Psychology ch. 7
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Psychology ch. 7 - Leaderboard
Psychology ch. 7 - Details
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80 questions
| 🇬🇧 | 🇬🇧 |
| Memory | Retention of information over time |
| Memory | Retention of information over time |
| Paradox of memory | Our memories are either very good or poor in certain situations |
| The paradox of memory hinges on a crucial fact, which is... | The same memory mechanisms that serve us well in most circumstances can cause problems in others |
| Memory illusion | False but subjectively compelling memory |
| How are memories shaped? | By hunches, expectations and cultural backgrounds |
| Span | How much information each system of memory can hold |
| Duration | Over how long a period of time system of memory can hold information |
| Sensory memory (system of memory) | Brief storage of perceptual information before it's passed to short-term memory |
| Iconic memory | Visual sensory memory |
| Eidetic imagery | Photographic memory |
| Echoic memory | Auditory sensory memory |
| Short-term memory (system of memory) | Memory system that retains information for limited durations and is closely linked to working memory |
| Working memory | Ability to hold on to information we're currently thinking about, attending to, or processing actively |
| Decay | Fading of information from memory over time |
| Interference | Loss of information from memory due to additional incoming information |
| Retroactive interference | Interference with retention of old information due to new information |
| Proactive interference | Interference with acquisition of new information due to previous learning of memory |
| Magic number | Span of short-term memory, according to George Miller, is 7+ or -2 pieces of information |
| Chunking | Organising information into meaningful groupings, which allows us to extend the span of the short-term memory |
| Rehearsal | Repeating information to extend the duration of retention in short-term memory |
| Maintenance rehearsal | Repeating stimuli in their original form to retain them in short-term memory |
| Elaborative rehearsal | Linking stimuli to each other in a meaningful way to improve retention of information in short-term memory |
| Levels of processing | Depth of transforming information, which influences how easily we remember it |
| Long-term memory | Relatively enduring (from minutes to years) retention of information stored regarding our facts, experiences, and skills |
| What are the differences between short and long-term memory? | Capacity and duration are endless in long-term memory while they are limited in short-term memory |
| Permastore | Type of long-term memory that appears to be permanent |
| Primacy effect | Tendency to remember words at the beginning of a list especially well |
| Recency effect | Tendency to remember words at the end of a list especially well |
| Serial position curve | Graph depicting both primacy and recency effects on people's ability to recall items on a list |
| What are types of long term-memory? | Explicit memory and implicit memory |
| Explicit memory | Memories we recall intentionally and of which we have conscious awareness |
| Semantic memory | Our knowledge of facts about the world |
| Episodic memory | Recollection of events in our lives |
| Implicit memory | Memories we don't deliberately remember or reflect on consciously |
| Procedural memory | Memory for how to do things (motor skills and habits) |
| Priming | Our ability to identify a stimulus more easily or quicker after we've encountered similar stimuli |
| What are the three processes of memory | Encoding, storage, and retrieval |
| Encoding | Process of getting information into our memory banks |
| The role of attention | To encode something, you must attend to it |
| Next-in-line effect | In a group/line being so preoccupied with what you are going to do, you don't hear or notice what others before you have done |
| Mnemonic | A learning aid, strategy, or device that enhances recall |
| Pegword method | Rhythm with words, link your concepts to the words of the rhythm |
| Keyword method | Word that relates in phonetics to your word, and breach an association between that word |
| Storage | Process of keeping information in memory |
| How do we store our experiences in memory? | It depends on our interpretations and expectations of events |
| Schema | Organised knowledge structure or mental model that we've stored in memory (a script) |
| Retrieval | Reactivation or reconstruction of experiences from our memory stores |
| Retrieval cues | Hints that make it easier for us to recall information |
| What are the three ways to assess people's memory? | Recall, recognition, and relearning |
| Recall | Generating previously remembered information |
| Recognition | Selecting previously remembered information from an array of options |
| Relearning | Reacquiring knowledge that we'd previously learned but have largely forgotten over time |
| Distributed practice | Studying information in small increments over time |
| Massed practice | Studying in large increments over a brief amount of time |
| Tip-of-the-tongue phenomenon | Experience of knowing that we know something but being unable to access it |
| Encoding specificity | Phenomenon of remembering something better when the conditions under which we retrieve information are similar to the conditions under which we encoded it |
| Context-dependent learning | Superior retrieval of memories when the external context of the original memories matches the retrieval context |
| State-dependent learning | Superior retrieval of memories when the organism is in the same physiological or psychological state as it was during encoding |
| Mood-dependent learning | Superior retrieval when in the same mood |
| Engram | The physical trace of each memory in the brain |
| Lashley's research | Seeing if removing different parts from rats' brains affect memory |
| Long-term potentiation (LPT) | Gradual strengthening of the connections among neurons from repetitive stimulation |
| LPT and glutamate | LPT enhances the release of glutamate into the synaptic cleft which results in enhanced learning |
| Where is memory stored? | Most importantly the hippocampus, but there are other parts of the brain that are also crucial for memory |
| Retrogade amnesia | Loss of memories from our past |
| Anterograde amnesia | Inability to encode new memories from our experiences |
| The role of amygdala | Interacts with the hippocampus during memory formation |
| Erasing painful memories | Adrenaline and noradrenaline help store emotional memories |
| What is the most frequent cause of senility | Dementia, Alzheimer |
| Habituation | A decrease in attention to familiar stimuli |
| Meta-memory | Knowledge about our own memory abilities and limitations |
| Flashbulb memories | Emotional memory that is extraordinarily vivid and detailed |
| Phantom flashbulb memory | The idea that many seeming flashbulb memories are false |
| Source monitoring confusion | Lack of clarity about origin of a memory |
| Cryptomnesia | Failure to recognise that our ideas originated with someone else |
| Suggestive memory techniques | Procedures that encourage patients to recall memories that may or may not have taken place |
| Misinformation effect | Creation of fictitious memories by providing misleading information about an event after it takes place |
| Weapon focus | People tend to focus on the weapon rather than the perpetrator's appearance |