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71 Cards in this Set
- Front
- Back
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incidental forgetting
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memory failures occuring without the intention to forget
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motivated forgetting
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intentional forgetting as well as forgetting triggered by motivations, but lacking conscious attention
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accessibility
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ease with which a stored memory can be retrieved at a given point in time
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availability
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distinction indicating whether a trace is or is not stored in memory
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interference
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retrieval of memory can be disrupted by the presence of related traces in memory
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trace decay forgetting
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gradual weakening of memories resulting from the mere passage of time; encoding-storage problem
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contextual fluctuation
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gradual drift in incidental context over time, so that distant memories deviate from the current context more than newer memories - diminishes the former's potency as a retrieval cue for older memories
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cue overload principle
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tendency for recall success to decrease as the number of to be remembered items associated to a cue increases
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retroactive interference
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more recently acquired information impedes retrieving similar older memories
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part set cuing impairment
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when presenting part of a set of items hinders your ability to recall the remaining items in the set
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*retrieval induced forgetting
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tendency for the retrieval of some target items from LTM to impair the later ability to recall other items related to those targets
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associative blocking
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process hypothesized to explain interference effects during retrieval, according to which a cue fails to elicit a target trace because it repeatedly elicits a stronger competitor, leading people to abandon efforts to retrieve the target
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unlearning
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proposition that associative bond linking a stimulus to a memory trace will be weakened when the trace is retrieved in error when a different trace is sought
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directed forgetting
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the tendency for an instruction to forget recently experienced items to induce memory impairment for those items
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retrieval inhibition hypothesis
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proposed mechanism underlying list method directed forgetting suggesting that first list items are temporarily inhibited in response to the instruction to forget and can be reactivated by subsequent presentation of the to be forgotten items
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context shift hypothesis
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alternative explanation for list method directed forgetting positin that forget instructions separate first list items into a distinct context, which unless reinstated during the final test will make the later context a relatively ineffectual retrieval cue
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anterograde amnesia
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Problem in encoding, storing, or retrieving information that can be used in the future - can't form NEW memories
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retrograde amnesia
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problem accessing events that happened in the past - can't remember OLD memories (memories that happened before the trauma occured)
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post traumatic amnesia
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patients have difficulty forming new memories - often follows head injury; improves with time
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transient global amnesia
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normal individuals suddenly develop severe problems in forming and retrieving new memories; unknown cause and resolves rapidly
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alcoholic korsakoffs syndrome
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patients have difficulty learning new information although events from the past are recalled; tend to invent material to fill memory blanks; common cause is alcoholism/vitamin B1 deficiency
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personal semantic memory
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factual knowledge about one's own past
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system consolidation
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process of gradual reorganization of the regions of the brain that support memory; info consolidated within the brain by a process of transfer from one anatomically based system to another
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***Metamemory
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Siegler's fourth potential answers to the question "Why does declarative memory in kids become better during development?"; knowledge about our own memory and an ability to regulate its functioning
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longitudinal design
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method of studying development or aging whereby the same participants are succesively tested at different ages - Ronnlund et. al
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cohort effect
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tendency for people born at differen time periods to differ as a result of historic changes in diet, education, other social factors
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cross sectional design
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method of studying development or aging where participants are sampled from different age bands and tested only one - Ronnlund et al
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everyday memory
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movement within memory to extend the study of memory from the confines of the lab to the outside world
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semantic dementia
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progressive dementia characterized by gradual deterioration of semantic memory
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articulatory suppression
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technique for disrupting verbal rehearsal by requiring participants to continuously repeat a spoken item
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prosopagnosia
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condition where there is extremely poor face recognition combined with a reasonable ability to recognize other objects - John and Larry
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unconscious transference
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tendency of eyewitnesses to misidentify a familiar but innocent face as belonging to a person responsible for a crime
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retrospective memory
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memory for people, words, and events encountered/experienced in the past
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prospective memory
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remembering to carry out some intended action in the absence o any explicit reminder to do so
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event based prospective memory
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form of prospective memory in which some event provides the cue to perform a given action
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time based prospective memory
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for of prospective memory in which time is the cue indicating that a given action needs to be performed
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forgetting
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in memory science, the inability to remember information that was successfully encoded and once recallable
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forgetting due to interference
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retroactive/proactive; classical inerference theories of forgetting
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cue dependent forgetting
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retrieval failures; retrieval induced forgetting
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memory as discrimination
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stimulus distinctiveness; discrimination problem like in recognition memory tasks
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processing accounts
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Tulving - links between encoding and retrieval; encoding specificity, state dependent learning, transfer appropriate processing
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Josts Law
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All else equal, older memories are more durable and forgotten less rapidly than newer memories
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temporary lapse
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everything we learn is permanently stored in mind even if sometimes they're not accessible - can eventually be recovered by hypnosis or some other method
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permanent loss
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some things we learn may be permanently lost from memory - never recovered
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consolidation theory
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hypothesis that neurobiological changes that constitute learning and memory continue for a period of time after cessation of original learning activities
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perseveration theory of learning
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tendency to continue with any activity once it is begun and until it is finished
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perseveration consolidation hypothesis
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information passes through two processing stages in memory formation
1-held by perseveration - easily disrupted 2-becomes fixed/consolidationed - not easily disrupted |
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dual trace hypothesis
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stages 1 and 2 of perseveration consolidation hypothesis
1-held by perseveration 2-becomes consolidated |
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consolidation
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time dependent process by which new memory traces are gradually cemented in long term permanent memory
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synaptic consolidation
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structural changes in the synaptic connections between neurons - may take hours to days to complete
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systemic consolidation
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gradual shift of a memory's reliance away from the hippocampus to the neocortex - may take years
memories=fragile until they become independent of the hippocampus |
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permanent unlearning
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activity of learning Y partly destroys the memory of trace X
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temporary inhibition
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activity of learning Y makes the memory trace of X temporarily inaccessible, but the trace recovers with time
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acid bath hypothesis
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similar memory traces "eat away" at each other for as long as they coexist in storage
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retrieval confusion
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subject retrieves both X and Y, but can't discriminate their recencies to determine which one occurred first
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blocking
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X is retrieved and temporarily blocks the retrieval of Y
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altered retrieval cues
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subject establishes retrieval cues during the learning of Y which are inappropriate for X and these persist ino the recall test
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mechanisms underlying interference
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blocking, unlearning, inhibition
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positivity bias
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tendency to recall more pleasant memories than neutral/unpleasant ones
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repression
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unconscious, automatic
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suppression
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conscious, intentional, goal directed
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think/no think task
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measures inhibitory control over memory
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behavior/cognitive control
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ability to control motor actions/thoughts (respectively) based on goals
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hypermnesia
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improvement in recall performance arising from repeated testing sessions on the same material
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cue reinstatement
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biasing attention away from certain aspects of experiences can lead to forgetting of the unattended elements
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contextual processing deficit
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amnesics can't connect episodic instances with contextual cues, making them irretrievable
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Ribot's Law
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Loss of memory is inversely as the time time that has elapsed between any given incident and the injury
AKA the new perishes before the old, the complex before the simple |
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Dementia
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generalized deterioration of cognitive functions (memory, language) due to a variety of causes; interfere with daily functioning
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Preparatory attentional and memory processes theory
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successful prospective memory always requires a capacity demanding monitoring process combined with retrospective memory information
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multiprocess theory
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active monitoring is not necessarily involved in successful prospective memory performance
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mind map
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a note taking brainstorming strategy consisting of a visual display that includes a central idea, related ideas, links connecting the ideas, and visual spatial coding
by Buzan and Buzan |
