DELETE EVERYTHING ABOVE THESE WORDS
Chapter and Topic of this Review Guide:
CH9: Memory
Vocab Term
Definition of Term
Example
Memory
mental sys. for receiving encoding,
storing, organizing, altering, and
retriving info.
transforming info so that it can be kept
in memory
holding info for later use
getting existing info from memory
storage
1st stage of memory. holds new
memory for a few seconds.
mental image, visual representation.
short continuation of sensory activity
after a sound is heard.
memory sys. that holds small amounts
of info for brief time periods. sensitive
to interruption
like STM, used in problem solving and
thinking.
memory sys. permanent storage of
meaningful info.
focusing on selected portion of sensory
imput
computer memory- holds and stores
files and data.
Encoding
Storage
Retrieval
Sensory memory
Icon
Echo
Short-term memory (STM)
Working memory
Long-term memory (LTM)
Selective attention
Information bits
Information chunks
Recoding
Maintenance rehearsal
Elaborative rehearsal
Constructive processing
Cognitive interview
Pseudo memories
Network model
Redintegrative memories
Procedural memory
Declarative memory
Semantic memory
meaningful units of info: letters ,
words, phrases, numbers.
grouped info bits.- larger units
facilitating memory storage by
modifying and reorganizing
mental repetition/ review of info in
STM
linking new info with existing memory
for lasting memories, meaningful.
reoganizing/updating memories due to:
logic, reasoning, new info.
use of various cues and strategies to
improve eyewitness memory
false memories
organized sys. of linked info- model of
memory
chain of related memories,
reconstructed/expanded from one.
LTM of learned skills/conditioned
responses.
LTM speficic factual info.
subpart of declarative, mental
dictionary/encyclopedia of basic info.
typing into a computer- writing out the
information desired to store.
saving the information
opening the file, getting the previously
stored information.
hearing a sound, seeing a picture
mental image of a flower
learning a new phone number and
trying to remember it.
following directions.
mathematics facts
watching someone give a presentation
and not listen to what they're saying
because of talking to someone else.
Jen, 7, B
800-524-8377
New York=NY
repeating a phone number to
remember.
while studying, ask questions about the
text to cement the info.
filling memory gaps. thinking things
happened when they didn't.
witness revisit a crime scene.
see constructive processing.
beagle close to dog in memory files
interior scent of a house produces
memories of experiences within the
house.
remembering what to do while driving.
knowing Matt Groening is creator of
The Simpsons
knowing the four seasons
Episodic memory
Tip-of-the-tongue state
Feeling of knowing
Memory task
Recall
Serial position effect
Recognition memory
Relearning
Explicit memory
Implicit memory
Priming
Eidetic memory
Curve of forgetting
Encoding failure
Memory traces
Memory decay
Disuse
Memory cue.
State-dependent learning
Interference
subpart of declarative. "autobio" record
of personal experiences.
memory is available but not
retrievable.
feeling, predicts being able to
remember something beforehand
task designed to test/assess memory
to supply memorized info with
minimun external cues
tedency not to remember middle part
but remember first and last of a list.
ability to correctly identify previously
learned info.
relearn something. measures prior
learning memory
memory a person is aware of having.
consciously retrieved.
memory a person isn't aware of
existing
unconscious retrieval.
facilitating implicit memory retrieval
with cues.
can retain "projected" mental image
long enough to use information from.
graph shows amount of info retained
throughout a period of time.
failure to store info for a memory
physical changes in nerve cells/brain
activity at memory storage.
fading of memories with weak traces
mem.traces weaken when memory not
used enough.
stimulus assoc. w/memory. + retrieval
mem. influenced by body state @ time
of learning and retrieval.
new mem. impair retrieval of old ones/
reverse.
Retroactive interference
new memories interfere with old.
Proactive interference
old memories interfere with new.
Positive transfer
mastery of one task helps another.
Negative transfer
mastery of one task conflicts w/other
Repression
unconscious pushing memories out of
awareness
remembering the details of your first
date.
not being able to give the exact date of
a movie release but know it was
released.
tv contestants
recall, recognition, relearning
being able to recall the author of a
book, being told a title.
