Cognitive Psychology Exam #2

Front 1

New learning is grounded in ________

Back 1

previously learned (stored) knowledge

Front 2

New learning is grounded in ________

Back 2

previously learned (stored) knowledge

Front 3

All memory processes are susceptible to _____

Back 3

losing information (forgetting)

Front 4

Steps of human memory

_____ --> _____ --> _____

Back 4

Acquisition --> Storage --> Retrieval

Front 5

Working memory is more of a _____ than a place

Back 5

process

Front 6

virtually all mental activities require ______

Back 6

working memory

Front 7

Do all tasks demand the same amount of working memory?

Back 7

No

Front 8

Working memory emphasizes the _____ of shorter term memory

Back 8

function

Front 9

when something is in working memory we are saying ________

Back 9

we are saying the ideas are currently activated and are currently being worked on by specific set of operations.

Front 10

How can we measure working memory?

Back 10

Digit-span task

Front 11

Digit span task

Back 11

test of working memory where a participant it asked to remember digits and the list is increased until memory fails. The maximum number remembered is the digit span.

(7+/-2) is the standard working memory

Front 12

What is the standard working memory span as measured by the digit-span task?

Back 12

7 plus or minus 2.

Front 13

The 3 Task general resources are:

Back 13

Response Selection

Executive Control

Error Monitoring

Front 14

What controls the task general resources?

Back 14

The executive control function

Front 15

Reading span

Back 15

a measure of working memory that captures its active nature by asking participants to read sentences and remember the last word. The number of words remembered is the reading span.

Front 16

Operation span

Back 16

a measure of working memory that asks participants if an equation is true or false and then asks them to remember a word paired with each equation. The number of words remembered is the operation span.

Front 17

Reading span and operation span strongly correlate with

Back 17

test performance

reasoning

reading ability

Front 18

The hypothetical storage unit in working memory; it is estimated that working memory can hold 7 plus-or-minus 2 chunks. An unspecified quantity of information can be contained within each chunk, since the content of each chunk depends on how the memorizer has organized the materials to be remembered.

Back 18

Chunk

Front 19

chunk

Back 19

The hypothetical storage unit in working memory; it is estimated that working memory can hold 7 plus-or-minus 2 chunks. An unspecified quantity of information can be contained within each chunk, since the content of each chunk depends on how the memorizer has organized the materials to be remembered.

Front 20

Chunking requires

Back 20

effort (executive control)

Front 21

does chunking increase working memory?

Back 21

No

Front 22

Does an item's position on a list impact whether or not it will be remembered?

Back 22

Yes, due to the recency and primacy effects

Front 23

primacy effect

Back 23

an often observed advantage in remembering the early presented materials within a sequence of materials. This advantage is generally attributed to the fact that you can focus attention on those items simply because at the beginning of a sequence your attention is not divided between as many items.

Front 24

an often observed advantage in remembering the early presented materials within a sequence of materials. This advantage is generally attributed to the fact that you can focus attention on those items simply because at the beginning of a sequence your attention is not divided between as many items.

Back 24

primacy effect

Front 25

the tendency to remember materials that occur late in a series. If the series was just presented, the recency effect can be attributed to the fact that those late-arriving items are still in working memory (simply because nothing else has arrived after those items to bump them out of working memory.)

Back 25

recency effect

Front 26

recency effect

Back 26

the tendency to remember materials that occur late in a series. If the series was just presented, the recency effect can be attributed to the fact that those late-arriving items are still in working memory (simply because nothing else has arrived after those items to bump them out of working memory.)

Front 27

free recall

Back 27

a method of assessing memory. The person being tested is asked to come up with as many items as possible from a particular source (such as 'the list you heard earlier' or 'thinks you saw yesterday') in any sequence.

Front 28

a method of assessing memory. The person being tested is asked to come up with as many items as possible from a particular source (such as 'the list you heard earlier' or 'thinks you saw yesterday') in any sequence.

Back 28

free recall

Front 29

does 30 seconds of unfilled delat impact the recency effect?

Back 29

No

Front 30

allows transfer from WM to LTM

Back 30

memory rehersal

Front 31

memory rehersal

Back 31

any mental activith that has the effect of maintaining information in working memory.

Front 32

Two types of memory rehersal

Back 32

maintenance rehersal

Elaborative rehersal

Front 33

maintenance rehersal

Back 33

a rote, mechanical process in which items are continually cycled through working memory, merely by being repeated over and over again.

Front 34

AKA - item-specific rehersal

Back 34

maintenance rehersal

Front 35

AKA - maintenance rehersal

Back 35

item-specific rehersal

Front 36

a rote, mechanical process in which items are continually cycled through working memory, merely by being repeated over and over again.

Back 36

maintenance rehersal

Front 37

elaborative rehersal

Back 37

a way of engaging materials to be remembered, such that you pay attention to what the materials mean and how they are rlated to one another, or to other things in the surroundings, or to other things you already know.

Front 38

a way of engaging materials to be remembered, such that you pay attention to what the materials mean and how they are rlated to one another, or to other things in the surroundings, or to other things you already know.

Back 38

elaborative rehersal

Front 39

Recency effect is based on

Back 39

Short-term memory

Front 40

Primacy effect is based on

Back 40

long term memory (due to rehersal)

Front 41

Using familiar items or common words increases retention of

Back 41

pre-recency, but not recency items.

Front 42

modal model

Back 42

a nickname for the specific conception of the architecture of our memory. In this model, working memory serves both as the storage site for material now being contemplated as the 'loading platform' for long term memory. Info can reach working memory through the processes of perception, or it can be drawn from long term memory. Once in working memory, material can be further processed, or it can be recycled for subsequent use. This model encouraged a large quantity of valuable research, but now has largely been set aside, with modern theorizing offering a very different conception of working memory.

Front 43

a nickname for the specific conception of the architecture of our memory. In this model, working memory serves both as the storage site for material now being contemplated as the 'loading platform' for long term memory. Info can reach working memory through the processes of perception, or it can be drawn from long term memory. Once in working memory, material can be further processed, or it can be recycled for subsequent use. This model encouraged a large quantity of valuable research, but now has largely been set aside, with modern theorizing offering a very different conception of working memory.

Back 43

modal model

Front 44

serial position

Back 44

a data pattern summarizing the relationship between some performance measure (often, likelihood of recall) and the order in which the test materials were presented. In memory studies, the serial position curve tends to be U-shaped, with people best able to recall the first-presented items (primacy effect) and also the last-presented items (recency effect).

Front 45

a data pattern summarizing the relationship between some performance measure (often, likelihood of recall) and the order in which the test materials were presented. In memory studies, the serial position curve tends to be U-shaped, with people best able to recall the first-presented items (primacy effect) and also the last-presented items (recency effect).

Back 45

serial position

Front 46

does repeated exposure guarantee memory?

Back 46

No, think of the test where we tried to identify which of the pennies were correct.

Front 47

between rehersal and relational/elaborative rehersal, which is superior?

