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70 Cards in this Set
- Front
- Back
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Span of immediate memory |
7 +/- 2 |
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Dits and Dahs |
Sounds to letters, letters as chunks, these letters organize themselves as words and begins to hear whole phrases, organized by learning into patterns, as larger chunks emerge, amount of message operator can remember increases correspondingly |
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Chunking |
Recoding |
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Brown-Peterson Procedeure |
Try to remember a string of letters while counting backwards by 3 |
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Proactive Interference |
Stuff already in your memory that makes it harder to learn new stuff. If new stuff is semantically different from old, proactive interference can weaken or disappear |
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Remembering items at beginning of list |
We remember more probably because we have rehearsed them and they have entered LTM / less proactive interference |
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Remembering words from the end of a list |
Probably still in STM |
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Components of working memory |
Central Executive Phonological Loop, Episodic Buffer, Visuospatial Sketchpad |
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Working memory |
Allows us to work with and manipulate information, not just store it. Multiple semi-independent components |
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Phonological Loop |
Able to process a limited number of sounds for a short period of time
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Visuospatial Sketchpad |
Processes visual, spatial information, limited capacity but different from PL, some interplay with PL but can keep it busy |
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Functions of Visuospatial Sketchpad |
Tracking retaining image of a scene, tracking moving object, video games, mazes, engineering, art, architecture |
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Location of Visuospatial Sketchpad |
Right Hemisphere: Occipital lobe, frontal cortex/ frontal/parietal lobes |
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Functions of Central Executive |
Focusing attention, selecting strategies, coordinating behavior, suppressing irrelevant info, doesn't store info |
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Location of Central Executive |
Frontal lobes |
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Episodic Buffer |
Integrates information that Central Executive can't, probably can only store a little bit of info, relatively new concept |
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Functions of Phonological Loop |
Counting, forming long-term memories, self-instruction, reading, problem solving, etc
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Location of Phonological Loop |
Frontal lobe, left temporal lobe, left parietal lobe |
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Baddley's Theory of Working Memory |
Dividing attention between two tasks will decrease effectivity (i.e. daydreaming, generating a random number sequence) |
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Depression and Working Memory |
Perform worse on phonological loop tasks, visuospatial sketchpad tasks, some but not all central executive tasks; difficulty remembering similar sounding letters, difficulties in recognizing similar/dissimilar patterns, and similar results in testing central executive system |
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Three Types of LTM |
Episodic, Semantic, Procedural |
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Episodic |
Remembering episodes from your life i.e. going to the world cup when you were young |
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Semantic |
Remembering facts i.e. capital of Alaska is Juneau |
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Procedural |
Remembering how to do things i.e. taking apart and resembling a pistol |
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Encoding |
Putting stuff in (how items are placed into memory) |
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Retrieval |
Pulling stuff out--recall and recognition |
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Recall |
Reproducing items one has learned earlier |
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Recognition |
Judging whether something has been encountered previously |
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Elaboration |
Requieres rich processing in terms of meaning and interrelated concepts |
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Storage |
Ability to retain information in the brain (in memory) over time Two types: LT and ST |
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Levels of Processing Approach |
Also known as depth of processing--deeper encoding which leads to more successful retrieval If you can remember a word because of its meaning or how its context fits into a sentence it is a deep encoded word
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Deep encoding vs. shallow encoding |
Deep encoding = meaning, shallow encoding = form |
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Self-reference effect |
You remember more information if you try to relate it to yourself, related to deep encoding because it has more meaning of stimulus, therefore it can be more easily remembered. |
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Encoding specificity principle |
recall is better if the context during retrieval is similar to the context during encoding |
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How is encoding specificity different from levels of processing? |
Encoding specificity focuses on context while levels of processing focus on connotation |
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Pollyanna Principle |
Pleasant memories are processed more efficiently and accurately |
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Positivity Principle |
Unpleasant memories fade more quickly and begin to seem more positive over time |
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Mood congruence |
Recall information more accurately if it is congruent with mood i.e. happy memories when happy, angry memories when angry, etc. |
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Explicit Memory |
Assesses memory directly, tasks of recall and recognition |
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Implicit Memory |
Assesses memory indirectly, i.e. word completion and repetition priming |
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Retrograde Amnesia |
Loss of memory that occurred before brain damage |
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Anterograde Amnesia |
Loss of ability to form memories that occur after brain damage Loss of ability to form new memories |
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Experts vs. Novices |
Experts have well-organized, carefully learned knowledge structure, which aids in encoding and retrieval; helps to recognize new chunks of material they must recall, forming meaningful chunks, know how to rehearse information |
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Autobiographical Memory |
Memory for events and issues related to oneself; problem of schema which guides recall; danger of consistency bias |
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Consistency Bias |
Tell stories so they are consistent with current schema "They way we were depends on the way we are" Tend to exaggerate consistency between sat feelings and current viewpoint. |
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Source Monitoring |
Proces of trying to identify the origin of a particular memory Problem: reality monitoring |
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Reality Monitoring |
Trying to determine whether an event actually occurred--whether it actually happened or if you imagined it. |
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Flashbulb memories |
Memories for the circumstance for which you first learned about a surprising or emotionally arousing event--Think that it makes the memory extra clear, but it actually doesn't make the memory any more clear than any other memory |
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Post-information Effect |
False information given after the fact that can influence recall, easier to happen if misinformation is plausible |
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Retroactive Interference |
New information messes with old information Stress--people make errors when event was tragic or frightening Delay--time goes by, accuracy decreases Social pressure |
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Recovered memories--Controversy |
Most are incorrect memories, constructed stories that never occurred |
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Recovered Memory perspective: |
After years, memories can be accurately recalled |
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False memory perspective |
Memories recalled are constructed and false, near impossible to claim any memory is 100% correct. |
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Relationship between confidence and performance on memory tasks |
None |
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Foresight bias |
People tend to be overconfident about future performance |
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Retrieval practice effect |
When you retrieve practice from LTM, future retrieval is enhanced |
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Testing Effect |
Tests improve LT retention more effectively than equivalent study Reduces overconfidence by providing a more realistic assessment of learning |
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Is massed or distributed practice bette? |
Disturbuted |
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Chunking |
Combine small units into several larger meaningful units |
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Hierarchy Technique |
Organize items in a series of classes from general to specific (making outlines) |
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First Letter Technique |
Compose a word or sentence composed of the first letters you are trying to remember i.e. FACE |
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Narrative Technique |
Make up a story that links a series of words together |
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Imagery |
Having a picture in our heads reminding of us of the order we want to retrieve things, how Socrates and Aristotle taught, journey through rooms of house with weird things in it |
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Prospective Memory |
Requires remembering things you need to do in the future and remembering the content of what you need to do (frontal lobe) |
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Retrospective Memory |
Remembering informative from the past |
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Why is prospective memory difficult? |
Divided attention Hard to disrupt a customary or habitual action such as driving home Hard when in familiar surroundings Hard when preoccupied, distracted, or under time pressure |
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Metacognition |
Knowledge and control of cognitive processes, thinking about thinking, what you know about what you know. |
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Metamemory |
See notes |
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Limits of ability to estimate memory test accuracy |
1. Not great at estimating accuracy on individual items if we rate immediately after learning 2. Fairly accurate at estimating individual item accuracy after a delayed period of time 3.Not good at estimating performance as a whole, but good at estimating on individual items |
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Metamemory |
Knowledge and consciousness of memory and memory processing |
