Cognitive Psych - Final Exam (1)

Front 1

schema

Back 1

an organized knowledge structure in long-term memory

Front 2

are schemas good or bad?

Back 2

they can be good and bad: can improve memory for events, but can increase false memories

Front 3

example of schema

Back 3

Bartlett and the War of the Ghosts: had students read War of the Ghosts two times. had them remember it in 2 conditions: one condition waited one year before they were tested about their memory of the story. finding: after a year, there were some distortions. types of distortions (don’t really need to know these): things that were unfamiliar tended to turn into familiar things (e.g. black thing coming out of the mouth turned into blood coming out of the mouth), ‘hunting seals’ tended to become ‘fishing’.

Front 4

elaborative rehearsal

Back 4

connecting new material to things already stored in memory

Front 5

example of elaborative rehearsal

Back 5

elephant, monkey, cigarette, bell, hat, wagon. if you create an image with all of these things, it sticks in memory

Front 6

Elaboration effects example

Back 6

Stein & Bransford (1979)Had people try to remember different sentences:
1. the fat man read the sign (42% recall)
2. the fat man read the sign that was two feet high (22%)
3. the fat man read the sign warning about thin ice (74%)
explanation: third sentence forces you to form a visual image

Front 7

which kind of elaboration is better:
1. a mosquito is like a doctor because they both draw blood
2. a mosquito is like a raccoon because they both have heads, legs, and jaws

Back 7

the first one because it’s more unique

Front 8

keyword method

Back 8

good for foreign language learning. ex: memorize that “beurre”. (word for butter). match buerre with a bear. Form an image linking the keyword to the meaning of the foreign word.

Front 9

drawback of keyword method

Back 9

In one study:

Results: use keyword method: 88%, didn’t use keyword method: 28%. but, effects don’t last longer than a week.

Front 10

peg-word technique

Back 10

using memorable “pegs” as cues to help you recall items.

ex: “1 is a bun and a banana, 1 is a shoe (think of a shoe full of yogurt), 3 is a tree (picture an apple tree), 4 is a door (orange juice dumping on a game contestant), 5 is a hive (think of a beehive wrap with bacon).

Front 11

Cue

Back 11

information in the environment that is used as a starting point for retrievalrecognition is easier than recall bc there’s a lot of cues in that could lead you to the right answer

Front 12

relearning

Back 12

how long does it take to learn something again. you should be able to learn faster if you’ve already learned it before.

Front 13

Reconstruction

Back 13

asked to remember the order that something was presented in. participants asked to put items back in their original order.

Front 14

free recall

Back 14

remember all items in any order

Front 15

cued recall

Back 15

giving some items back again, and then ask them to remember part of it

Front 16

part-set cuing effect

Back 16

sometimes giving some of the items back hurts recall

Front 17

Strength of memory view

Back 17

the weaker the memory, the more cues you need to retrieve it

Front 18

Encoding specificity principle

Back 18

encoding processes determine which retrieval cues will be effective in aiding later memory

Front 19

The Reminiscence Bump

Back 19

primacy and recency effects for the beginning and the end of their lives (highest in teens and 20s and 60s)

Front 20

Factors that improve memory consolidation

Back 20

sleep

Front 21

Forgetting in LTM:Occlusion

Back 21

when one memory seems to be “covered” by another.

Front 22

Forgetting in LTM: Unlearning

Back 22

the weakening of the association between a cue and a target due to new learning (new phone number)

Front 23

Forgetting in LTM: Repression

Back 23

a defense mechanism used to push threatening memories out of conscious awareness