1,11,15,23,7,89,2,5
forgetting 15 and 23
finding the correct answers on a
psychology multiple choice test.
re-taking a math course. should save
time in learning what was already once
learned.
remembering what you had for
breakfast this morning.
knowing where the letters are on the
keyboard.
seeing part of a picture before guessing
what it truly is
photographic memory.
knowing the latest cd releases versus
those over five decades ago.
not being able to pick out the correct
penny face looks like out of options.
*-trying to remember items on a grocery
list, takes too long, won't remember it.
a phone number that is never used will
be forgotten.
knowing what happened on a birthday
or a day when a significant event
occurred.
learning a list of words while happy.
better remembered while happy
learning one list of words= easy
vs learning one list of words for each
day of the week=hard.
class presentations. remember the info.
presented resently vs. the first group
cram-studying for two tests. will forget
2nd test if trying to remember 1st test.
learning how to drive a go kart and
using that process on how to drive a
real car.
trying to pull a door open when it has
to be pushed.
forgetting a past failure/embarassment.
Suppression
Flashbulb memory
Consolidation
Electroconvulsive shock (ECS)
Hippocampus
Engram
Spaced practice
Massed practice
Mnemonic
Keyword method
whole learning
part learning
progressive-part method
conscious pushing memories out of
awareness.
vivid memories at high times of
emotion
process, relatively permanent mem
formed in brain.
electric current in brain=convulsion
brain structure assoc w/ emotion,
STM->LTM transfer.
"memory trace" in brain
schedule alternates study with brief
rests.
study schedule w/out interruption.
kind of mem.sys/aid
using familiar word/image to link two
items. memory aid.
complete packages of information
-good for short and organized info.
learn one chunk at a time.
good for long and complex info
for very long and complicated material.
-break up into a series of short
sections.do not move until part if
mastered.
trying to forget a past failed test.
memory for a significantly damaging
earthquake/tragic event.
receiving an electric shock after
touching a knob. knowing not to touch
the knob again.
*-*memory consolidation
*-three 20 minute study sessions. to
relearn and consolidate
one period of 4 hour studying.
Roy G. Biv = red, orange, yellow...
to remember radius is the bone
connected to the thumb. the thumb
"radiates" out.
trying to memorize a whole definition.
reading a textbook or a novel by
chapters.
learning lines of a play, a piece of
music, or a poem.
starting and ending at points help
performances.
Name of Important Study
Basic of What Was Done
Lesson(s) learned from the
study
Elizabeth Loftus/John Palmerconstructing memories
showed people a filmed automobile
accident. then people were supposed to
estimate how fast cars were going
when they, some where told "smashed"
others "bumped", "hit."
Sharon Hannigan/ Mark Reinitz
college students saw photos of
common activities and some unusual
events. seen again 2 days later w/new
pictures explaining unusual.
psychologist read a short passage in
Greek everyday to his son from 15
months-3. at 8, boy was asked if he
knew it. no recall
asked if there was broken glass.
the "smashed" people were more likely
to say yes.
new information altered their
memories.
pseudo memories
68% of students thought they had seen
the explanation images.
examples show. thoughts, inferences
are mistaken for true memories.
years later, he was asked to memorize
original quotation and others. his time
for relearning was 25% faster than
others. Relearning is most sensitive
measure for memory.
time it took to move the dot in mind
was directly related ti actual map
distance. memories do exist as images.
exceptional memory: use memory
strategies and techniques. have
specialized interests and knowledgeeasy to encode/recall. have naturally
superior mental abilities.
forgetting rapid and first and then a
Burtt and Relearning
Stephen Kosslyn, Thomas Ball, Brian
Reiser- recall
John Wilding and Elizabeth Valentine/
exceptional memory
Herman Ebbinghaus
participants memorized a treasure map.
asked to picture a moving black dot
from one object to the next.
persuaded contestants to take some
additional memory tests. recall a story,
recall telephone # of 6 people, etc.
tested own memory at time intervals.
memorized nonsyllables.
