Memory & Cognition Lectures Test 4

Front 1

Bower & Winzenz

Back 1

4 learning conditions
(1)Repetition
(2)Sentence Reading
(3)Sentence Generation
(4)Imagery-Interacting
-Cued recall performance was best for interacting imagery

Front 2

Why Does Forming Interacting Images Associate Info In Memory
2 Reasons

Back 2

(1)Memory for pictures is generally better than for words--Picture Superiority Effect
(2)Interaction helps tie info together in memory

Front 3

Keyword Method

Back 3

Used to remember translation of foreign language
(1)Pronounce the foreign word
(2)Find a keyword-English word that sound like all or part of foreign word
(3)Form an interacting image of the keyword & english translation of foreign word

Front 4

Technique for Remembering Persons Name When You See Their Face

Back 4

(1)When you hear the persons name, generate an english word that sounds like all or part of their name
(2)Pick a prominent feature of persons face
(3)Form an image of the name word interacting with the prominent facial feature
-Doubled chance of recalling the name correctly

Front 5

Peg-Word Method

Back 5

Used to remember a list of items in a specified order
(1)Memorize set of numbers & rhyming words
(2)Form interacting image using rhyming words & item being memorized

Front 6

Memorizing Abstract Items - Peg-Word Method

Back 6

Convert abstract items into concrete word that sounds like it

Front 7

Method of Loci

Back 7

Like Peg-Word - Memorize items in specific order
(1)Imagine taking a walk through familiar place
-At each landmark you form an interacting image of item to be memorized & the landmark
(eg)Item to remember = milk
Landmark = PUB
--Imagine milk spilling onto the PUB

Front 8

Von Restorff Effect

Back 8

Distinctive info is easier to retrieve than non-distinctive info
-Words can be made distinctive by presenting them in a different color, capital letters, read in a different voice
-May be due to the distinctive item having a unique retrieval cue (that is not overloaded)
(eg)Good memory for distinctive events:
-Graduation
-Natural Disasters
-Rare Accidents

Front 9

Levels-of-Processing Effect
Craik & Lockhard

Back 9

60 words presented 1 at a time followed by 1 of 3 questions
(1)Typecase
(2)Rhyme
(3)Category
-Told not to memorize words just answer question
-Deeply processed words were remembered best

Front 10

Levels-of-Processing
Craik & Tulving

Back 10

Took subjects longer to make semantic decisions
-It may be processing time rather than level of processing that affects memory
-Gave subjects time-consuming shallow task - Had to make judgments about patterns of vowels & consonants
-Vowel Task--54%
-Semantic Task--76%
--Depth of processing is important, not how long or difficult processing task is

Front 11

Intention to Learn
Craik & Tulving (#2)

Back 11

Repeated 1st experiment but added incentives to the levels of processing task - $
-Typecase = 6C-->51%
-Rhyme = 3C-->62%
-Category = 1C-->82%
--Paying subjects had NO effect on recognition
-The qualitative nature of the task, kind of operations carried out determines retention

Front 12

2 Things That Make Semantic Level Work

Back 12

(1)Depth or distinctiveness-Depth at which an item is processed - Deeply procesed words remembered best-Deep processing forms distinctiveness
-Not time or difficult
(2)Associations-Semantic info consists of highly detailed & richly interconnected assoiciations

Front 13

Effects of Distinctiveness on Memory
-Levels of Processing

Back 13

Deep processing forms distinctive memories
-Subject S has Synesthesia--A stimulus in 1 sense triggers responses in other sense modalities

Front 14

Activates Existing Associations
(1)Semantic Levels of Processing

Back 14

Semantic info consists of highly detailed and richly interconnected associations--Improves memory
-These associations (rather than the semantic nature of processing) aids memory
Study: Craik & Tulving
-Memory is better for words that subject answered yes to rather than no
Yes=93% No=63%
-To benefit from semantic processing, there must be existing associations in memory linking the studied words to info in the study task

Front 15

Associations
(2) Slamecka & Graf

Back 15

Memory is imporced when a person generates, rather than reads the info
-Subjects who generated words recalled the words much better than those who just read the words--Generation Effect

Front 16

Self-Reference Task

Back 16

Task that requires person to evaluate how well some item is descriptive of or relevant to themselves
-Shown 36 descriptive words-Mixture of high, medium, low likeable traits
-Control Group-Memorize Words
-Self-Reference Group-Rate how well word describes you
Results:
Control-Performance varied with word likeability
Self-Reference-Performance was better

Front 17

Implicit memory

Back 17

An unintentional, nonconscious form of retention
-Revealed when a person who may not remember prior experience with a task, performs the task readily
-Priming - (eg)Person finding way out of maze faster 2nd time but not remembering going through the 1st time

Front 18

Warrington & Weiskrantz

Back 18

Korsakoff amnesics & control patients - 8 5-letter high frequency words - tested 4 ways
(1)Free Recall
(2)Recognition
(3)Fragmented Words
(4)Initial Letters
--Recall & recognition-Amnesics did much worse
--Fragmented Words & initial letters-Performance was equal between groups

Front 19

Implicit vs. Explicit Memory
Jacoby & Dallas

Back 19

Normal memory consists of both an explicit(conscious) & an implicit(nonconscious/automatic) component
-Shown 60 5-letter words-Make 1 of 3 judments
(1)Physical
(2)Rhyme
(3)Semantic
Tests
(1)Recognition
(2)Perceptual Recognition-Level of processing has no effect on performance-Previously seen words are perceived better than new words--Priming

Front 20

Implicit vs. Explicit
Graf, Mandler, & Haden

Back 20

2 groups
(1)Elaborative processing-Rate each of 20 words on a 7pt scale for how much they liked it
(2)Surface processing-Decide if current word shared vowels with preceding word
2 TEsts
(1)Stem Completion-(2)Free Recall
--Level of processing affected free recall, not stem completion
--Even when they couldn't remember studying a word they tended to use the word to complete the stem

Front 21

Systems View

Back 21

Different neural structures underlie implicit & explicit memory
(1)Declarative Memory-Verbalizable Knowledge = Episodic & Semantic
(2)Procedural Memory-Skilled behavior, no conscious recollection = Skills, priming, classical conditioning

Front 22

Processing View

Back 22

Tranfer Appropriate Processing(TAP)
-performance on a test is best when the cognitive operations that are required by the test match those that were used during encoding
-Presented 42 item list-Free Recall & Word Completion
Picture Superiority Effect-39%pictures, 29%words
(1)Implicit Test - Word Fragment
-Pictures= 11%Priming rate, -Words= 27% priming rate
Words are better than pictures
(2)Picture-Fragment Completion
-Pictures= 17%priming rate
-Words= 31% priming rate
-Test performance is best when retrieval cues & processing at retrieval match those that occured in the study

Front 23

Implicit Memory Tests
Data-Driven

Back 23

-Word Stem Completion
-Word Fragment Completion
-Picture Fragment Completion
Data-Driven Tests--Priming is enhanced by the studied stimulus physically matching all or part of the test stimulus

Front 24

Implicit Memory Tests
Conceptually Driven

Back 24

-Category Generation
-General Knowledge Questions
Priming may occur if previous processing of a word makes it more likely that it would be given as a response
Conceptually Driven--Priming is found to occur when processing of the stimulus is at a conceptual(semantic) level