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48 Cards in this Set
- Front
- Back
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Explicit vs. Implicit Memory |
Explicit: tests that directly require memories from the past (free recall, cued recall) -consciously recollected materials Implicit: tests that indirectly measure retention (word fragment completion, priming) -occurs without being aware |
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Declarative vs. Procedural Memory |
Declarative: knowing that you know it (I know that George Washington was the first president) -personally relevant sometimes Procedural: knowing how to do something (I know how to drive a car) -cognitive and motor skills |
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Retrospective vs. Prospective Memory |
Retrospective: memory from the past Prospective: memory for the future (buy milk on the way home from work) - event-based tasks easier to remember than time-based tasks |
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Episodic vs. Semantic Memory |
Episodic: the acquisition and retrieval of information about specific personal experiences that occur at a particular time and place -important for remembering specific instances Semantic: a person's general knowledge about the world -not associated with a specific learning context - important for extracting generalities |
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Clustering |
Tendency to recall similar items in groups |
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Constructive Processes |
Taking information in and combining with existing knowledge |
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Reconstructive Processes |
Retrieval of information in combination of existing knowledge |
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Schemas |
Organized clusters of knowledge about events or objects based on experience -e.g. how to act nice in a restaurant -study: room with (no) books -story telling: omission errors, normalization errors |
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Rehearsal |
Maintenance rehearsal: repeating items over and over again Elaborative rehearsal: deep semantic processing |
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Levels of Processing |
Orthographic: shallow, poor retention Phonological: medium, medium retention Semantic: deep, good retention |
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Distinctiveness Hypothesis |
Memory is determined in part by how well the information encoded specifies the event being reconstructed -how much an item stands out relative to other items matter |
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Von Restorff Effect |
If one item in a list differs, it is better recalled |
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Elaboration |
Linking a stimulus to other information at time of encoding -link presented information with preexisting knowledge |
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Self-Referent Encoding |
Making the material personally relevant -better memory |
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Spacing Effects |
Distributed encoding leads to better retention that massed encdoing |
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Testing Effects |
Taking a test increases long-term memory more than simply studying |
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Transfer Appropriate Processing |
Memory performance depends on the extent to which processes used at the time of learning are the same as those used when memory is tested -chocolate scent in room or not |
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Intrinsic vs. Extrinsic Context |
Intrinsic: features which are integral part of target stimulus Extrinsic: other features present at time of encoding |
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Lag Recency Effect |
After recalling a given word, the next word recalled tends to come from a nearby serial position |
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Working Memory |
The system for the temporary maintenance and manipulation of information, necessary for the performance of such complex cognitive activities as comprehension, learning, and reasoning |
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Phonological Loop |
Phonological Store: holds small amount of speech based information Articulatory Control Process: based on inner speech |
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Phonological Similarity Effect |
Recall of characters or words is impaired if they are phonologically similar -works for both visual and auditory presentation |
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Irrelevant Speech Effect |
Performance on memory tasks is impaired if items are accompanied by other verbal material -"one, two," "tun, woo" |
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Word Length Effect |
Memory should be better for shorter words |
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Articulatory Suppression |
Word length effect is abolished by articulatory suppression |
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Visuo-Spatial Sketchpad |
Stores and manipulates visual-spatial information |
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Central Executive |
Coordinates the activity of the two storage systems -coordinating retrieval strategies -selective attention -suppression of habitual responses |
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Episodic Buffer |
A limited capacity temporary storage system that is capable of integrating information from a variety of sources -controlled by CE -link between Working Memory and LTM |
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Prefrontal Cortex |
Maintaining task relevant information over the short-term -especially when there is interference |
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Primary Memory |
The set of things we are currently aware of, including the recent past |
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Secondary Memory |
The set of things we could remember if we wanted to |
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Broadbent's Model |
Explicit model of memory -S-system: sensory system -P-system: consciousness -Secondary memory: everything else -limited capacity STM -unlimited capacity LTM |
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Memory Span |
Number of items we can recite back perfectly without error 50% of the time -typically around 7 +/- 2 items |
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Structural Components |
Sensory, register, STM, LTM |
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Processing Components |
Control processes that operate on STM |
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STM |
-limited capacity buffer -short duration -new information bumps out older information -need to rehearse items in STM to transfer to LTM |
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LTM |
-unlimited capacity -durable -includes all memories -information never bumper out or lost -information forgotten via interference or search failures -information needs to be retrieved from LTM back into STM for report |
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Modal Model Account of Primacy |
Primacy effect due to the fact that the first few items get more rehearsals than other items |
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Modal Model Account of Recency |
Recency effect due to the fact that items presented at the end of the list are still in STM at the time of recall -due to STM -negative recency in Final Free Recall -long-term recency: president's |
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Amnesia |
Anterograde: inability to learn new information following brain trauma Retrograde: inability to remember information learned prior to brain trauma |
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Consolidation |
Neurophysiological activity presumed to be necessary after study if a memory is to be solidified into a relatively permanent form -mental inactivity leads to better retention -cockroach maze |
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Decay |
Memory traces fade spontaneously with time -law os disuse -the longer the representation has gone without being used, the more it has weakened -little actual evidence |
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Interference Theory |
Interference from similar items in memory accounted for most forgetting -interference -altered stimulus conditions (context) -set (mindset) |
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Retroactive Interference vs. Proactive Interference |
Retroactive: new information interferes with ability to recall old information Proactive: old information interferes with ability to recall new information |
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Response Competition |
When two or more items are potential responses for the cue |
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Search Failures |
Inability to find what you are looking for |
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Cue Overload |
The more information that is subsumed under a given retrieval cue, the lower the probability of retrieving any given piece of information |
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List-Length Effects |
As list-length increases, probability correct decreases |