Back 47

relational/elaborative rehersal

Front 48

relational rehersal

Back 48

a form of mental processing in which you think about the relations, or connections among ideas. The connections created (or strengthened) in this way will later guide memory search.

Front 49

a form of mental processing in which you think about the relations, or connections among ideas. The connections created (or strengthened) in this way will later guide memory search.

Back 49

relational rehersal

Front 50

shallow processing

Back 50

mode of thinking about material in which you pat attention only to appearances and other superficial aspects of the material; shallow processing typically leads to poor memory retention.

Front 51

mode of thinking about material in which you pat attention only to appearances and other superficial aspects of the material; typically leads to poor memory retention.

Back 51

shallow processing

Front 52

deep processing

Back 52

mode of thinking in which you pay attention to the meaning and implications of the material; typically leads to excellent memory retention.

Front 53

mode of thinking in which you pay attention to the meaning and implications of the material; typically leads to excellent memory retention.

Back 53

deep processing

Front 54

incidental learning

Back 54

learning that takes place in the absence of any intention to learn and, ocrrespondingly, in the absence of any expectation of a subsequent memory test.

Front 55

learning that takes place in the absence of any intention to learn and, ocrrespondingly, in the absence of any expectation of a subsequent memory test.

Back 55

incidental learning

Front 56

intentional learning

Back 56

the acquisition of memories in a setting in which people know that their memory for the information will be tested later.

Front 57

the acquisition of memories in a setting in which people know that their memory for the information will be tested later.

Back 57

intentional learning

Front 58

does deep processing or shallow processing lead to better memory retention?

Back 58

deep processing leads to better memory retention.

Front 59

The 3 levels of depth of processing

Back 59

Shallow

Intermediate

Deep

(Levels of processing are in a D.I. Sh.)

Front 60

does intention matter in memory?

Back 60

No, what matters more is the depth of processing. Even unintentional learning will be retained if processed with a deep-learning strategy.

Front 61

retrieval path

Back 61

a connection (or series of connections) that can lead to a sought-after memory in long-term storage.

Front 62

a connection (or series of connections) that can lead to a sought-after memory in long-term storage.

Back 62

retrieval path

Front 63

Does the organization of the material to be learned matter?

Back 63

Yes, we memorize well when we find order in the material.

Front 64

elaborate encoding forces you to think about ____

Back 64

relationships

Front 65

type of encoding that forces you to think about relationships between items.

Back 65

elaborate encoding.

Front 66

How does depth of processing promote recall?

Back 66

It facilitates later retrieval.

Front 67

mnemonic strategy

Back 67

a technique designed to improve memory accuracy and to make learning easier; in general, mnemonic strategies seek in one fashion or another to help memory by imposing an organization on the material to be learned.

Front 68

does it matter what the person memorizing the material is doing at the time of exposure?

Back 68

Yes

Front 69

Does the backgrounk knowledge of the memorizer matter?

Back 69

yes

Front 70

Are aquisition, storage, and retrieval easily seperable?

Back 70

No, because new learning is grounded in previously learned (stored) knowledge and effective learning depends on how the information will be later retrieved.

Front 71

a technique designed to improve memory accuracy and to make learning easier; in general, they seek in one fashion or another to help memory by imposing an organization on the material to be learned.

Back 71

mnemonic strategies

Front 72

retrieval paths

Back 72

a connection (or series of connections) that can lead to a sought after memory in long term storage

Front 73

a connection (or series of connections) that can lead to a sought after memory in long term storage

Back 73

retrieval paths

Front 74

retrieval paths help us do what?

Back 74

learn new matererial.

Front 75

context-dependent learning

Back 75

a pattern of data in which materials learned in one setting are well remembered when the person returns to that setting, but less well remembered in other settings.

Front 76

a pattern of data in which materials learned in one setting are well remembered when the person returns to that setting, but less well remembered in other settings.

Back 76

context-dependent learning

Front 77

context reinstatement

Back 77

a procedure in which someone is led to the same mental and emotional state he or she was during a previous event; context reinstatement can often promote accurate recollecton of that event.

Front 78

a procedure in which someone is led to the same mental and emotional state he or she was during a previous event; context reinstatement can often promote accurate recollecton of that event.

Back 78

context reinstatement

Front 79

learning involves forming

Back 79

connections

Front 80

the greater/richer the number of learning-related connections activated, the better the

Back 80

retrieval

Front 81

encoding specificity

Back 81

the tendency. when meorizing to place in memory both the materials to be learned and also some amount of the context of those materials. As a result, these materials will be recognized as familiar, later on, only if the materials appear again in a similar context.

Front 82

the tendency. when meorizing to place in memory both the materials to be learned and also some amount of the context of those materials. As a result, these materials will be recognized as familiar, later on, only if the materials appear again in a similar context.

Back 82

encoding specificity

Front 83

a framework for explaining how context effects both learning and recall

Back 83

encoding specificity principle

Front 84

memory is more effective when information available at encoding is also

Back 84

present at retrieval

Front 85

spreading activation

Back 85

a process through which activation travels from one node to another, via associative links. As each node becomes activated, it serves as a source for further activation, spreading onward through the network.

Front 86

a process through which activation travels from one node to another, via associative links. As each node becomes activated, it serves as a source for further activation, spreading onward through the network.

Back 86

spreading activation

Front 87

associations

Back 87

functional connections that are hypothesized to link nodes within a mental network or detectors within a detector network; these assocations are often hypothesized as the carriers of activations, from one node or detector to the next.

Front 88

functional connections that are hypothesized to link nodes within a mental network or detectors within a detector network; these assocations are often hypothesized as the carriers of activations, from one node or detector to the next.

Back 88

associations

Front 89

detector

Back 89

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information

Front 90

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information

Back 90

detector

Front 91

node

Back 91

an individual unit within an associative network. In a scheme using local representation, it represent single ideas or concepts. In a scheme using distributed representations, ideas or contents are represented by a pattern of activation across a wide number of them

Front 92

an individual unit within an associative network. In a scheme using local representation, it represent single ideas or concepts. In a scheme using distributed representations, ideas or contents are represented by a pattern of activation across a wide number of them

Back 92

node

Front 93

in a scheme using local representation nodes represent

Back 93

single ideas or concepts

Front 94

in a scheme using distributed representations ideas or concepts are represented by

Back 94

a pattern of activation across a wide number of nodes

Front 95

can the same nodes participate in other patterns of memory?

Back 95

yes

Front 96

File management for computers

Back 96

Creating---> Storing---> Opening

Front 97

What does executive control handle?

Back 97

Sequences of thought and action

Select and launch responses

Plan and set goals

Break habits or routines

Front 98

what type of presentation aids pre-recency items?

Back 98

slow presentation aids pre-recency items, but leaves recency effect the same.

