A) Study Guide

Front 1

Atkinson-Shiffrin Model of Memory (1971)

Back 1

-Most common theory in memory
-Assumed info from environment & first processed by a series of sensory memory systems, provide interface between perception & memory.

Front 2

Sensory Modalities

Back 2

Vision, Audition, Taste, Smell, Skin Senses (Somesthetic), Kinesthesia, Vestibular

Front 3

Part-Set Cues

Back 3

-Hints don't help
- Harder
- Direct Association

Front 4

Tip-Tongue

Back 4

-Insuffienct/ Inapp cues that cause forgetting.

Front 5

Stairway to Heaven Demo

Back 5

-Need to be shown info
-Constructive process b/c our perception influence our sensory memory.
-Top-Down Process
- Hear Satanic Words

Front 6

Early: Broadbent's Filter Theory

Back 6

Sensory Memory → Selective Filter → Decision & Interpretation → Memory

Front 7

Late: Tresiman's Attenuation Theory

Back 7

Sensory Memory → Attenuator (Leaky Filter) Cocktail Party.

Front 8

Stroop Effect

Back 8

color word, reading automatic process, controlled effort, battle between auto & control procedures.

Front 9

Emotional Stroop

Back 9

-Slower reading
- Emotional words (murder)

Front 10

Baddeley’s Model of WM

Back 10

Different systems work as different memory buffer
1) Phonological Loop
2) Visuospatial Sketchpad
3) Episodic Buffer (combines 2 processes)

Front 11

Corsi/ Visual Pattern Tasks: Spatial

Back 11

Block tasks, visual/ spatial tasks don't interfere with verbal recall visual task rely on verbal procedure & verbal task rely on visual procedure

Front 12

Cowan's Activation Model

Back 12

- WM & Focus of Attention
- Argues WM is highly activated in LTM or STM, no separate subsystems.
-Activation will decay to cause loss of info from WM

Front 13

Craik & Lockhart: Levels of Processing

Back 13

structural, acoustic, semantic processing, incidental learning.

Front 14

Limits of Perception

Back 14

A representation of reality as our brain sees it

Front 15

Perception as Construction

Back 15

Not perceiving word as it is, perceive as brain perceives it and can change (Top-DOwn). Previous experience affective, based on prior knowledge & experiences.

Front 16

Phantom words & Other Curiosities

Back 16

-Reg Speech = Song
-Stimuli not Transformed
-Musical Context isn't added
- All need is repetition
- Speech remains song heard distant future

Front 17

Bottom-Up

Back 17

-Physical characteristics of stimulus drive perception
-Bits of info combined to percept

Front 18

Top-Down

Back 18

Knowledge, expectations, & thoughts influence perception, constructivism.

Front 19

Prosopagnosia

Back 19

inability to recognize & see faces

Front 20

Thatcher Illusion

Back 20

difficult when face upside down

Front 21

Capgras Delusion

Back 21

-Looks imposture
- Identical, connection between auditory & kin
- Determine by emotions

Front 22

Change Blindness

Back 22

failure to notice change in visual stimulus (project backwards, consistency)

Front 23

Attentional Blindness

Back 23

Failure to notice unexpected stimuli isn't in one's field of vision when pay attention something else (GORILLA/ BASKETBALL)

Front 24

Collaborative Inhibition

Back 24

Bias of other ideas

Front 25

Memory Regression

Back 25

Shift Recency → Primacy (Sally)

Front 26

Cocktail Party Problem

Back 26

-(Late) Treisman's Attention Theory
-Switch ears, meaningful info, name

Front 27

Types of Attention

Back 27

-Arousal/ General Orienting
-Vigilance/ Sustained Attention (Pilot/ Boat)
- Selective Attention (inner thoughts, distractions, driving on phone, focus implicit stimuli)
-Bottle Neck

Front 28

Iconic Memory

Back 28

Brief storage of visual info. Sensory Buffer up to 1 Sec. Sperling, limited storage

Front 29

Echoic Memory

Back 29

Auditory Sensory Memory EX: phone #, pattern errors. Sensory Buffer up to 10 sec.

Front 30

Controlled Processes: Explicit

Back 30

Deliberate, voluntary allocation of mental effort or concentration

Front 31

Automatic Processes: Implicit

Back 31

concealed from consciousness, unintentional, consume few attentional resources.

