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36 Cards in this Set
- Front
- Back
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Encoding |
The process of acquiring information and transferring it into LTM |
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Retrieval |
The process of transferring information from LTM into working memory |
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Are all mechanisms of encoding equally effective for transferring information into LTM? |
No. Maintenance rehearsal helps maintain information in STM but is not an effective way to transfer information into LTM
Elaborative rehearsal is a good way to establish LTMS |
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Levels-of-processing Theory |
states that memory depends on how information is encoded or programmed into the mind |
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What problem does the theory of level-of-processing suffer from? |
It suffers from circularity because it is difficult to define depth of processing independently of memory. |
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Effects that lead to evidence that encoding influences retrieval |
1. placing a word in a complex sentence 2. forming visual images 3. linking words to yourself 4. generating information 5. organizing information 6. the testing effect |
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How can LTM memories be retrieved easier? |
With retrieval cues which has been determined by the cued recall experiment and experiments where participants created their own retrieval cues |
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Retriveal cue experiment |
free recall group told to recall words that were listed---40% recalled
cued recall group told to recall words in categories of birds, furniture...---75% recalled
Mantyala-creating own recall cues help more
Bransford had a lot of sentences and a few retrieval cues |
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Retrieval can be increased by _________ at retrieval to _______ that existed at __________.
How is this illustrated? |
matching conditions, conditions, encoding
Illustrated by: 1) encoding specificity 2) state-dependent learning 3) transfer-appropriate processing |
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Principle of encoding specificity |
states that we learn information along with its context.
experiments associated with this principle: Baddeley's Diving experiment and Grant's studying experiment |
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Principle of state-dependent learning |
states that a person's memory will be better when his or her internal state during retrieval matches the state during encoding
Eich's mood experiment supports this idea |
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Eich's mood experiment |
FIND |
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Principle of Transfer-appropriate processing |
refers to the finding that memory performance is enhanced when the type of coding that occurs during acquisition matches the type of retrieval that occurs during a memory test |
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Morris transfer-appropriate experiment |
if word is memorized by ryhming then best recalled if asked if a certain word ryhmes with the memorized word. retrieval works better if it matches encoding |
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Six memory principles that can be applied for studying |
1- elaborate 2- generate and test 3- organize 4- take breaks 5- match learning and testing conditions 6- avoid illusions of learning |
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Physiological formation of memory |
The formation of memories is associated with structural changes at the synapse . These structural changes are then translated into enhanced nerve firing, as indicated by long-term potentiation |
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Medial Temporal Lobe (MTL) |
Is an important brain area for LTM. The MTL contains the hippocampus and other structures |
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Hippocampus |
Is crucial for forming new LTMs. |
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Perirhinal cortex |
is involved in recognizing a stimulus as having been experienced earlier, whereas the hippocampus has other functions |
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Retrograde amnesia |
Concussions can cause retrograde amnesia and is graded so that memory loss is greatest for events that happened closest in time to the trauma. This indicates that newly formed memories are fragile. |
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Consildation |
transforms new memories into a state in which they are more resistant to disruption.
Synaptic consolidation occurs at synapses and is rapid. Systems consolidations involves the reorganization of cortical circuits and is slower |
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The standard model of consilidation |
proposes that memory retrieval depends on the hippopotamus during consolidation but that after consolidation is complete, retrieval incolces the cortex and the hippocampus is no longer involved |
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Multiple trace hypothesis |
states that the hippocampus is involved both when memories are being established and during the retrieval of remote episodic memories |
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So which hypothesis is correct? |
There is evidence supporting both i guess |
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Reactivation |
Memories can become susceptible to disruption when they are reactivated by retrieval. After reactivation, these memories must be reconsolidated. This process may be a mechanism for refining and updating memories. ---rat experiment, Can help in PTSD |
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Serial Position effects |
Primacy effect=LTM, affected by WM rehearsal
Recency effect= STM, Last items still in STM at time of recall |
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LTM is not a singular structure |
Declarative (conscious) and Implicit (not conscious)
Declarative mechanisms: Episodic (personal events) and Semantic (facts, knowledge)
Implicit (not conscious): priming effects, procedural memor |
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Evidence for separation of episodic and semantic memory |
KC, knows certain things have happened in his past (ex. brother died). Cannot relive any details of his past .
DeRenzi's Italian woman- deficit semantic memory-cannot recognize familiar people, understand words, BUT is able to recall eposidic memories
Brain imaging-keep audio diary of personal events and of known facts, play diary entries-different areas light up
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Interactions among episodic and semantic memory |
1) episodic memory is gateway to semantic memory, episodic memory can be lost leaving semantic, semantic memory enhanced when linked to episodic
2) semantic knowledge influences memory for events
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Implicit memory |
Experiences can affect behavior without awareness
Studies with amnesiacs-repetition priming- cannot recall doing tasks but can do items that were trained
Studies with normals-sequence learning coglab, propaganda effect
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Encoding factors for getting information into LTM |
Rehearsal transfer-Appropriate Processing Forming Connections Information Generation Organization of Information Testing
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Rehearsal |
Deliberate recycling or practicing of the contents of the short term store- maintains info in WM which can increase probability to LTM
Ebbinhaus-rehearsal leads to better memory |
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Maintenance Rehearsal |
low-level, reptitive, information cycling maintains info in STM; no transfer to LTM Leaves no permanent record in memory |
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Elaborative Rehearsal |
Complex reheasal using meaning of info, leads to permanent storage---differences suggest levels of processing |
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Evidence of Levels of Processing |
Craik and Watkins experiment- Listen to long series of words, monitor for words that start with G, keep each new g word in memory; forget previous. Report last g-word in list, thought to be shallow processing. I value had no influence on recall
Craik and tulving-different forms of questions such as is it capital, does it ryhme, and fill in blank-more complicated led to more recall |
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Important Retrieval effects |
Decay-Law of Disuse by Thorndike, Jenkins says.. Interference-those who sleep remember more Retrieval Failures-may explain top-of-the-tongue phenomenon---recall cues given to help |
