Memory 2

Front 1

• Total time hypothesis

Back 1

Amount learned is a function of amount of time spent on learning the task

Front 2

o Distributed practice

Back 2

Better to distribute your learning trials sparsely across a period o time than to mass them together in a single block

Front 3

• Expanding retrieval

Back 3

Learning schedule where items are initially tested after short delay, with pretest delay gradually increasing across subsequent trials

Front 4

• Change blindness

Back 4

failure to detect even quite dramatic changes in a scene given a brief delay

Front 5

• Latent inhibition

Back 5

In classical conditioning, phenomenon where multiple prior presentations of a neutral stimulus will interfere with its involvement in subsequent conditioning

Front 6

• Mere exposure effect

Back 6

Tendency for a neutral stimulus to acquire positive value with repeated exposure

Front 7

o Stem completion

Back 7

Task where retention of a word is tested by presenting the first few letters

Front 8

o Fragment completion

Back 8

Technique where memory for a word is tested by deleting alternate letters and asking participants to produce the word

Front 9

• Immersion method

Back 9

Strategy for foreign language teaching where the learner is placed in an environment where only the foreign language is used

Front 10

• Cell assembly

Back 10

Concept by Hebb; Account for physiological basis of long term learning, assumed to involve the establishment of links between the cells forming the assembly

Front 11

• Long term potentiaion¬

Back 11

Process where synaptic transmissions become more effective following a cell’s recent activation

Front 12

• Consolidation

Back 12

time dependent process where a new trace is gradually woven into the fabric of memory and by which its components and their interconnections are cemented together

Front 13

• Amygdala

Back 13

Area of brain close to hippocampus that’s involved in emotional processing

Front 14

• Multiple trace theory

Back 14

Each retrieval sets up new traces involving semantic and episodic memory

Front 15

• Hippocampus

Back 15

Brain structure in the medial temporal lobe that is important for long term memory formation
o Important for episodic memory

Front 16

• Dual coding hypothesis

Back 16

Words that were imageable (name of objects such as crocodile) could be encoded in terms of visual appearance and verbal meaning

Front 17

• Transfer appropriate processing

Back 17

Proposal that retention is best when the mode of encoding and mode of retrieval are the same

Front 18

depth of processing

Back 18

more deeply an item is processed, the better its retention

Front 19

• Incidental learning

Back 19

Learning situation where a learner is unaware that a test will occur

Front 20

• Maintenance rehearsal

Back 20

Process of rehearsal where items are “kept in mind” but not processed more deeply
o Ex: rehearsal of a phone number by saying it to yourself

Front 21

• Elaborative rehearsal

Back 21

Process where items aren’t just kept in mind, but are processed either more deeply or more elaborately
o Linking the material being rehearsed to other material in memory

Front 22

• Intentional learning-

Back 22

Learning when the learner knows that there will be a test of retention

Front 23

• Subjective organization

Back 23

Strategy where a learner attempts to organize unstructured material so as to enhance learning (Tulving)
o Four items at a time; Category based chunks

Front 24

• HERA (Hemispheric Encoding and Retrieval Asymmetry) hypothesis

Back 24

Tulving’s proposal that the encoding of episodic memories involves the left frontal lobe whereas their retrieval depends on the right frontal areas

Front 25

o Typicality gradient

Back 25

Ordering o the members of a category in terms of their typicality rating

Front 26

• Scripts

Back 26

deal with knowledge about events and consequences of events

Front 27

• Sensory functional theory

Back 27

o Living things are distinguished from each other mainly on the basis of What they look like
o Nonliving things are distinguished from each other mainly on the basis of what they are used for
o There are 3 times as many visual units within the semantic system as there are functional units

Front 28

• Patient JBR

Back 28

Problems identifying pictures of living things rather than nonliving things
 Same results when asked to define living/nonliving things

Front 29

• Patient EW

Back 29

Worse at naming animate objects than inanimate regardless of they were high in familiarity or low in familiarity

