Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
110 Cards in this Set
- Front
- Back
|
Flashbulb memory |
Vivid lasting memory of a surprising, important, emotional event |
|
|
Memory |
Process of information acquired, stored, retrieved, and forgotten |
|
|
Sensory memory |
Stage of memory that briefly (~2sec) restores exact Sensations |
|
|
Short-term memory |
Stage of memory that stores unrehearsed information for about 20 seconds |
|
|
Long term memory |
After repetition in short-term memory, Stored for life*
Is "forgetting" decay or is it interference? |
|
|
Informational process model |
STEPS: Sensory input Sensory Memory +Attention Short term memory +Repetition Long term memory +Storage Retrieval |
|
|
Iconic memory |
Visual sensory memory lasting .5 second but sensory intake is massive |
|
|
Echoic memory |
Auditory sense memory lasting 2 seconds |
|
|
Chunk(ing) |
Information "coded" into Meaningful unit of information
Ex: dates, abbreviations |
|
|
Maintenance rehearsal |
Repetition of information keeping it in short-term memory
Without rehearsal: 7 items over 20 seconds is avg for memory |
|
|
Elaborative rehearsal |
Active thought of item meaning to make meaningful integration with long term memory |
|
|
Three memory processes |
Encoding- translation of incoming stimulus to a neural code Storage- retention of encoded material Retrieval- recall and recovery of encoded material |
|
|
Forgetting |
Retrieval failure due to... Consolidation (storage) Encoding (lack of attention) |
|
|
Three memory systems |
Sensory memory/ register- iconic memory
Short-term memory- 7 +/-2 for ~20 sec
Long term memory- forever |
|
|
Decay |
Quick process of forgetting in short-term memory.
Decay theory- natural fading over time |
|
|
Levels of processing Theory |
Depth at which information is encoded stored and effects retrieval ease & quality Shallow: vowel counts/ rhyme Deep: syntax, meanings, imagery tasks |
|
|
Non-declarative mememory |
Procedural memory
Long term memory of how to perform particular actions Ex: riding a bike |
|
|
Declarative memory |
Long-term memory of memories and facts |
|
|
Explicit memory |
Conscious recollection of general information or personal experience Amnesia makes this very difficult |
|
|
Implicit memory |
Recollection of previous experience demonstrated through Behavior Doesn't require conscious recollection |
|
|
Semantic memory |
Subsystem of declarative memory about general information Factual information
Alpha brain waves |
|
|
Episodic memory |
Subsystem of declarative memory Personal experiences specifically tied to a time and place
Theta brain waves |
|
|
Semantic Network Theory |
Memory stored as nodes, interconnected by relationship links More links = more "weight" |
|
|
Schema Theory |
Long-term memories are stored as cognitive structures organizing knowledge about events and items
Ex: class clown
F(x) Ex: "canoe" described as "boat" |
|
|
Spreading activation |
Semantic Network Theory operating similarly to library system with book number (cues) system
Cued Node -> related nodes
Bilinguals dependent on this
Poor organization can = amnesia, Alzheimer's, hallucinations |
|
|
Constructive recall |
Distortion of memory by adding, dropping, and changing details to fit a schema |
|
|
Nonsense syllables |
A vowel between two consonants to make non real words. Purpose was to purify words for lab measure, avoiding word association. However words correlated to real word similarity and "pure" failed |
|
|
Serial position effect/curve |
Superiority of immediate recall for items at the beginning (primary effect) or end (recency effect) of the list |
|
|
Primary/Recency effect |
Primary- more rehearsal leads to better short-term memory retention Recency- more current/"fresh" in mind |
|
|
Method of savings |
Assessment of memory by comparing the times v. trails to memorize a certain amount of information
T1 = 10 min T2 = 8 min Savings = 2 min |
|
|
Forgetting curve |
Rapid (0-20 min) -> Slow (24hr ->30day) process of memory loss "Exponential" curve |
|
|
Trace Decay Theory |
Plato theorized memory was similar to soft wax imprints in the mind |
|
|
Interference Theory (2) |
Forgetting is one memory blocking another memory from recall
Proactive- old memory interferes with new memory
Retroactive- new memory interferes with old memory |
|
|
Recognition test |
Measures ability to identify items of Prior exposure |
|
|
Repression |
Psychoanalytic theory of defense mechanisms, banishing bad thoughts or feelings into the unconscious mind |
|
|
False memory syndrome |
Repressed memories brought back
Can be "remembered" through psychoanalysis or hypnosis
Very little scientific support |
|
|
Encoding specificity |
Recall is best when cues associated with the encoding process are present during encoding and recall |
|
|
Tip-of-the-tongue phenomenon |
Inability to recall information that one knows is in the long term memory
Phenomenon increases with time/age
Has a "Feeling of Knowing" |