Front 99

incidental learning

Back 99

learning that takes place in the absence of any intention to learn and, correspondingly, in the absence of any expectation of a subsequent memory test

Front 100

learning that takes place in the absence of any intention to learn and, in the absence of any expectation of a subsequent memory test

Back 100

incidental learning

Front 101

intentional learning

Back 101

the acquisition of memories in a setting where people know their memory for the information will be tested later

Front 102

the acquisition of memories in a setting where people know their memory for the information will be tested later.

Back 102

intentional learning

Front 103

in shallow processing you pay attention to

Back 103

surface or perceptual features

Front 104

in deep processing you pay attention to

Back 104

processed, meaningful interpretations of the information

Front 105

Are these words in the same font is an example of what depth of processing?

Back 105

shallow

Front 106

do these words rhyme is an example of what depth of processing?

Back 106

medium

Front 107

are these words synonyms is an example of what depth of processing?

Back 107

Deep

Front 108

structural tasks that ask you to note the pattern of consonants and vowels in a word are and example of what depth of processing?

Back 108

shallow

Front 109

semantic tasks that ask if the given word fits in a sentence is an example of what depth of processing?

Back 109

deep

Front 110

ROYGBIV is an example of what type of mnemonics?

Back 110

first letter mnemonics

Front 111

skeleton peg-word system of mnemonics

Back 111

items are 'hung' on a system of already known 'pegs' using mental imagery.

Front 112

the downside of mnemonics is

Back 112

that you don't look for a richer understanding of the material by relating it to things already known.

Front 113

does effective learning depend on how the information will later be retrieved?

Back 113

yes

Front 114

does the state of the person attempting to recall a memory matter?

Back 114

yes, memory is most effective when an individual is in the same state they were when the memory was formed.

Front 115

________ is similar to neurons in that when input sums to reach a threshold, it causes firing

Back 115

spreading activation

Front 116

Spreading activation travels from one node to another via _____

Back 116

associative links

Front 117

_____ travels from one node to another via associative links

Back 117

spreading activation

Front 118

_____ offers an account of how connections impact learning

Back 118

spreading activation

Front 119

spreading activation offers an account of how

Back 119

connections impact learning

Front 120

threshold

Back 120

the activity level at which a cell or detector responds or fires

Front 121

the activity level at which a cell or detector responds or fires

Back 121

threshold

Front 122

____ and ____ suggest an explanation for why hints often help us remember.

Back 122

spreading activation

thresholds

Front 123

subthreshold activation

Back 123

activation levels below response threshold. STA will not trigger a response but is important because it can accumulate, leading to an activation level that exceeds the response threshold

Front 124

activation levels below response threshold. It will not trigger a response but is important because it can accumulate, leading to an activation level that exceeds the response threshold

Back 124

subthreshold activation

Front 125

response threshold

Back 125

the quantity of information, or quantity of activation needed in order to trigger a response.

Front 126

the quantity of information or activation needed in order to trigger a response

Back 126

response threshold

Front 127

activation level

Back 127

a measure of the current status for a node or detector. Activation level is increased if the node or detector receives the appropriate input from its associated nodes or detectors; activation level will be high if input has been received frequently or recently

Front 128

A measure of the current status for a node or detector.

Back 128

activation level

Front 129

is increased if the node or detector gets the appropriate input from it's associated nodes or detectors

Back 129

activation level

Front 130

____ will be high if the node or detector has frequently or recently gotten input

Back 130

activation level

Front 131

detector

Back 131

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information

Front 132

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information.

Back 132

detector

Front 133

processing pathway

Back 133

the sequence of NODES and DETECTORS and the connections among these various units that activation flows through when dealing with a specific stimulus

Front 134

the sequence of NODES and DETECTORS and the connections among these units that activation flows through when dealing with a specific stimulus.

Back 134

processing pathway

Front 135

recognition

Back 135

the task of memory retrieval where the items to be remembered are presented and the person must decide whether or not the item was encountered in some earlier circumstance.

Front 136

the task of memory RETRIEVAL where the items to be remembered are presented and the person must decide whether or not the item was encountered in some earlier circumstance.

Back 136

recognition

Front 137

recognition is a task of memory ____

Back 137

retrieval

Front 138

"Have you ever seen this person before" is a question of ____

Back 138

recognition

Front 139

"Was this poster in the group you saw last week" is a question of ____

Back 139

recognition

Front 140

recall

Back 140

the task of memory RETRIEVAL in which the person must come up with the desired materials, sometimes in response to a cue that names the context in which these materials were earlier encountered or sometimes in response to a question that requires the information

Front 141

the task of memory RETRIEVAL where the person must come up with the desired material sometimes in response to a cue and sometimes in response to a question that uses the sought after information

Back 141

recall

Front 142

"name the pictures you saw earlier" requires recall or recognition?

Back 142

recall

Front 143

"name a fruit" requires RECALL or RECOGNITION?

Back 143

Recall

Front 144

"What is the capital of California?" requires recall or recognition?

Back 144

Recall

Front 145

____ requires a controlled search through memory

Back 145

recall

Front 146

source memory

Back 146

a form of memory that allows you to recollect the episode in which learning took place or the time and place in which a particular stimulus was encountered.

Front 147

a form of memory that allows you to recollect the episode in which learning took place or the time and place in which a particular stimulus was encountered.

Back 147

source memory

Front 148

If ______ is available recognition responses are similar in mechanism to recall

Back 148

source memory

Front 149

if source memory is available recognition responses are similar in mechanism to

Back 149

recall

Front 150

familiarity

Back 150

the subjective feeling that you have encountered a stimulus before or the fact that you have indeed encountered a stimulus before and are now in some way influenced by that encounter, whether or not you recall that encounter or feel the stimulus is familiar.

Front 151

the subjective feeling you have encountered a stimulus before or the objective fact that you have encountered a stimulus before and are now in some way influenced by that encounter, whether or not you recall it or feel the stimulus is familiar

Back 151

familiarity

Front 152

In some cases recognition responses are based on a feeling of ___

Back 152

familiarity

Front 153

in some cases ____ responses are based on a feeling of familiarity.

Back 153

recognition responses

Front 154

______ is associated retrieval of source and context whereas memory based on ____ is not

Back 154

recall

familiarity

Front 155

are the processes that mediate source memory and familiarity in the brain the same?

Back 155

No, they are dissociable in the brain.

Front 156

what area of the brain supports memory for source?

Back 156

hippocampus

Front 157

what part of the brain is linked to recall?

Back 157

hippocampus because it supports memory for source.

Front 158

areas of the brain implicated in familiarity related signals

Back 158

left lateral parietal cortex

Front 159

familiarity =

Back 159

recognition

Front 160

recognition =

Back 160

familiarity

Front 161

is the hippocampus linked to recall or recognition?

Back 161

recall

Front 162

is the left lateral parietal cortex linked to recall or recognition?

Back 162

recognition (familiarity)

Front 163

can we be influenced by memories of which we are not aware?

Back 163

Yes

Front 164

can we have familiarity without conscious or episodic memory?

Back 164

Yes

Front 165

Can only a feeling of familiarity influence us?

