftus & Palmer (1974)—AGAIN: we talk talked about this study when... it is also a great example of the

Back 54

We talked about this study when learning about semantic memory
It is also a great example of the integration of pre-existing information into our memory for an event

Front 55

Loftus & Palmer (1974)—AGAIN: Ss watched a film... asked to estimate... how fast were... what were in the blanks... a week later subjects were asked?

Back 55

Ss watched a film about a traffic accident
Asked to estimate speed of the cars
“How fast were the cars going when they ____ each other?”
The blank was filled in by various words:hit, contacted, bumped, collided, smashed
A WEEK LATER, Ss were asked if they had seen any broken glass in the film

Front 56

False Memory Syndrome

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cases where people claim to recover memories of childhood abuse (often sexual in nature) that they had suppressed

Front 57

Most occur during.. memory researchers have questioned

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Most occur during therapy
Memory researchers have questioned whether these memories actually occurred

Front 58

Perhaps the memories are the result of

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Perhaps the memories are the result of suggestions by the therapist…

Front 59

The DRM Paradigm Deese (1959) Roediger & McDermott (1995): Ss study... memory is later... false memory for a critical...

Back 59

Ss study lists of related words
Memory is later tested
False memory for a critical (non-presented) word is common

Front 60

Give an example of what the words and... the critical word

Back 60

snooze, nap, blanket.... sleep

Front 61

Critical lures seems just like...

Back 61

Critical lures seem just like “real” memories!

Front 62

We drew a graph to see that the DRM is

Back 62

taking off

Front 63

Used extensively to investigate... And to understand why... what are all of the things

Back 63

Used extensively to investigate the conditions under which false memories can be created
And to understand WHY they occur

Encoding conditions—how lists are studied
Varying retention interval & what happens during
Retrieval conditions, using different tests
Group differences (young, old, healthy, other)
Different types of materials (semantic, phonological, concrete, abstract, words, pictures, etc.)
Effects of warning Ss about false memories

Front 64

Why do false memories occur in DRM paradigm? Describe what happens

Back 64

Spreading activation, like the graph from the models we saw before and then little areas spread back and forth

Front 65

Why do false memories occur in DRM paradigm?

Back 65

Attentional Control

Front 66

In order to avoid a false memory, one must distinguish between.... for ?

Back 66

In order to avoid a false memory, one must distinguish between memories for:
List items
Critical lure

Front 67

Must then select list items from ... but

Back 67

Must then select list items from memory for reporting, but select AGAINST reporting the critical lure

Front 68

False Memory and the Brain: Cabeza et al. (2001): Used... ___ types of ... name them

Back 68

Used DRM paradigm with recognition test
3 types of items on test: True, False, New

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Results:

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Results:
True/list words = 88%
False/lures = 80%
New words = 12%

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Also examined...

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Also examined activation patterns in the cortex for each type of word

Front 71

Hippocampus activation:

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Nearly identical fMRI responses for True and False words, very different and weaker response for New words

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Parahippocampal gyrus activation:

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New and False words produced a similar weak response; True words produced a stronger response

Front 73

Autobiographical Memory

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personal collection or narrative of memories throughout your life

Front 74

“Very Long-Term” Memory: tested Ss age... for... and... retention interval varied from... pictures and names taken from.... ___ vs ____; ____ was measured

Back 74

Bahrick et al. (1975) tested Ss age 17-74 for memory of faces and names of people from high school class
Retention interval varied from 2 weeks to 57 years
Pictures and names taken from yearbooks
Recall versus recognition performance was measured

Front 75

Bahrick et al. (1975) results:

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Bahrick et al. (1975) results:
Cued and free recall are equally poor
Recognition memory is much better across time

Front 76

What makes for such good autobiographical memory?... results fro the memory study

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Results from memory studies in the laboratory are not nearly as good over such long periods of time!

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Prolonged Acquisition—

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the names/faces were learned over a 4-year (or longer) period

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Two important characteristics:

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Overlearning—information learned to a very high degree
Distributed practice—names/faces were “studied” over time, not all at once

Front 79

remember, we're still on autobiographical memory, flashbulb memory

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very detailed memory of a particular event, especially one that was surprising or highly unusual

Front 80

What two things are important about flashbulb memory

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Distinctiveness of the event is important for memory
Emotionality and visual imagery also result in better memory

Front 81

However, they are much like

Back 81

normal memories

Front 82

How so?

Back 82

Susceptible to errors from schemata stored in semantic memory
Decline in accuracy and consistency across time

Front 83

But, and?

Back 83

BUT, we are more confident in them (falsely so!)