|
|
Context-dependent memory |
Recall is best when environmental context is present with encoding and recall |
|
|
State dependent memory |
Recall is best when the emotional and physiological state is equivalent to the encoding and recall process Ex: scuba divers memories while back on dry land change
Applies to drug states
Mood dependent Memory |
|
|
Eyewitness testimony |
Witness recollection about events (usually criminal) |
|
|
Picture description test |
Examination of crime scene photos after time has elapsed to recall as much memory as possible |
|
|
SQ3R method |
Method of study Survey Question Read Recite Review |
|
|
Overlearning |
Studying material Beyond point of initial mastery |
|
|
Distributed practice |
Spreading memorization over several sessions *best technique |
|
|
Massed practice |
Learning in single session *Cramming |
|
|
Mnemonic devices |
Technique of organizing information for easier memorization. Makes information meaningful Ex: FBI
Rhymes and acronyms |
|
|
Method of loci |
Loci = place
Mnemonic device where items are recalled associated with landmarks of a familiar place One "takes a mental walk" from Landmark to Landmark |
|
|
Pegword method |
Mnemonic device of associating items with objects that rhyme with numbers
Ex: 1 i must buy a gun 2 i must buy a shoe 3 i need to copy my key
|
|
|
Link method |
Mnemonic device connecting images in sequence with items to be memorized
Narrative method- unrelated items connected through story |
|
|
Long-term potentiation |
Synaptic transmission of neural impulses are made more efficient by brief electrical stimulation of specific pathways
Use = growth |
|
|
Infantile Amnesia is due to this |
Under development of the hippocampus ~ Age 3 |
|
|
Scotophobin |
"Fear of the dark" Isolated protein like fear chemical in mice |
|
|
Acetylcholine (ACH) |
Strongest memory chemical link and first neurotransmitter discovered
Declarative memory > Procedural memory
ACH Inhibitors cause memory loss |
|
|
Alzheimer's |
Progressive memory loss damaging cells and change of brain structure |
|
|
NMDA |
Amino acid derivative acting on axon nmda receptors increases synaptic transmission |
|
|
Epinephrine |
Emotional memory recall hormone |
|
|
Glucose |
Theorized to help memory storage |
|
|
Whole report procedure |
1. 3x4 grid flashed 2. recite as many items as possible Iconic memory test |
|
|
Partial report procedure |
1. 3x4 grid Flashed 2. Line is picked 3. Recall the specific line |
|
|
Eidetic memory |
Photographic memory |
|
|
Metamemory skill |
Awareness of cognitive memory process; automation of repetition |
|
|
Brown Peterson paradigm |
1. Given items to remember 2. Simultaneously count back by 3 3. Recall
Disrupts metamemory skill
Demonstrates the limits of short term memory capacity and memory is completely gone at ~20 seconds |
|
|
S.F.*** |
84 items randomized "short term mememory" memorized over practice (Ericcson) Demonstrate long-term memories "pick up" processing capability |
|
|
Working memory model (4) |
Alternative short term memory model
Central Executive Phonological loop Visospatial sketchpad Episodic buffer |
|
|
Working Memory: 4 parts explained |
Central executive- decision maker, strategy, plans, attention focus, retrieval
P. Loop- auditory sense of rehearsal V. Sketch- visual & spatial sense of rehearsal
E. Buffer- temporary storage to combine P-Loop, V.Sketch, and Long term memeory |
|
|
Phonological suppression effect |
Repeating a simple word or noise at the end of a short term memory list interferes with items remembered |
|
|
Phonological confusion effect |
Increased memory interference with items that sound similar (not look similar) |
|
|
Word length effect |
"Pronunciation-time hypothesis"
Better memory for list of single syllable words over multisyllabic words |
|
|
Working/short term memory limits = |
Task difficulties
-Only X amount can be processed at once -hold 7 items +/- 2 at any one time
Can effect long sentences |
|
|
Amnesia memory is different because |
Poor explicit memory
List of words can be memorized, but being given the list and learning the list are not rememberable
Retrograde- Forgetting events before brain damage |
|
|
Motivated forgetting |
Awareness of memory and willful act to not think about the memory |
|
|
Similarity of material ____ & meaningfulness ____ |
Can increase effects of interference Can decrease interference |
|
|
Context reinstatement |
Imagining your physical location of study improves scores. (Applies to most memory)
statistically equal scores as physically studying & testing there |
|
|
Memory is better when ____ |
Environmental and/or emotional context is the same |
|
|
Depression spiral |
Maintenance of depression increases retrieval of sad emotion and memory
Downward spiral via mood congruence |
|
|
Studying before bed or Study @ wake |
Studying before bed > Study @ wake Due to interference of daily activity |
|
|
Generation effect |