Back 165

Yes

Front 166

Gollin's partial pictures task assesses __

Back 166

perceptual learning

Front 167

e_ _ _ p _ _ n _ is an example of what indirect test that can reveal memory of the past?

Back 167

word-fragment completion

Front 168

sp _ _ _ is an example of what indirect test that can reveal memory of the past?

Back 168

word-stem completion

Front 169

word-stem completion

Back 169

a task in which people are given the beginning of a word and must provide a word that starts with the letters provided. In some versions only one solution is possible and performance is measured by counting the number of words completed. In other versions several solutions are possible for each stem and performance is assessed by determining which of the responses fulfill some other criterion.

Front 170

a task in which people are given the beginning of a word and must provide a word that starts with the letters provided.

Back 170

word-stem completion task

Front 171

in the version of the word-stem completion task where only one solution is possible, performance is measured by ___

Back 171

counting the number of words completed

Front 172

in the version of the word-stem completion task where several solutions are possible for a given word, performance is measured by ___

Back 172

determining which of the responses fulfill some other criterion.

Front 173

repetition priming

Back 173

a pattern of priming that occurs simply because a stimulus is presented a second time; processing is more efficient on the second presentation.

Front 174

a pattern of priming that occurs simply because a stimulus is presented a second time; processing is more efficient on the second presentation.

Back 174

repetition priming

Front 175

In repetition priming _______ is more efficient on the second presentation.

Back 175

processing

Front 176

priming

Back 176

a process through which one input or cue prepares a person for an upcoming input or cue.

Front 177

a process through which one input or cue prepares a person for an upcoming input or cue.

Back 177

priming

Front 178

Implicit memories refer to memories __________

Back 178

not accessible by conscious awareness

Front 179

are implicit memories revealed by direct memory tests?

Back 179

No

Front 180

Are implicit memories revealed by indirect memory tests?

Back 180

yes

Front 181

direct memory testing

Back 181

form of memory testing in which people are asked to explicitly remember some previous event.

Recall and standard recognition testing both forms of direct memory testing.

Front 182

forms of direct memory testing

Back 182

recall

standard recognition testing

Front 183

Recall and standard recognition testing are both forms of what type of memory testing?

Back 183

direct memory testing

Hint 183

direct or indirect?

Front 184

form of memory testing in which people are asked explicitly to remember some previous event

Back 184

direct memory testing

Front 185

a form of memory testing in which participants are not told their memories are being tested. Instead, they are tested in a way where previous experiences can influence current behavior.

Back 185

indirect memory testing

Front 186

indirect memory testing

Back 186

a form of memory testing in which participants are not told their memories are being tested. They are tested in a way where previous experiences can influence current behavior.

Front 187

word-stem completion, the lexical decision task, and tachistoscopic recognition are examples of what type of memory testing?

Back 187

indirect memory testing

Front 188

examples of indirect memory testing

Back 188

word stem completion

lexical decision task

tachistoscopic recognition

Front 189

word stem completion tasks is what type of memory testing?

Back 189

indirect

Hint 189

direct or indirect?

Front 190

the lexical decision task is what type of memory testing?

Back 190

indirect

Hint 190

direct or indirect?

Front 191

tachistoscopic recognition is what type of memory testing?

Back 191

indirect

Hint 191

direct or indirect?

Front 192

lexical decision task

Back 192

a test in which participants are shown strings of letters and must indicate, as quickly as possible, whether each string of letters is a word in English or not. It is supposed that people perform this task by looking up these strings in their mental dictionary.

Front 193

a test in which participants are show strings of letters and must indicate, as quickly as possible, whether each string of letters is a word in English or not.

Back 193

lexical decision task

Front 194

it is supposed that people perform this task by looking up the strings in their mental dictionary

Back 194

lexical decision task

Front 195

tachistoscope

Back 195

a device that allows the presentation of stimuli for precisely controlled amounts of time, including very brief presentations

Front 196

device that allows the presentation of stimuli for precisely controlled amounts of time, including very brief presentations.

Back 196

tachistoscope

Front 197

a priming task is a test of ____ memory

Back 197

indirect

Front 198

implicit memory

Back 198

a memory revealed by indirect memory testing and usually manifested as a priming effect in which current performance is guided or facilitated by previous experiences. Often accompanied by no conscious realization that one is being influenced by specific past experiences.

Front 199

a memory revealed by indirect memory testing

Back 199

implicit memory

Front 200

a memory revealed by indirect memory testing and usually manifested as a priming effect in which current performance is guided or facilitated by previous experiences. Often accompanied by no conscious realization that they are being influenced by specific past experiences

Back 200

implicit memory

Front 201

type of memory that is usually manifested as a priming effect

Back 201

implicit memory

Front 202

often accompanied by no conscious realization that one is being influenced by specific past experiences

Back 202

implicit memory

Front 203

explicit memory

Back 203

a memory revealed by direct memory testing and typically accompanied by the conviction that one is remembering -- drawing on some sort of knowledge

Front 204

a memory revealed by direct memory testing and typically accompanied by the conviction that one is remembering -- drawing on some sort of knowledge

Back 204

explicit memory

Front 205

_____ memory can involve processing fluency

Back 205

implicit memory

Front 206

implicit memory can involve _______ -- an improvement in the speed or ease of processing.

Back 206

processing fluency

Front 207

processing fluency

Back 207

an improvement in the speed or ease of processing that results from prior practice using those same processing steps

Front 208

an improvement in the speed or ease or processing that results from prior practice using those same processing steps

Back 208

processing fluency

Front 209

Squire's Taxonomy of Memory

Front 210

Back 210

Gollin's Partial Pictures Task

Front 211

Squire's Taxonomy of Memory

Back 211

Front 212

Squire's first level in the taxonomy of memory

Back 212

Explicit Memory vs Implicit Memory

Front 213

conscious memories are _____

Back 213

explicit memories

Front 214

memories for specific events are called ___

Back 214

Episodic memory

Front 215

general knowledge not tied to any time or place are called

Back 215

semantic memory

Front 216

memory for skills

Back 216

procedural memory

Front 217

memory that knows 'how' to do a thing

Back 217

procedural memory

Front 218

changes in perception and belief caused by previous experience

Back 218

priming

Front 219

re-calibration of perceptual systems as a result of experience

Back 219

perceptual learning

Front 220

learning about associations among stimuli

Back 220

classical conditioning

Front 221

Types of explicit memory in Squire's Taxonomy of Memory

Back 221

Episodic - specific events

Semantic - general knowledge

Front 222

types of implicit memory in Squire's Taxonomy of Memory

Back 222

Procedural - Skills/how

Priming - changes in perception and belief from experience

Perceptual learning - recalibration of perceptual systems from experience

Classical conditioning - associations among stimuli

Front 223

Is episodic memory explicit or implicit?

Back 223

explicit

Front 224

is semantic memory explicit or implicit?

Back 224

explicit

Front 225

is procedural memory explicit or implicit?