Front 30

• Patient KC

Back 30

Retrograde amnesia worse for episodic memory than semantic
o Can’t recollect personal experienced events
o Semantic knowledge acquired before accident reasonably intact

Front 31

• Frames-

Back 31

Knowledge structures referring to some aspect of the world containing fixed structural information and slots for variable information

Front 32

• Patient EP

Back 32

Semantic dementia
o Retained reasonable access to script knowledge
o Performance extremely poor when tested on the meanings of common objects

Front 33

• Patient KE

Back 33

Found it difficult to identify and user own objects when they moved to an usual location in her home
o Showed evidence of script memory by carrying out everyday tasks appropriately and by using objects correctly when they were in their usual location

Front 34

• Autobiographical memory

Back 34

Memory across the lifespan for both specific events and self related information

Front 35

• Mood congruent memory

Back 35

bias in the recall of memories such that negative mood makes negative memories more readily available than positive, and vice versa; Unlike mood dependency, it doesn’t affect the recall of neutral memories

Front 36

• Infantile amnesia

Back 36

Tendency for people to have few autobiographical memories from below the age of 5

Front 37

• Reminiscence bump

Back 37

Tendency in participants over 40 to show a high rate of recollecting personal experiences from their late teens and 20s

Front 38

• Lie narrative

Back 38

Coherent and integrated account of one’s life that is claimed to form the basis of autobiographical memory

Front 39

• Autobiographical knowledge base

Back 39

Facts about ourselves and our post that form the basis for autobiographical memory

Front 40

• Working self

Back 40

a concept proposed by Conway to account for the way in which autobiographical knowledge is accumulated and used

Front 41

• Autoonoetic consciousness-

Back 41

term proposed by Tulving for self awareness, allowing the rememberer to reflect on the contents of episodic memory

Front 42

• Flashbulb memory

Back 42

Term applied to the detailed and apparently highly accurate memory of a dramatic experience

Front 43

• False memory syndrome

Back 43

Term applied to cases, particularly of child abuse, in which the rememberer becomes convinced of an event that didn’t happen

Front 44

• Reappearance hypothesis

Back 44

View that under certain circumstances, such as flashbulb memory and PTSD, memories can be created that later reappear in exactly the same form

Front 45

• Delusions

Back 45

false beliefs, often found in schizophrenic patients, that seem well founded to the patient but implausible to a neutral observer

Front 46

• Retrieval

Back 46

process o recovering a target memory based on one or more cues, subsequently bringing that target into awareness

Front 47

• Activation level

Back 47

Variable internal state o a memory trace that contributes to its accessibility at a given point

Front 48

• Encoding specificity principle

Back 48

The more similar the cues available at retrieval are to the conditions present at encoding, the more effective the cues will be

Front 49

• Retrieval mode

Back 49

Cognitive set, or frame of mind, that orients a person towards the act of retrieval, ensuring that stimuli are interpreted as retrieval cues

Front 50

• Context cues

Back 50

Retrieval cues that specify aspects of the conditions under which a desired target was encoded, including (for example) the location and time of the event

Front 51

• Direct/explicit memory test

Back 51

Any of a variety of memory assessments that overtly prompt participants to retrieve past events

Front 52

• Repetition priming

Back 52

Enhanced processing of a stimulus arising from recent encounters with that stimulus, a form of implicit memory

Front 53

• Context dependent memory-

Back 53

the finding that memory benefits when the spatio-temporal, mood, physiological, or cognitive context at retrieval matches that present at encoding

Front 54

• Mood dependent memory

Back 54

Form of context dependent effect where what is learnt in a given mood, whether positive, negative, or neutral, is best recalled in that mood

Front 55

• Reconstructive memory

Back 55

Active and inferential process of retrieval whereby gaps in memory are filled in based on prior experience, logic, and goals

Front 56

• Recognition memory

Back 56

Person’s ability to correctly decide whether they have encountered a stimulus previously in a particular context

Front 57

• Familiarity based recognition

Back 57

fast, automatic recognition process based on the perception of a memory’s strength. Proponents of dual process models consider familiarity to be independent of the contextual information characteristic of recollection