Ray Nickerson/Marilyn Adamspenny experiment
Encoding failure
Interference experiment
consolidation experiment
Aid recall study
Brenda Milner case study
Recitation study/Gates
Mantyla, cue study
asked students to draw a penny. few
could. asked to recognize correct
drawing, few could.
college students learned list of
nonsense syllables. one group slept for
8 hours then tested/ 2nd group stayed
awake and went about usual business.
when tested, 2nd group remembered
less.
rat placed on small platform, rat step
on floor and receives painful electric
shock. after one shock rat is repeatedly
returned to platform but will not step
down.
students more likely to recall names
that eluded them if they used partial
info.
29 year old patient, damaged
hippocampus, memories before
operation were clear. could not form
long term memory lived forever in the
present.
recitation forces retrieval, best memory
score, student spent 80% reciting and
20% reading
student were given a recall task of 600
words. didn't know they would be
tested on it, looked over the list. gave
words that were closely related. later
test, used cues to recall other words.
recalled 90% of original word list.
slow decline. meaningful info not lost
as fast.
encoding failure cannot help someone
pick out the right penny. they have
never noticed the details.
interference between new and old
memories didn't allow encoding of the
list.
rat remembers shock. forms a long
term memory if it is reinforced.
planned search memory. partial info
helped students- impressions, letter
sounds within name, similar names,
related names.
damage to crucial areas of memory
destroy abilities to create or retain
memories- no consolidation.
summarizing aloud helps to
consolidate memories through
repetition and followed by practiced
retreival, making it easy to retreive in
the future.
potent memory cues become stronger
if they are reinforced, they also present
connections for recall and easy
memory retreival
Name of Important Person
What this person is known for
Impact on Psychology
Herman Ebbinghaus
curve of forgetting.
George Miller
information bits and STM
Nelson Cowan
Recoding, says STM only holds 4
spaces unless chunking has occurred.
permance. brain records like a "strip of
movie film."
the rate it takes for information to be
erased from memory.
STM is limited to the "magic
number"7. the avg. amount of slots
where separate items can be placed and
stay in STM
creating info. chunks is key in use of
STM.
do all experienced get stored
permanently? no, most don't get past
STM. LTM are only relatively
permanent.
the importance of selective memory. it
was difficult for Mr.S to find answers
to specific things, write a logical essay,
Wilder Penfield
Aleksandr Luria
The Mind of a Mnemonist. studied
Mr. S- man with unlimited memory for
visual images. memory so powerful he
Anders Ericsson
Gordon Bower
Karl Lashley
Eric Kandel
Elizabeth Loftus/John Palmer
had to find ways to forget things he
knew.
studying Steven and his remembering
strategies . said, "exceptional memory
is merely an extension of normal
memory."
people who learned a list of words
while in a happy mood recalled them
better when they were happy.
tried to find engram. taught animals to
run through mazes. removed parts of
brains. engrams not located in any one
area.
learning in marine snail-aplysia. occurs
when certain nerve cells circuit alter
amount of transmitter chem. they
release
did a study on memory construction
even understanding a simple sentence.
normal memory can be extended with
diligent practice. exceptional memory
can be learned.
state dependent learning is good when
trying to remember something.
amount of brain removed relates to
memory loss.
learning alters the structure, activity,
and chemisty of brain cells. reprograms
the brain and records info.
the idea of pseudo memories and their
creation through filling the gaps from
misleading information.
inference based memory errors.
memory illusions, people can be
tricked into believing something that
isn't true.
Sharon Hannigan/ Mark Reinitz
did a study on college students testing
memory for accuracy .
Burtt and Dobel
recall of advertisements
dependence between retention lag and
interpresentation lag.