Back 225

Implicit

Front 226

is priming explicit or implicit?

Back 226

implicit

Front 227

New learning is grounded in ________

Back 227

previously learned (stored) knowledge

Front 228

All memory processes are susceptible to _____

Back 228

losing information (forgetting)

Front 229

Steps of human memory _____ --> _____ --> _____

Back 229

Acquisition --> Storage --> Retrieval

Front 230

Working memory is more of a _____ than a place

Back 230

process

Front 231

virtually all mental activities require ______

Back 231

working memory

Front 232

Do all tasks demand the same amount of working memory?

Back 232

No

Front 233

Working memory emphasizes the _____ of shorter term memory

Back 233

function

Front 234

when something is in working memory we are saying ________

Back 234

we are saying the ideas are currently activated and are currently being worked on by specific set of operations.

Front 235

How can we measure working memory?

Back 235

Digit-span task

Front 236

Digit span task

Back 236

test of working memory where a participant it asked to remember digits and the list is increased until memory fails. The maximum number remembered is the digit span.(7+/-2) is the standard working memory

Front 237

What is the standard working memory span as measured by the digit-span task?

Back 237

7 plus or minus 2.

Front 238

The 3 Task general resources are:

Back 238

Response SelectionExecutive ControlError Monitoring

Front 239

What controls the task general resources?

Back 239

The executive control function

Front 240

Reading span

Back 240

a measure of working memory that captures its active nature by asking participants to read sentences and remember the last word. The number of words remembered is the reading span.

Front 241

Operation span

Back 241

a measure of working memory that asks participants if an equation is true or false and then asks them to remember a word paired with each equation. The number of words remembered is the operation span.

Front 242

Reading span and operation span strongly correlate with

Back 242

test performancereasoningreading ability

Front 243

The hypothetical storage unit in working memory; it is estimated that working memory can hold 7 plus-or-minus 2 chunks. An unspecified quantity of information can be contained within each chunk, since the content of each chunk depends on how the memorizer has organized the materials to be remembered.

Back 243

Chunk

Front 244

chunk

Back 244

The hypothetical storage unit in working memory; it is estimated that working memory can hold 7 plus-or-minus 2 chunks. An unspecified quantity of information can be contained within each chunk, since the content of each chunk depends on how the memorizer has organized the materials to be remembered.

Front 245

Chunking requires

Back 245

effort (executive control)

Front 246

does chunking increase working memory?

Back 246

No

Front 247

Does an item's position on a list impact whether or not it will be remembered?

Back 247

Yes, due to the recency and primacy effects

Front 248

primacy effect

Back 248

an often observed advantage in remembering the early presented materials within a sequence of materials. This advantage is generally attributed to the fact that you can focus attention on those items simply because at the beginning of a sequence your attention is not divided between as many items.

Front 249

an often observed advantage in remembering the early presented materials within a sequence of materials. This advantage is generally attributed to the fact that you can focus attention on those items simply because at the beginning of a sequence your attention is not divided between as many items.

Back 249

primacy effect

Front 250

the tendency to remember materials that occur late in a series. If the series was just presented, the recency effect can be attributed to the fact that those late-arriving items are still in working memory (simply because nothing else has arrived after those items to bump them out of working memory.)

Back 250

recency effect

Front 251

recency effect

Back 251

the tendency to remember materials that occur late in a series. If the series was just presented, the recency effect can be attributed to the fact that those late-arriving items are still in working memory (simply because nothing else has arrived after those items to bump them out of working memory.)

Front 252

free recall

Back 252

a method of assessing memory. The person being tested is asked to come up with as many items as possible from a particular source (such as 'the list you heard earlier' or 'thinks you saw yesterday') in any sequence.

Front 253

a method of assessing memory. The person being tested is asked to come up with as many items as possible from a particular source (such as 'the list you heard earlier' or 'thinks you saw yesterday') in any sequence.

Back 253

free recall

Front 254

does 30 seconds of unfilled delat impact the recency effect?

Back 254

No

Front 255

allows transfer from WM to LTM

Back 255

memory rehersal

Front 256

memory rehersal

Back 256

any mental activith that has the effect of maintaining information in working memory.

Front 257

Two types of memory rehersal

Back 257

maintenance rehersalElaborative rehersal

Front 258

maintenance rehersal

Back 258

a rote, mechanical process in which items are continually cycled through working memory, merely by being repeated over and over again.

Front 259

AKA - item-specific rehersal

Back 259

maintenance rehersal

Front 260

AKA - maintenance rehersal

Back 260

item-specific rehersal

Front 261

a rote, mechanical process in which items are continually cycled through working memory, merely by being repeated over and over again.

Back 261

maintenance rehersal

Front 262

elaborative rehersal

Back 262

a way of engaging materials to be remembered, such that you pay attention to what the materials mean and how they are rlated to one another, or to other things in the surroundings, or to other things you already know.

Front 263

a way of engaging materials to be remembered, such that you pay attention to what the materials mean and how they are rlated to one another, or to other things in the surroundings, or to other things you already know.

Back 263

elaborative rehersal

Front 264

Recency effect is based on

Back 264

Short-term memory

Front 265

Primacy effect is based on

Back 265

long term memory (due to rehersal)

Front 266

Using familiar items or common words increases retention of

Back 266

pre-recency, but not recency items.

Front 267

modal model

Back 267

a nickname for the specific conception of the architecture of our memory. In this model, working memory serves both as the storage site for material now being contemplated as the 'loading platform' for long term memory. Info can reach working memory through the processes of perception, or it can be drawn from long term memory. Once in working memory, material can be further processed, or it can be recycled for subsequent use. This model encouraged a large quantity of valuable research, but now has largely been set aside, with modern theorizing offering a very different conception of working memory.

Front 268

a nickname for the specific conception of the architecture of our memory. In this model, working memory serves both as the storage site for material now being contemplated as the 'loading platform' for long term memory. Info can reach working memory through the processes of perception, or it can be drawn from long term memory. Once in working memory, material can be further processed, or it can be recycled for subsequent use. This model encouraged a large quantity of valuable research, but now has largely been set aside, with modern theorizing offering a very different conception of working memory.

Back 268

modal model

Front 269

serial position

Back 269

a data pattern summarizing the relationship between some performance measure (often, likelihood of recall) and the order in which the test materials were presented. In memory studies, the serial position curve tends to be U-shaped, with people best able to recall the first-presented items (primacy effect) and also the last-presented items (recency effect).

Front 270

a data pattern summarizing the relationship between some performance measure (often, likelihood of recall) and the order in which the test materials were presented. In memory studies, the serial position curve tends to be U-shaped, with people best able to recall the first-presented items (primacy effect) and also the last-presented items (recency effect).

Back 270

serial position

Front 271

does repeated exposure guarantee memory?

Back 271

No, think of the test where we tried to identify which of the pennies were correct.

Front 272

between rehersal and relational/elaborative rehersal, which is superior?

