Flashcards
Memory 3 - Long-term Memory (LTM)
Cards in this deck (30)
- 1What is Long-Term Memory?- Everything that is remembered longer than a couple minutes is considered part of LTM
- Info in LTM - can be expressed in words or not:
- Explicit/Declarative Memory
- Implicit/Non-Declarative Memory - 2Memoryyy
- 3Examples of Implicit Memory- Conditioning
- Priming
- Procedural Memory - 4Explicit Memory can be DIVIDED into...1) Semantic Memory
2) Episodic Memory - 5Semantic MemoryIncludes:
FACTS
KNOWLEDGE - 6Episodic MemoryIncludes information about EVENTS & EXPERIENCES occuring within a certain SPATIAL & TEMPORAL context
- 7All information in Explicit Memory starts out...- EPISODIC
- Some information lose context in which the info was learned thus become SEMANTIC; others remain EPISODIC - 8How long is information remembered?- Many memory researchers examine how much info is retained and thus, not forgotten after certain intervals
- Retention Function or Forgetting Cuves
- 9How long is information remembered? (Ebbinghaus, 1887) 1- Some of the first research into LTM
- Measures HOW LONG it took him to LEARN a LIST of nonsense syllables (eg. WUX, CAZ, BIJ, ZOI)
- AFTER an INTERVAL - Measured HOW LONG it took to LEARN the SAME LIST again
- The SECOND TIME - LEARNED the list FASTER and the time he had gained was called - MEMORY SAVINGS
- As time between two LEARNING SESSIONS INCREASED = SAVINGS DECREASED
- 10(Ebbinghaus, 1887) 2- Findings: He would SPEND MORE TIME LEARNING - He would need LESS TIME to RELEARN the lists (More savings)
- 11How long is information remembered?(Later research) 1- Showed that it is NOT ONLY about the TOTAL TIME LEARNING
- There is ALSO a DIFFERENCE between MASSED & SPACED learning - 12Massed LearningLearning takes place in one session (eg. one four-hour session)
- 13Spaced Learning- Or distributed practice
- Learning takes place over multiple sessions (Eg. four one-hour sessions) - 14How long is information remembered?(Later research) 2- Showed that although the total learning time is the same - BETTER to EMPLOY SPACED LEARNING (distributed learning) rather than MASSED LEARNING
- Another factor that improves learning is RETRIEVAL PRACTICE (testing effect) - 15Retrieval Practice- When learning is tested
- Research showed that this method rather than additional learning sessions - IMPROVE LATER RECALL - 16(Ebbinghaus, 1887) & OthersShown that INITIALLY information is FORGOTTEN RAPIDLY - then this DECLINE SLOWS DOWN
- A small amount of information appears to be NEVER COMPLETELY LOST
- Used nonsense syllables for which participants have NO PRIOR KNOWLEDGE - 17Wixted (1990, 1997)Analyses the forgetting curves of many memory studies & concluded that these retention functions are best fitted with a power function with a negative component
(eg. y = ax^-b) - 18Bahrick (1984)- Examined American participants who had LEARNED Spanish in high school but DID NOT USE Spanish regularly in daily life
- Participants had left high school up to 49 years previously
- Findings: Similar to the retention functions that had been observed - result showed A RAPID DECLINE but then STABILISED
- 19Classical Retention Function- Retention/recall will initially decline rapidly and the stabilise
- 20Bahrick et al (1975)- Examined lecturers' memory for the faces of former students
2 conditions:
1) Recognition - Given picture & asked to recognise name from options
2) Identification - Given picture & asked to recall name
- Findings:
- Recognition followed the CLASSIC RETENTION FUNCTION (Initially rapid decline, then stabilisation)
- Identification after eight years - recall nearly zero - 21Rubin et al (1986)Found that distributions of autobiographical memory contain 2 other components:
1) Childhood Amnesia
2) Reminiscence Bump - 22Rubin & Wenzel (1996)- Examined the RETENTION CURVES reported in autobiographical memory
- Found that a POWER FUNCTION BEST describes the DECLINE of autobiographical memory
- 23Childhood Amnesia (Rubin et al, 1986)Adults HARDLY REMEMBER any EVENTS that had OCCURRED BEFORE they were 3 or 4 years old
- 24Reminiscence Bump (Rubin et al, 1986)Adults TEND to REMEMBER MORE PERSONAL EVENTS from ADOLESCENCE & EARLY ADULTHOOD than one would expect based on the retention function
- 25What kind of information is remembered?Memory for real-world info (eg. language, faces, autobiographical memory) seems to FOLLOW the SAME FUNCTION as memory for nonsense information
- 26Standing (1973)- Asked participants to watch images of objects & printed words for 5 seconds
- Gave a recognition test with distractors two days later to participants
Findings:
- Even when participants had to watch 10,000 items - recognition rate was still at 83%
- Recognition for IMAGES of OBJECTS was BETTER than recognition for printed words - 27Work on change blindness has shown...that people are NOT always aware of details
- 28Konkle et al (2010)- Asked participants to remember many images from several categories (eg. classrooms, oceans, golf courses)
- Some categories had only 4 exemplars - other categories had 16 or 64 exemplars
- After watching the images - Participants completed a 2-alternative forced-choice recognition task
- The foil (image) was not seen before, but it could be from a new category or from the same category as the target
- 29Konkle et al (2010) - findings- Participants performed very well
- Performed the BEST if the foil came from a new category
- The SIZE of the category MATTERED
- Results suggest that people might NOT remember detailed images but rather general concepts
- 30Summary- LTM - consists of IMPLICIT & EXPLICIT memory
- RETENTION of INFO in LTM - can be described with a POWER FUNCTION
- Retention function - can be observed with both nonsense & meaningful materials
- People DO NOT seem to REMEMBER DETAILED images, but seem to REMEMBER GENERAL concepts
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- undergraduate Cognitive psychology Flashcards on Memory 3 - Long-term Memory (LTM), created by Izati Saim on 15/01/2022.
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- Izati Saim
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