Front 58

• Recollection

Back 58

slower, more attention demanding component of recognition memory in dual process models, which involves retrieval of contextual information about the memory

Front 59

• Dual process theory of recognition

Back 59

Class of recognition models that assumes that recognition memory judgments can be based on 2 independent forms of retrieval process: recollection and familiarity

Front 60

• Remember/know procedure

Back 60

Procedure used on recognition memory tests to separate the influence sof familiarity and recollection on recognition performance. For each test item, participants report whether it’s recognized because they can recollect contextual details of seeing the item (remember response) or because the item seems familiar, in the absence of specific recollections (know response)

Front 61

• Process dissociation procedure

Back 61

Technique for parceling out the contributions of recollection and familiarity within a recognition task

Front 62

• Source monitoring

Back 62

Process of examining the contextual origins of a memory in order to determine whether it was encoded from a particular source

Front 63

Savings

Back 63

How many additional trials needed to relearn the list (Ebbinghaus' total time hypothesis)

Front 64

Types of explicit verbal memory tasks

Back 64

free recall
semantic cued recall
graphemic cued recall
recognition memory

Front 65

free recall

Back 65

subjects asked to remember something without the aid of any cue

Front 66

semantic cued recall

Back 66

subjects given a clue to help them remember - related in meaning

Front 67

graphemic cued recall

Back 67

type of explicit verbal memory task; subjects given cue to help them remember that looks/sounds like the one they're to remember

Front 68

types of lexical priming implicit memory tasks

Back 68

word stem completion
word fragment completion
word identification I
word identification II
lexical decision task
category instance production

Front 69

word identification I

Back 69

subjects asked to identify word from brief exposure to word

Front 70

word identification II

Back 70

subjects identify a word from perceptually degraded features (faint letters/pieces of letters)

Front 71

lexical decision task

Back 71

subjects asked if string of letters is a real word or not

Front 72

category instance production

Back 72

subjects asked to generate instances of a category (name as many articles of furniture you can in 30 seconds)

Front 73

ASsumption 1 of LOP

Back 73

Memory is product of a successive series of analyses carried out on the stimulus materials each at a deeper level than the previous one

Front 74

Assumption 2 of LOP

Back 74

The deeper/more elborate the level of processing, the more permanent will be the resulting memory representation in LTM

Front 75

ASsumption 3 of LOP

Back 75

Type I (rote rehearsal) is not important for LT retention; only type II rehearsal will improve LTM

Front 76

Assumption 4 of LOP

Back 76

Experimenter has to have control over processing activities carried out by the subject using incidental learning procedures

Front 77

Category size effects

Back 77

More broad a cateogry is, the faster you are at recognizing

Front 78

spreading activation

Back 78

activation of one item stored in LTM travels through associated links to activate another item in memory

Front 79

form based priming

Back 79

repetition priming

Front 80

semantic priming

Back 80

associative priming

Front 81

plans

Back 81

covert, mental, hierarchical set of operations that are assumed to exist inside the head and used to guide behavior

Front 82

schemas

Back 82

generic plan/outline/structure/framework; mental abstract plans; Structures for interpreting information and organized frameworks for solving problems and achieving goals

Front 83

reproductive memory

Back 83

type of memory hypothesized to operate by the reproduction of the original stimulus input; images are stored away and then reproduced durin recall

Front 84

reconstructive memory

Back 84

Memory is highly malleable and is not permanent and abstract principles are stored and memory is recreated during recall

Front 85

2 pathways of information

Back 85

verbal
analog graded continual

Front 86

Functions of autobiographical memory

Back 86

Directive
social
self representational
coping with adversity

Front 87

Availability

Back 87

Whether a memory is in storage or not

Front 88

Accessiblilty

Back 88

Whther one can access a memory given that it is in storage

Front 89

This man studied automatic vs controlled attention

Back 89

Bryan

Front 90

Factors determining retrieval success

Back 90

Attention to cues
Relevance of cues
Cue target strength
Number of cues
Target strength
Retrieval strategy
Retrieval mode