Back 272

relational/elaborative rehersal

Front 273

relational rehersal

Back 273

a form of mental processing in which you think about the relations, or connections among ideas. The connections created (or strengthened) in this way will later guide memory search.

Front 274

a form of mental processing in which you think about the relations, or connections among ideas. The connections created (or strengthened) in this way will later guide memory search.

Back 274

relational rehersal

Front 275

shallow processing

Back 275

mode of thinking about material in which you pat attention only to appearances and other superficial aspects of the material; shallow processing typically leads to poor memory retention.

Front 276

mode of thinking about material in which you pat attention only to appearances and other superficial aspects of the material; typically leads to poor memory retention.

Back 276

shallow processing

Front 277

deep processing

Back 277

mode of thinking in which you pay attention to the meaning and implications of the material; typically leads to excellent memory retention.

Front 278

mode of thinking in which you pay attention to the meaning and implications of the material; typically leads to excellent memory retention.

Back 278

deep processing

Front 279

incidental learning

Back 279

learning that takes place in the absence of any intention to learn and, ocrrespondingly, in the absence of any expectation of a subsequent memory test.

Front 280

learning that takes place in the absence of any intention to learn and, ocrrespondingly, in the absence of any expectation of a subsequent memory test.

Back 280

incidental learning

Front 281

intentional learning

Back 281

the acquisition of memories in a setting in which people know that their memory for the information will be tested later.

Front 282

the acquisition of memories in a setting in which people know that their memory for the information will be tested later.

Back 282

intentional learning

Front 283

does deep processing or shallow processing lead to better memory retention?

Back 283

deep processing leads to better memory retention.

Front 284

The 3 levels of depth of processing

Back 284

ShallowIntermediateDeep(Levels of processing are in a D.I. Sh.)

Front 285

does intention matter in memory?

Back 285

No, what matters more is the depth of processing. Even unintentional learning will be retained if processed with a deep-learning strategy.

Front 286

retrieval path

Back 286

a connection (or series of connections) that can lead to a sought-after memory in long-term storage.

Front 287

a connection (or series of connections) that can lead to a sought-after memory in long-term storage.

Back 287

retrieval path

Front 288

Does the organization of the material to be learned matter?

Back 288

Yes, we memorize well when we find order in the material.

Front 289

elaborate encoding forces you to think about ____

Back 289

relationships

Front 290

type of encoding that forces you to think about relationships between items.

Back 290

elaborate encoding.

Front 291

How does depth of processing promote recall?

Back 291

It facilitates later retrieval.

Front 292

mnemonic strategy

Back 292

a technique designed to improve memory accuracy and to make learning easier; in general, mnemonic strategies seek in one fashion or another to help memory by imposing an organization on the material to be learned.

Front 293

does it matter what the person memorizing the material is doing at the time of exposure?

Back 293

Yes

Front 294

Does the backgrounk knowledge of the memorizer matter?

Back 294

yes

Front 295

Are aquisition, storage, and retrieval easily seperable?

Back 295

No, because new learning is grounded in previously learned (stored) knowledge and effective learning depends on how the information will be later retrieved.

Front 296

a technique designed to improve memory accuracy and to make learning easier; in general, they seek in one fashion or another to help memory by imposing an organization on the material to be learned.

Back 296

mnemonic strategies

Front 297

retrieval paths

Back 297

a connection (or series of connections) that can lead to a sought after memory in long term storage

Front 298

a connection (or series of connections) that can lead to a sought after memory in long term storage

Back 298

retrieval paths

Front 299

retrieval paths help us do what?

Back 299

learn new matererial.

Front 300

context-dependent learning

Back 300

a pattern of data in which materials learned in one setting are well remembered when the person returns to that setting, but less well remembered in other settings.

Front 301

a pattern of data in which materials learned in one setting are well remembered when the person returns to that setting, but less well remembered in other settings.

Back 301

context-dependent learning

Front 302

context reinstatement

Back 302

a procedure in which someone is led to the same mental and emotional state he or she was during a previous event; context reinstatement can often promote accurate recollecton of that event.

Front 303

a procedure in which someone is led to the same mental and emotional state he or she was during a previous event; context reinstatement can often promote accurate recollecton of that event.

Back 303

context reinstatement

Front 304

learning involves forming

Back 304

connections

Front 305

the greater/richer the number of learning-related connections activated, the better the

Back 305

retrieval

Front 306

encoding specificity

Back 306

the tendency. when meorizing to place in memory both the materials to be learned and also some amount of the context of those materials. As a result, these materials will be recognized as familiar, later on, only if the materials appear again in a similar context.

Front 307

the tendency. when meorizing to place in memory both the materials to be learned and also some amount of the context of those materials. As a result, these materials will be recognized as familiar, later on, only if the materials appear again in a similar context.

Back 307

encoding specificity

Front 308

a framework for explaining how context effects both learning and recall

Back 308

encoding specificity principle

Front 309

memory is more effective when information available at encoding is also

Back 309

present at retrieval

Front 310

spreading activation

Back 310

a process through which activation travels from one node to another, via associative links. As each node becomes activated, it serves as a source for further activation, spreading onward through the network.

Front 311

a process through which activation travels from one node to another, via associative links. As each node becomes activated, it serves as a source for further activation, spreading onward through the network.

Back 311

spreading activation

Front 312

associations

Back 312

functional connections that are hypothesized to link nodes within a mental network or detectors within a detector network; these assocations are often hypothesized as the carriers of activations, from one node or detector to the next.

Front 313

functional connections that are hypothesized to link nodes within a mental network or detectors within a detector network; these assocations are often hypothesized as the carriers of activations, from one node or detector to the next.

Back 313

associations

Front 314

detector

Back 314

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information

Front 315

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information

Back 315

detector

Front 316

node

Back 316

an individual unit within an associative network. In a scheme using local representation, it represent single ideas or concepts. In a scheme using distributed representations, ideas or contents are represented by a pattern of activation across a wide number of them

Front 317

an individual unit within an associative network. In a scheme using local representation, it represent single ideas or concepts. In a scheme using distributed representations, ideas or contents are represented by a pattern of activation across a wide number of them

Back 317

node

Front 318

in a scheme using local representation nodes represent

Back 318

single ideas or concepts

Front 319

in a scheme using distributed representations ideas or concepts are represented by

Back 319

a pattern of activation across a wide number of nodes

Front 320

can the same nodes participate in other patterns of memory?

Back 320

yes

Front 321

File management for computers

Back 321

Creating---> Storing---> Opening

Front 322

What does executive control handle?

Back 322

Sequences of thought and actionSelect and launch responsesPlan and set goalsBreak habits or routines

Front 323

what type of presentation aids pre-recency items?

Back 323

slow presentation aids pre-recency items, but leaves recency effect the same.

Front 324

incidental learning

Back 324

learning that takes place in the absence of any intention to learn and, correspondingly, in the absence of any expectation of a subsequent memory test

Front 325

learning that takes place in the absence of any intention to learn and, in the absence of any expectation of a subsequent memory test

Back 325

incidental learning

Front 326

intentional learning

Back 326

the acquisition of memories in a setting where people know their memory for the information will be tested later

Front 327

the acquisition of memories in a setting where people know their memory for the information will be tested later.

