Pysch Ch 5

Front 1

According to functionalism, what is memory?

Back 1

A relatively permanent, adaptive response to experience

The mental function we use for encoding info about stimuli, events, images, etc for retaining and retrieving info after the original stimuli is no longer present

Front 2

According to cognitive neuroscience, what is memory?

Back 2

An information "handling" system in the mind/brain

The collection of brain processes and structures required for encoding, retaining, and retrieving info

Front 3

Identify an encoding phase IV and explain how its manipulation affects memory test performance?

Back 3

n

Front 4

Where in the modal model does perception occur?

Back 4

sensory memory

Front 5

In what format of info held in echoic/iconic memory?

Back 5

n

Front 6

For how long is info held in iconic memory?

Back 6

n

Front 7

When learning a new word, like “amygdala”, Angiewill remember it best if she:

Back 7

thinks about what the word means (semantic)

Front 8

Hannah finds that is she thinks about meaning ofterms and tries using in examples, she learns better. What technique is sheusing?

Back 8

Semantic judgments

Front 9

The sensory registers (memories) have a ____capacity and a _____ duration?

Back 9

large; short

Front 10

Iconic memory limit is

Back 10

sensory acquity

Front 11

Echoic memories last _____ iconic memories

Back 11

slightly longer than

Front 12

According to Modal Model, what process isresponsible for transferring info from STM to LTM?

Back 12

rote rehearsal

Front 13

How can you increase the amount of info in STM?

Back 13

By forming TBR items into meaningful chunks

Front 14

STM forgetting is likely to be caused by:

Back 14

n

Front 15

Describe an everyday situation that illustrates proactive interference?

Back 15

Learn the cities of Australia; learn the cities of Britain. You try and remember the cities in Britain. The cities of Australia keep popping into your head instead of the cities of Britain

Front 16

Describe an everyday situation that illustrates retroactive interference?

Back 16

In school, you are less likely to remember the material from the beginning of the year than that from the end of the year

Front 17

Identify/describe one critical difference between the contents of sensory memory and STM?

Back 17

Unconscious vs conscious experience, preproceptual vs postperceptual,sensory memory capacity is vast while STM is very short, cannot prolong sensory by rehearsal but can prolong STM by rehearsal

Front 18

Identify/describe one critical difference between STM and working memory?

Back 18

Working memory can manipulate info, is connected to executive functioning

Front 19

What can you do to interfere with short-term remembering?

Back 19

You could distract someone. Give a list to studybut after given last word they are distracted for a 30s filled delay

Front 20

How will this manipulation affect the serial position curve?

Back 20

It will cause the end of the recency curve to decline (produce more error in memory)

Front 21

What variable is responsible for transferring info from STM to LTM?

Back 21

Consolidation involving rehearsal and meaningful association (semantic)

Front 22

If you manipulate this variable, how will it affect the serial position curve?

Back 22

n

Front 23

What is declarative memory?

Back 23

The ability to recollectprevious events and experiences in a conscious deliberate manner. We use this memory for responding to ‘what,’ ‘where,’ and ‘when’questions-Any memory we can talk about/state

Front 24

What is the key difference between declarative and non-declarative memory?

Back 24

Declarative memory uses consciousness to recall info, can be divided into episodic and semantic memory.

Non-declarative memory does not recall info using consciousness ('how' questions), not aware

Front 25

What's the difference between categorical and semantic processing?

Back 25

Memory test performance determined byamount of elaborative/semantic processing

Front 26

What can you do to manipulate long-term remembering/primacy effect?

Back 26

n

Front 27

How will this manipulation affect the serial position curve?

Back 27

n

Front 28

According to LoP, what determines performance on an episodic memory test?

Back 28

Deeper processing (more semantic, elaborative) yields longer lasting memory traces/representations

Elaborative rehearsal (shallow to deeper levels of processing) improves episodic memory

ex. do you like the word? Is the word a type of?

Front 29

According to TAP, what determines performance on an episodic memory test?

Back 29

The degree of processing overlap between studying and testing

We are good at doing what we practice doing (ex. study underwater and test underwater = good memory test; study underwater and test onland= bad memory test)

Front 30

What can you do with explicit but not implicit memory?

Back 30

Explicit memory is connected to context(time and place), export and transfer memory from many different contexts (itsWednesday but talk about Sunday, in a café but talk about a lecture, be sad buttalk about happy moments).

Explicit involves one time of info intake

Implicit memory is tied to right cuespresent during testing (overlap format, contexts- physical, emotional,psychological). Implicit memory isstrengthened with repeated use

Explicit memory is a memory that can be intentionally and consciously recalled. This is your memory of riding a bike, of falling over the handlebars and skinning your knee. The other is implicit memory, which is an experiential or functional form of memory that cannot be consciously recalled. This is your memory of how to ride a bike or how to balance.

Front 31

What can you do to manipulate long-term remembering/ the primacy effect?

Back 31

One is through effective encoding. Another is via rehearsal. Chunking, bits of information, is a third.

Front 32

How will this manipulation affect the serial position curve?

Back 32

n