Front 32

Automatization

Back 32

process which a procedure changes from highly controlled to relatively automatic (driving, Piano)

Front 33

Action Slips

Back 33

unintended, automatic actions, inappropriate for current situation. Exacerbated when a person is unable to control attention & avoid automatic behavior. (EX: capture-errors, omission, & preservation, description errors, associate activation errors.

Front 34

STM

Back 34

general public= remembering over a few hours, days. Performance on a memory task involving simple retention of small amounts of info tested immediately/ after short delay.

Front 35

Chunking

Back 35

easier recall sequence, memory span based on chunks

Front 36

Serial Position Curve

Back 36

Free Recall Experiment given a lot of words → recall result U-Shaped curve. Remember begins b/c lack of PI and ends b/c STM.

Front 37

Primary

Back 37

better recall at begining

Front 38

Recency

Back 38

better end than middle

Front 39

WM

Back 39

Highly activated in STM or LTM, more than STM storage, system temporarily stores & manipulates info, reason, learn, comprehend. 1) Phonological Loop 2) Visuospatial Sketchpad 3) Episodic Buffer

Front 40

Phonological Loop

Back 40

verbal buffer holds items, verbal rehearsal, main evidence STM, limited, # items rehearsed.

Front 41

Phonological Similarity Effect

Back 41

memory span smaller for words that sound the same

Front 42

Word Length Effect

Back 42

smaller, longer words than shorter words

Front 43

Articulatory Suppression

Back 43

"The" repeatedly prevents rehearsal, phonological similarity & word length effect disappear.

Front 44

Irrelevant- Sound Effect

Back 44

Verbal Memory disrupted concurrent sounds (speech, music)

Front 45

Visuospatial Sketchpad

Back 45

system maintence & manipulation of visual & spaital info. Rely on cognitive and neural processes in visual perception

Front 46

Central Executive

Back 46

attentional controller, 2 main modes operation 1) Semi-Auto Conflict Res. System 2) Supervisory Attentional System (SAS). WOrks with Episodic buffer integrate info multiple sources & LTM

Front 47

PFC Damage

Back 47

causes executive functioning deficits, preservation, and utilization.

Front 48

Episodic Buffer

Back 48

links subsystems to process multi-modal info, links WM with LTM

Front 49

Complex Memory Span Tasks

Back 49

- Reading Span= remember & understand seat. Keep word in WM.
- Operation Span= process info same time

Front 50

Individual Different WMC

Back 50

Reflects ability to control attention in goal-directed manne. Maintain/ Activate goal if face of comp.

Front 51

Mindwandering & WMC vs. Mindfulness (Mrazek et al.)

Back 51

Minwandering: Pay attention somewhere else, good WM
Mindfulness: naturally arising thoughts & elaborate thinking, minimize distracting past/ future concerns, breath anchor, mediation, rest brain vs. suppress thought.

Front 52

LTM

Back 52

relate info to what you already know. How info encoded determines if be recalled.

Front 53

Patient H.M.

Back 53

bilateral medial-temp lobes & hippo removed, treat epilepsy. Good STM, not LTM/ Anterograde Amnesia.

Front 54

Maintence vs. Elaborative Rehearsal

Back 54

M= process at same level or keep in mind.
E= items not kept in mind but process more deeply & elaborately.

Front 55

Encoding/ Ret Paradigm (Barcaly et al/ Mantyla & Nilsson)

Back 55

principle of encoding/ transfer appropriate processing. Performance better if method used to learn= same to encode

Front 56

Context Dependent Memory

Back 56

Context Cues help you remember better (environment mood).

Front 57

State-Dependent Memory

Back 57

form of context, drugs (Rickels et al.)

Front 58

Mood Dependent Memory

Back 58

events encoded in certain emotional state

Front 59

Mood Congruent Memory

Back 59

not form context-dependent memory. Bias in recall of memories

Front 60

Variability Encoding

Back 60

learn in different environment helps you learn better

Front 61

Interleaved Practice (Shea & Morgan)

Back 61

acquisition & retention of 3 similar motor skills (bag toss)

Front 62

Spacing Effect & Testing Effect

Back 62

Spacing= Immediate vs. Delayed test
Testing= Enhance memory

Front 63

PI

Back 63

Earlier learning interference. Recall later learning increase delay.

Front 64

RI

Back 64

Later learning interference. Recall early learning decrease delay.

Front 65

Cue-Overload Principle

Back 65

the observed tendency for recall success to decrease as the number of to-be-remembered items associated to a cue increases.