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19 Cards in this Set

  • Front
  • Back
8-1
What is memory?
-Memory is learning that has persisted over time, information that has been stored and can be rerieved. Evidence of learning comes in three forms; recall, recognition, relearning.
8-2
How do psychologists describe the human memory system?
-Psychologists create memory models to explain how our brains form and retrieve memory; called nformation processing models:
*Encode-get information into our brains
*Storage-retain the information

One information processing model that explains our dual track brain process called "connectionism", views memories as products of interconnected neural networks.

-A proposed three stage model:
*Sensory memory-record info
*short term memory-encoded through rehearsal
*Long term memory-for later retrieval
*Retrieval-get the information back out.
8-3
How are explicit and implicit memories distinguished?
-Explicit memories-are facts and experiences we consciously know and declare-(declarative memories) Processed through "Effortful processing"
-Implicit memories-"Automatic processing" that happens without our awareness. (non-declarative memories)
8-4
What information do we automatically process?
-Past experiences and retained memory results in procedural memory developing automatic skills through association.
-We automatically process space; time, and frequency.
8-5
How does sensory memory work?
-Sensory memory is effortful processing that feeds our active working memory.
-Iconic memory- is sensory memory retained from visual stiuli
-Auditory memory-memory retained through auditory stimmuli.
8-6
What is the capacity of our short term and working memory?
-Short term memory has limited life without working memory; reatining about 7 information bits, 7 digits, 6 letters, or 5 words.
-The memory retains most when focusing on one thing at a time.
8-7
What are some effortful processing strategies that can help us remember new information?
-Chunking-organizing items into familiar, manageable units. Personally meaningful arrangements.

-Mnemonics- memory aids, especially techniques that use vivid imagery and organizational devices.

-Hierarchies- a few broad concepts divided and subdivided into narrower concepts and facts.

-Distributed practice- study conducted over time causing a "spacing effect" resulting in better long-term retention.
8-8
What are the levels of processing, and how do they affect coding?
-Shallow processing encodes for weaker retention on a basic level attending to its appearance or sound. Deep processing encodes semantically, producing better recognition-by the meaning of the word(s).
8-9
What is the capacity and location of our long term memories?
-Long term memory is vast and essentially limitless.
-Long term memory is stored in many parts of the brains that interact to encode, store, and retrieve information.
8-10
What is the role of the frontal lobes and hippocampus in memory storage?
-Frontal lobes and hippocampus process and store explicit memories
-When summoning a past memory, input is sent to the frontal lobes for memory processing.
-Hippocampus- temporal neural center located in the limbic system. Memories are "saved" here. Brain registers and temporarily holds elements of a remembered episode here. Processing for later retrieval occurs during deep sleep.
8-11
What role do the cerebellum and basal ganglia play in our memory processing?
-Cerebellum and basal ganglia are processing sites for implicit memory-due to "automatic processing" enabling skills and conditioned association.

-Cerebellum forms and stores implicit memories
-Basal ganglia-deep brain structure involved in motor movement-facilitate formation of procedural memories for skills.
8-12
How do emotions affect our memory processing?
-Emotions trigger stress hormones that influence memory formation.
-Excitement or stress releases glucose, Stress hormones provoke the amygdala to initiate memory trace in the frontal lobes and basal ganglia-boosting memory formation activity.
-Emotional arousal can sear events into the brain and disrupt memory for neutral events.
-Flashbulb memories occur during events that provoke strong emotions-resulting in clarity of memories of the event.
8-13
How do changes at the synapse level affect our memory processing?
-Synapse-meeting place where neurons communicate via neurotransmitter messages. Increased memory occurs when more connections exist between neurons-called "Long term potentiation LTP
8-14
What are three measures of retention?
-Recall
-Recognition
-Relearning
8-15
How do external cues, internal emotions, and order of appearance influence memory retrieval?
-External cues-retrieval cues-come from association. Forming a memory is best accomplished with many cues associated with one idea.
-State dependent memory may be mood congruent. If someone is having a bad day, they develop a negative emotion. When we become depressed, we recall sad events, which darkens our interpretation of current events. When we have a positive emotion, we recall happy events and therefor see the world as a happy place, which helps prolong our good mood.
-When attempting to memories multiple pieces of information; we tend to repeat the list as we get the information. This results in the "serial position effect"-the tendency to recall best the last and first items on a list.
8-16
Why do we forget?
-Minds way of controlling information; to discard the clutter of useless and out of date information.
-Forgetfullness (memory loss) can be caused by trauma or medical condition;
+"Anterograde amnesia-can recall the past, but cannot form new memories.
+Retrograde amnesia-unable to recall the past

-Encoding failure-short term memory failed encoding into long term memory; caused by age, etc.
-Storage decay-After encoding, memories can be forgotten later; inaccessible in memory storage.
-Retrieval failure- often occur from intereference or motivated forgetting; often older adults; "tip of the tongue"
-Interference-caused by clutter, prevents mental focus.
+Proactive interference-Prior learning disrupts your recall of new information
+Retroactive interference- new learning disrupts recall of old information.
-Motivated forgetting-When processing information, we filter, alter, and loose much of it. Repressed memories are meant to protect our self concept and to minimize anxiety.
8-17
How do misinformation, imagination, and source amnesia influence our memory construction? How do we decide whether a memory is real or false?
-Information acquired after an event alters memory of the event; we tend to construct memories as we encode them (imagination)
-Misinformation effect-being exposed to misleading information tend to make us misremember; implant false memories. Caused because visualizing something and actually experiencing it activate similar brain areas.
-Source amnesia-misrecalling how we learned something, recognize someone but don't know from where, dream occurs and later not sure whether it really happened. Deja Vu familiarity of a situation but without knowing the source.
-The mind is convincing, to filter false and real memories is a matter of education on these condition and understanding the mind to juistify questionable or false memories through challenging the facts associated with them. Other than that, an idea is very powerful and we are essentially victims to what we perceive.
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8-18
How reliable are young children's eye witness descriptions, and why are reports of repressed and recovered memories so hotly debated?
-Children, who have immature frontal lobes, are more susceptible to false memories. Eye witness description can be accurate in young children when less suggestive, more effective interviewing techniques are used; non leading questions. Children should not talk with adults involved prior to the interview, which is conducted by a neutral person who asks non leading questions.

-Theapist's seek to recover repressed memories. Are they triggering false memories, or are they uncovering the truth? Source amnesia and misinformation effect are key concepts. The victim may form an image, with further visualization, the image grows more vivid.
8-19
How can you use memory research findings to do better in this and other courses?
-Psychologies research on memory's; displays a cause-and-effect for psychology research and gives proven techniques for memorizing information.

-Repetition- "Distributed practice" -plan many separate study sessions with rehearsal and critical reflection.
-Make the material meaningful-applying the concepts to my own life and relating material to what I already know or ahve experienced.
-Activate retrieval cues-Mentally recreate the situation I was in when original learning occurred; allow one thought to cue the other.
-Use mneumonic devices-vivid imagery, peg-words, hierarchies
-Minimize interruptions-Plan, study before sleep and no not study conflicting subjects back to back
-Sleep more- brains organizes and consolidates information for long term memory during sleep.
-Test knowledge- challenge what you do not know through rehearsal.