Back 327

intentional learning

Front 328

in shallow processing you pay attention to

Back 328

surface or perceptual features

Front 329

in deep processing you pay attention to

Back 329

processed, meaningful interpretations of the information

Front 330

Are these words in the same font is an example of what depth of processing?

Back 330

shallow

Front 331

do these words rhyme is an example of what depth of processing?

Back 331

medium

Front 332

are these words synonyms is an example of what depth of processing?

Back 332

Deep

Front 333

structural tasks that ask you to note the pattern of consonants and vowels in a word are and example of what depth of processing?

Back 333

shallow

Front 334

semantic tasks that ask if the given word fits in a sentence is an example of what depth of processing?

Back 334

deep

Front 335

ROYGBIV is an example of what type of mnemonics?

Back 335

first letter mnemonics

Front 336

skeleton peg-word system of mnemonics

Back 336

items are 'hung' on a system of already known 'pegs' using mental imagery.

Front 337

the downside of mnemonics is

Back 337

that you don't look for a richer understanding of the material by relating it to things already known.

Front 338

does effective learning depend on how the information will later be retrieved?

Back 338

yes

Front 339

does the state of the person attempting to recall a memory matter?

Back 339

yes, memory is most effective when an individual is in the same state they were when the memory was formed.

Front 340

________ is similar to neurons in that when input sums to reach a threshold, it causes firing

Back 340

spreading activation

Front 341

Spreading activation travels from one node to another via _____

Back 341

associative links

Front 342

_____ travels from one node to another via associative links

Back 342

spreading activation

Front 343

_____ offers an account of how connections impact learning

Back 343

spreading activation

Front 344

spreading activation offers an account of how

Back 344

connections impact learning

Front 345

threshold

Back 345

the activity level at which a cell or detector responds or fires

Front 346

the activity level at which a cell or detector responds or fires

Back 346

threshold

Front 347

____ and ____ suggest an explanation for why hints often help us remember.

Back 347

spreading activationthresholds

Front 348

subthreshold activation

Back 348

activation levels below response threshold. STA will not trigger a response but is important because it can accumulate, leading to an activation level that exceeds the response threshold

Front 349

activation levels below response threshold. It will not trigger a response but is important because it can accumulate, leading to an activation level that exceeds the response threshold

Back 349

subthreshold activation

Front 350

response threshold

Back 350

the quantity of information, or quantity of activation needed in order to trigger a response.

Front 351

the quantity of information or activation needed in order to trigger a response

Back 351

response threshold

Front 352

activation level

Back 352

a measure of the current status for a node or detector. Activation level is increased if the node or detector receives the appropriate input from its associated nodes or detectors; activation level will be high if input has been received frequently or recently

Front 353

A measure of the current status for a node or detector.

Back 353

activation level

Front 354

is increased if the node or detector gets the appropriate input from it's associated nodes or detectors

Back 354

activation level

Front 355

____ will be high if the node or detector has frequently or recently gotten input

Back 355

activation level

Front 356

detector

Back 356

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information

Front 357

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information.

Back 357

detector

Front 358

processing pathway

Back 358

the sequence of NODES and DETECTORS and the connections among these various units that activation flows through when dealing with a specific stimulus

Front 359

the sequence of NODES and DETECTORS and the connections among these units that activation flows through when dealing with a specific stimulus.

Back 359

processing pathway

Front 360

recognition

Back 360

the task of memory retrieval where the items to be remembered are presented and the person must decide whether or not the item was encountered in some earlier circumstance.

Front 361

the task of memory RETRIEVAL where the items to be remembered are presented and the person must decide whether or not the item was encountered in some earlier circumstance.

Back 361

recognition

Front 362

recognition is a task of memory ____

Back 362

retrieval

Front 363

"Have you ever seen this person before" is a question of ____

Back 363

recognition

Front 364

"Was this poster in the group you saw last week" is a question of ____

Back 364

recognition

Front 365

recall

Back 365

the task of memory RETRIEVAL in which the person must come up with the desired materials, sometimes in response to a cue that names the context in which these materials were earlier encountered or sometimes in response to a question that requires the information

Front 366

the task of memory RETRIEVAL where the person must come up with the desired material sometimes in response to a cue and sometimes in response to a question that uses the sought after information

Back 366

recall

Front 367

"name the pictures you saw earlier" requires recall or recognition?

Back 367

recall

Front 368

"name a fruit" requires RECALL or RECOGNITION?

Back 368

Recall

Front 369

"What is the capital of California?" requires recall or recognition?

Back 369

Recall

Front 370

____ requires a controlled search through memory

Back 370

recall

Front 371

source memory

Back 371

a form of memory that allows you to recollect the episode in which learning took place or the time and place in which a particular stimulus was encountered.

Front 372

a form of memory that allows you to recollect the episode in which learning took place or the time and place in which a particular stimulus was encountered.

Back 372

source memory

Front 373

If ______ is available recognition responses are similar in mechanism to recall

Back 373

source memory

Front 374

if source memory is available recognition responses are similar in mechanism to

Back 374

recall

Front 375

familiarity

Back 375

the subjective feeling that you have encountered a stimulus before or the fact that you have indeed encountered a stimulus before and are now in some way influenced by that encounter, whether or not you recall that encounter or feel the stimulus is familiar.

Front 376

the subjective feeling you have encountered a stimulus before or the objective fact that you have encountered a stimulus before and are now in some way influenced by that encounter, whether or not you recall it or feel the stimulus is familiar

Back 376

familiarity

Front 377

In some cases recognition responses are based on a feeling of ___

Back 377

familiarity

Front 378

in some cases ____ responses are based on a feeling of familiarity.

Back 378

recognition responses

Front 379

______ is associated retrieval of source and context whereas memory based on ____ is not

Back 379

recallfamiliarity

Front 380

are the processes that mediate source memory and familiarity in the brain the same?

Back 380

No, they are dissociable in the brain.

Front 381

what area of the brain supports memory for source?

Back 381

hippocampus

Front 382

what part of the brain is linked to recall?

Back 382

hippocampus because it supports memory for source.

Front 383

areas of the brain implicated in familiarity related signals

Back 383

left lateral parietal cortex

Front 384

familiarity =

Back 384

recognition

Front 385

recognition =

Back 385

familiarity

Front 386

is the hippocampus linked to recall or recognition?

Back 386

recall

Front 387

is the left lateral parietal cortex linked to recall or recognition?

Back 387

recognition (familiarity)

Front 388

can we be influenced by memories of which we are not aware?

Back 388

Yes

Front 389

can we have familiarity without conscious or episodic memory?

Back 389

Yes

Front 390

Can only a feeling of familiarity influence us?

