Chapter 7 Flashcards Preview

Psych 1200 > Chapter 7 > Flashcards

Flashcards in Chapter 7 Deck (77)
Loading flashcards...
1
Q

Cognitive revolution

A

study of internal mental processes became an acceptable target for research

2
Q

The alkinson-shiffrin (multi-store) model of memory

A

stimulus–> sensory organs–> sensory memory–> short term memory long term memory

3
Q

During alkinson-shiffrin model of memory what occurs

A

info is rehearsed and some info is encoded into long term memory

4
Q

Sensory organs

A

sense, eyes/ears, etc

5
Q

Sensory memory

A

limitless, but short lived

6
Q

Short term memory

A

lasts 30 seconds, working memory and rehearsal

7
Q

Long term memory

A

unlimited, but not always accessible

8
Q

Ionic memory

A

visual sensory store (no more than 1 second)

9
Q

Echoic memory

A

auditory sensory store (no more than 5 seconds)

10
Q

The whole report and condition

A

flashing letters at someone then asking them to report them back, can usually report 3-4 out of 12 letters

11
Q

The partial report condition

A

hearing a tone while looking at letters to decided which row to repeat, people can report 3-4 out of 4

12
Q

Attention

A

helps select a portion of the sensor memory for further processing

13
Q

Change blindness

A

showwing someone a change in a picture, easier when presented simultaneously

14
Q

Chunking

A

letters placed randomly vs connecting to larger units

15
Q

The serial position effect

A

if given a long list of words, most likely to remember the first few and last few

16
Q

First few words remembered =

A

primacy effect

17
Q

Last few words remembered =

A

recency effect

18
Q

2 types of forgetting

A
  • proactive interference

- retroactive interference

19
Q

Proactive interference

A

after hearing the first few words this makes it hard to remember other info

20
Q

Retroactive interference

A

info presented later makes it hard to remember stuff from before

21
Q

Phonological loop

A

for keeping sound based info active with rehearsal

22
Q

The word length effect

A

easier to remember short words

23
Q

Visuospatial sketchpad

A

for representing visual info and where objects are in space (traffic flow)

24
Q

Feature binding

A

seeing something as whole rather than a collection of features

25
Q

Episodic buffer

A

for representing combined auditory, visual, and knowledge from long term memory store

26
Q

Central executive

A

for coordinating the functions of the 3 storage systems and directing attention to sensory inputs

27
Q

Declarative memory

A

memories that involve our conscious minds and that we can we can describe verbally

28
Q

Non-Declarative (implicit) memory

A

memory for previously learned s``kills and associations that guide our thoughts, feelings snd actions automatically and unconsciously

29
Q

Non-declarative memory includes…

A

includes all of the unconscious influences of memory

30
Q

Types of declarative memory

A
  • episodic memory

- semantic memory

31
Q

Episodic memory

A

memory for specific, autobiographical events in ones life

32
Q

Semantic memory

A

general knowledge about the world that does no involve accessing the details of any particular life experience

33
Q

Example of semantic memory

A

knowing difference between leprechaun and elf

34
Q

Edouard Claparede

A

shook the amnesia lady’s hand with pin for experiment

35
Q

Procedural memory

A

knowledge abut how to perform actions (dance routine)

36
Q

Priming

A

involves an unconscious influence of an experience on our subsequent thoughts or behaviours

37
Q

Donald Hebb

A

“cell that fire together, wire together” termed long term potentiation

38
Q

Long term potentiation

A

when neutrons across the brain fire the same time, the bonds between them get stronger

39
Q

Consolidation

A

the capacity to remember an event over the long term relies on a binding together of strong connections between the pattern of neural firing thats associated with that experience

40
Q

Henry Molaison (H.M)

A

had brain surgery to stop his epilepsy but as a results suffered from amnesia

41
Q

Anterograde amnesia

A

an inability to remember any events occurring after some brain altering experience

42
Q

Retrograde amnesia

A

not remembering experiences that occurred at some point of time before the trauma or surgery

43
Q

3 ways of incoming sensory info

A
  • encoding
  • storage
  • retrieval
44
Q

Encoding

A

info is converted for storage

45
Q

Storage

A

info is retained in memory

46
Q

Retrieval

A

info is recovered from memory when needed

47
Q

Rote learning

A

merely repeating info over and over again with the goal of remember it for long term

48
Q

Crank and watkins study involved

A

participants said numbers, then repeated a word a few times then had to say the number again

49
Q

In crank and watkins study the amount of times repeating the word had…

A

no effect on the likelihood of remembering them

50
Q

Crank and watkins study supports..

A

keeping info active in working memory, but is poor way of achieving long term memory

51
Q

Maintenance rehearsal

A

mindless repetition and rote learning

52
Q

Levels of processing frame work

A
  • shallow processing
  • intermediate processing
  • deep processing
53
Q

Shallow processing

A

thinking about the appearance of the word

54
Q

Intermediate processing

A

thinking about what the word sounds like

55
Q

Deep processing

A

thinking about the meaning of the word

56
Q

Effective other methods of elaborative rehearsal

A
  • self reference effect

- survival processing

57
Q

Self reference effect

A

thinking about info in a way that relates to ourselves and our other personal experience

58
Q

Survival effect

A

thinking about info in a way that relate to personal survival

59
Q

Recognition

A

identifying something that you’ve experienced

60
Q

Recall

A

requires bringing to mind details about a period experience

61
Q

Retrieval cues**

A

matches make you think about fire

62
Q

Encoding specificity

A

successful remembering depends on the degree of match between the current situation and the event that we are trying to remember

63
Q

Context dependent memory

A

remembering memories of a place when you are there

64
Q

State dependent learning

A

remembering will be more successful when a persons internal state at time of encoding matched their internal state of the time of retrieval (study while high, take test while high)

65
Q

Mood dependent learning

A

remembering will be more successful when a persons mood at the tie of encoding matched their mood at time of retrieval

66
Q

The room of emotion in remembering

A

high emotion leads to better remembering

67
Q

Neilson and colleagues study

A

shown list of words then one group a pic of surgery and others infractions on how to brush your teeth, survey pic helped remember more

68
Q

Flashbulb memory`

A

events so emotional and shocking that you will never forget any details but not true and less accurate after time, more confident about their memory of the extreme event

69
Q

Hermann Ebbinghaus

A

first to discover forgetting curse, studied his own memory of mixing words

70
Q

Mnemonics

A

methods for making info memorable (do kids play games on family game sunday)

71
Q

Elaborative rehearsal

A

the more you think about something the more likely you are to remember

72
Q

Guided imagery

A

a technique meant to help individuals remember and event from earlier in their life by having them imagine what the type of event might have been like

73
Q

Imagination inflation

A

the more a person imagines what an event would be like, the more likely they will be to become convinced that the imagined event actually happened to them

74
Q

Schemas

A

general knowledge in memory about what features are typical for certain types of situations

75
Q

Deese Roediger Mcdermott (DRM) effect

A

people think that they saw the critical lure on the list, even though it wasn’t presented

76
Q

Misinformation effect

A

when biasing questions alter an eyewitnesses memory for the event they witnessed

77
Q

Bruck and Ceci study

A

janitor cleaning or not then asked children different questions, tell adults what they want to hear