Self-generated information is in memory much better (word synonym pairings/ 'uncopied' notes) vs given information (read & recite) |
|
|
Hypermnesia |
Testing demonstrates 5-minute memory is better for word count list retention This is due to the retesting effect, or repetition of short-term memory |
|
|
Hierarchy of organization |
Group items with category commonality |
|
|
Acrostics |
First letter of each word produces value to the memory
Parentheses Exponents Multiplication Division Adding Subtracting = PEMDAS = Poor Emma Might Die At Seven |
|
|
External mnemonic device |
Physical cue to trigger a memory
Ex: Yarn on figer
Songs and poetry are external mnemonic devices |
|
|
Memory is not like a.... but is.... |
Not: Photo, Recording, Computer file
Is: fallible, and a function of knowledge, bias, perception, emotion, and later info gathered
LOFTUS |
|
|
Misinformation effect |
Word choice can bias estimation or skew memory
More likely to remember a Charged sentence Ex: Did you see THE knife? <<leading Did you see A knife? << preferred |
|
|
Mistaken identification |
The leading issue for Injustice vs. Any other factors
Simple disguises result in significant identification impairments simply by covering or changing hair color or cut, or wearing sunglasses
Change of age is extremely difficult to correctly ID correctly |
|
|
Own Race Bias |
Race is a factor for identifying suspects Face recognition ability is due to own exposure to races Majority identifying minority classes do worst with ID Reduction of bias possible with with "target feature" training |
|
|
Own _____ Biases (3) & disrupter |
Own Race bias
Own Age bias
In-Group Out-Group bias Ex: Sam Students ID SHSU students better than other university students
Distrupted by attractiveness. Highly attractive/unattractive people are highly memorable |
|
|
High stress environments & memory |
Kids identify live lineup after theft 33% (vs ~75 nonthefts or photo lines)
Military SERS school 12% IDK & 76% positive ID w/ low stress 0% IDK & 32% positive ID w/ high stress
Victim of robbery 0% ID success Bystander or robbery 53% ID success |
|
|
Weapon Effect |
Focus of victim turns towards (possible) weapon and not face of attacker |
|
|
Intentional learning |
Working to specifically remember information |
|
|
Incidental learning |
Repeat exposure to information or meaningful interaction without intention to learn |
|
|
MORI Test |
"Manipulation of overlapping rivalrous images by polarizing filters" 1. Same video displayed 2. polarizing glasses show specific details of video 3. Memory evaluation Allows for examination of false memory and leading questions |
|
|
A single leading question can....(3) |
Alter existing memory
Insert false memory
Manifest into secondary false memory |
|
|
False feedback procedure |
1. Questionnaire complete 2. Special computer calc. (false) 3. "Individualized" generic feedback
This process increases the confidence of false memory and can be highly specific and detailed |
|
|
Trauma superiority arguement |
Higher the trauma, higher the details remembered vs. less traumatized individuals |
|
|
Justice system variables |
System Variables- under government control Ex: which line-up method should FBI use Estimator Variables- not controlled Ex: eye-witness |
|
|
Sequential line-up |
Yes/No choice on individual photos
Reduces relative judgments of simultaneous line-ups (photo spread) Best method |
|
|
Voice identification (ear witness) |
Familiar voices are easy, Stranger voices are difficult
Whispering/muffling and changes in voice emotion increase difficultly
Even more susceptible to misinformation (vs eyewitness) but carry equal "reliability weight" in court |
|
|
Face overshadowing effect |
Visuals are involuntarily heavily weighted when audio is also available Ear witnessing suffers |
|
|
Best identification method |
Double blind sequential line up |
|
|
Scripts |
Organization of Generalized knowledge in children Can interfere with eyewitness testimony |
|
|
2 sources of childhood suggestability |
Autosuggestion- internal misconceptions External suggestability- others influence child's memory |
|
|
Reality experiment |
Unsuspecting participants observe staged events, and are questioned |
|
|
Seduction theory |
Freuds (self rejected) belief that many od his neurotic female patients had been sexually abused, and had repressed memory |
|
|
Imaginistic work |
Therapy method
Truth doesn't matter, imagination where/who/when trauma took place
"Trying memory on for size"
Activates same portion of brain for actual visual input. False photos greatly increase false memory |
|
|
Sodium Amytal |
Truth Serum |
|
|
Dream work |
Therapy method of dream interpretation |
|
|
Art Therapy |
Interpretation of symbolism and meaning of Art |
|
|
Body work |
Therapy method Pain in body is reflective of repression |
|
|
"The courage to heal" |
Book by a creative writer and journalist; designed to be an abuse survivors guide
Highly unrealistic symptoms list
Utilizes Imaginistic work |