Richard Schweickert
his research focused on finding the
organization of mental processes
through analysis of reaction times,
accuracy, and potentials; and on
understanding working memory
working memory and STM
phonetic encoding of STM
The organization of memory for people
Ian Neath
Eysenck & Keane
LTM
Bower & Springston
experiment with chunking/recoding
Nairne
maintenance rehearsal, how it helps
Barsalou
rehearsal and short-term memory
Hartlep and Forsyth
rehearsal
Lieberman
constructing memories.
sensory memory holds info just long
enough to move it to second mem. sys.
the average of 7 info bits.
-state dependent learning is a strong
cue for memory.
-interference can apply to both
LTM/STM.
as more info. gets stored , the easier it
is to add on more information with
connections from one fact to another.
people remember better when chunks
that are put together are meaningful.
-you hear the information mentally and
it consolidates into LTM.
-the prescence of appropriate cues
always enhances memory
the more times something is rehearsed
in STM the more likely it will be
stored. LTM are only relatively
permanent.
associate new information with what is
already known and experiences.
as LTM stored, other memories are
organization of memories
Schacter, Norman, Koustaal
LTM-constructive processing.
Squire and Zola Morgan
skill memory / fact memory
Gabrieli
procedural memory.
Tulving
subdivisions of declarative memory
Riefer, Keveri, Kramer
study on tip-of-the-tongue, measuring
memory
Nelson
feeling of knowing
Addis and Kahana
serial position effect/ recalling info.
Haber
recognition memory, study on people.
Burtt
relearning- boy and greek passages.
Rueckl & Galantucci
priming and memory retrieval
Roeckelein
internal images and memory storage
Kuzendorf
eidetic imagery
Bahrick
learning and forgetting
Palm and Gibson
recovered memory
Linton
repression and surpression of
memories.
repression
Anderson, Green, Bowers, Favoden
revised, updated, changed, or lost.
-organized according to rules, images,
categories, symbols, similarity.
updating memories- filling in gaps
with logic, guessing, new info. most of
the time because people cannot
"remember" the source.
anyone can learn to solve complex
puzzles- LTM belongs to procedural
memory or declarative memory.
skill memories register in the
cerebellum- represent more
"automatic" elements of conditioning
and learning.
declarative memory can be divided
into semantic and episodic memory.
episodic-" what, where, when" of our
lives. allows us to re-experience
events.
partial memory and recognition of
popular or widely known things
example: tv show theme songs.
memory is all or nothing event.
remembering deends on being tested.
feeling of knowing predicts if will
remember.
people remember the last items on a
list because they are still in STM. first
items are remembered because they
were in "empty" STM- allows for
rehearsal into LTM.
2.5k photos shown, could tell 85-95%
which photo they had seen before.
forget names but not faces.
recognition is superior to recall.
once something is learned, the second
time around it will go by faster for the
information to resurface.
info. previously seen or hear affects
answers that people give- implicit
memories
many memories are stored as mental
images.
photographic memory doesn't last long,
it dissapears during teenage yars and
unknown to adults.
as learning grows stronger, it becomes
harder to forget, almost permanent.
uncovering repressed memories and
dealing with them is a big step towards
regaining emotinal health.
people remember positive event better
than dissapointments- repression.
enough surpression of a certain
Finkenauter et al.
flashbulb memories
Harsch and Neisser
flashbulb memories
Trepel and Racine/Ivano and Racine
electroconvulsive shock
Squire and Kandel
long-term potential
Deese and Hulse
organization
Hardwin, Kirby, Woodhouse
better encoding
Reed
cues
memory becomes repression.
images that are frozen in memory at
times of personal tragedy. accident.
emotional significance.
-formed when event is surprising,
emotional, or important (Rubin)
flashbulb memories are not always
acccurate, although vivid and
permanent.
-people place great confidence in them.
overstimulation of memory areas in the
brain interferes with long-term
potentiation, also caused memory loss
if two brain cells become active at the
same time, the connections between
them grow stronger.
-affected brain cells will respond more
strongly to messages from other cells.
reorganizing a list into chunks that
have units that relate to one another
within them.
summaries help to encode and recode
information.
memory cues that were present at
encoding are best for retrieval.