Back 390

Yes

Front 391

Gollin's partial pictures task assesses __

Back 391

perceptual learning

Front 392

e_ _ _ p _ _ n _ is an example of what indirect test that can reveal memory of the past?

Back 392

word-fragment completion

Front 393

sp _ _ _ is an example of what indirect test that can reveal memory of the past?

Back 393

word-stem completion

Front 394

word-stem completion

Back 394

a task in which people are given the beginning of a word and must provide a word that starts with the letters provided. In some versions only one solution is possible and performance is measured by counting the number of words completed. In other versions several solutions are possible for each stem and performance is assessed by determining which of the responses fulfill some other criterion.

Front 395

a task in which people are given the beginning of a word and must provide a word that starts with the letters provided.

Back 395

word-stem completion task

Front 396

in the version of the word-stem completion task where only one solution is possible, performance is measured by ___

Back 396

counting the number of words completed

Front 397

in the version of the word-stem completion task where several solutions are possible for a given word, performance is measured by ___

Back 397

determining which of the responses fulfill some other criterion.

Front 398

repetition priming

Back 398

a pattern of priming that occurs simply because a stimulus is presented a second time; processing is more efficient on the second presentation.

Front 399

a pattern of priming that occurs simply because a stimulus is presented a second time; processing is more efficient on the second presentation.

Back 399

repetition priming

Front 400

In repetition priming _______ is more efficient on the second presentation.

Back 400

processing

Front 401

priming

Back 401

a process through which one input or cue prepares a person for an upcoming input or cue.

Front 402

a process through which one input or cue prepares a person for an upcoming input or cue.

Back 402

priming

Front 403

Implicit memories refer to memories __________

Back 403

not accessible by conscious awareness

Front 404

are implicit memories revealed by direct memory tests?

Back 404

No

Front 405

Are implicit memories revealed by indirect memory tests?

Back 405

yes

Front 406

direct memory testing

Back 406

form of memory testing in which people are asked to explicitly remember some previous event.Recall and standard recognition testing both forms of direct memory testing.

Front 407

forms of direct memory testing

Back 407

recallstandard recognition testing

Front 408

Recall and standard recognition testing are both forms of what type of memory testing?

Back 408

direct memory testing

Hint 408

direct or indirect?

Front 409

form of memory testing in which people are asked explicitly to remember some previous event

Back 409

direct memory testing

Front 410

a form of memory testing in which participants are not told their memories are being tested. Instead, they are tested in a way where previous experiences can influence current behavior.

Back 410

indirect memory testing

Front 411

indirect memory testing

Back 411

a form of memory testing in which participants are not told their memories are being tested. They are tested in a way where previous experiences can influence current behavior.

Front 412

word-stem completion, the lexical decision task, and tachistoscopic recognition are examples of what type of memory testing?

Back 412

indirect memory testing

Front 413

examples of indirect memory testing

Back 413

word stem completionlexical decision tasktachistoscopic recognition

Front 414

word stem completion tasks is what type of memory testing?

Back 414

indirect

Hint 414

direct or indirect?

Front 415

the lexical decision task is what type of memory testing?

Back 415

indirect

Hint 415

direct or indirect?

Front 416

tachistoscopic recognition is what type of memory testing?

Back 416

indirect

Hint 416

direct or indirect?

Front 417

lexical decision task

Back 417

a test in which participants are shown strings of letters and must indicate, as quickly as possible, whether each string of letters is a word in English or not. It is supposed that people perform this task by looking up these strings in their mental dictionary.

Front 418

a test in which participants are show strings of letters and must indicate, as quickly as possible, whether each string of letters is a word in English or not.

Back 418

lexical decision task

Front 419

it is supposed that people perform this task by looking up the strings in their mental dictionary

Back 419

lexical decision task

Front 420

tachistoscope

Back 420

a device that allows the presentation of stimuli for precisely controlled amounts of time, including very brief presentations

Front 421

device that allows the presentation of stimuli for precisely controlled amounts of time, including very brief presentations.

Back 421

tachistoscope

Front 422

a priming task is a test of ____ memory

Back 422

indirect

Front 423

implicit memory

Back 423

a memory revealed by indirect memory testing and usually manifested as a priming effect in which current performance is guided or facilitated by previous experiences. Often accompanied by no conscious realization that one is being influenced by specific past experiences.

Front 424

a memory revealed by indirect memory testing

Back 424

implicit memory

Front 425

a memory revealed by indirect memory testing and usually manifested as a priming effect in which current performance is guided or facilitated by previous experiences. Often accompanied by no conscious realization that they are being influenced by specific past experiences

Back 425

implicit memory

Front 426

type of memory that is usually manifested as a priming effect

Back 426

implicit memory

Front 427

often accompanied by no conscious realization that one is being influenced by specific past experiences

Back 427

implicit memory

Front 428

explicit memory

Back 428

a memory revealed by direct memory testing and typically accompanied by the conviction that one is remembering -- drawing on some sort of knowledge

Front 429

a memory revealed by direct memory testing and typically accompanied by the conviction that one is remembering -- drawing on some sort of knowledge

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explicit memory

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_____ memory can involve processing fluency

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implicit memory

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implicit memory can involve _______ -- an improvement in the speed or ease of processing.

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processing fluency

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processing fluency

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an improvement in the speed or ease of processing that results from prior practice using those same processing steps

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an improvement in the speed or ease or processing that results from prior practice using those same processing steps

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processing fluency

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Squire's first level in the taxonomy of memory

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Explicit Memory vs Implicit Memory

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conscious memories are _____

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explicit memories

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memories for specific events are called ___

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Episodic memory

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general knowledge not tied to any time or place are called

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semantic memory

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memory for skills

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procedural memory

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memory that knows 'how' to do a thing

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procedural memory

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changes in perception and belief caused by previous experience

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priming

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re-calibration of perceptual systems as a result of experience

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perceptual learning

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learning about associations among stimuli

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classical conditioning

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Types of explicit memory in Squire's Taxonomy of Memory

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Episodic - specific eventsSemantic - general knowledge

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types of implicit memory in Squire's Taxonomy of Memory

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Procedural - Skills/howPriming - changes in perception and belief from experiencePerceptual learning - recalibration of perceptual systems from experienceClassical conditioning - associations among stimuli

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Is episodic memory explicit or implicit?

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explicit

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is semantic memory explicit or implicit?

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explicit

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is procedural memory explicit or implicit?

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Implicit

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is priming explicit or implicit?

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implicit

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Method of Loci

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The method of loci is a method of memorizing information by placing each item to be remembered at a point along an imaginary journey. The information can then be recalled in a specific order by retracing the same route through the imaginary journey. Loci is the plural for of the Latin word, locus, meaning place or location. The method of loci is also called the Journey Method by Dominic O'Brien, and the imaginary journeys are often referred to as Memory Palaces or Memory Journeys.

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a method of memorizing information by placing each item to be remembered at a point along an imaginary journey. The information can then be recalled in a specific order by retracing the same route through the imaginary journey.

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Method of Loci