Flashcards
PSYC 2480 Ch.6
Cards in this deck (74)
- 1Mystic writing pad model:model of memory based on a toy writing tablet that retains fragments of old messages even after they have been erased; with time, these fragments accumulate and overlap and become increasingly hard to read
- 2Trace theory / reappearance hypothesismemory traces were thought to be permanent and complete copies of past events
- 3Who rejected the reappearance hypothesis?Neisser
- 4Flashbulb memoriesvivid, detailed memories of significant events - highly detailed memory traces
- 5Now Print! theory(Livingston) especially significant experiences are immediately photocopied and preserved in LTM and are resistant to chance
- 6What are the 4 stages of flashbulb memories?1. stimulus event tested for surprisingness
2. consequentiality / importance
3. becomes flashbulb memories and we develop verbal accounts
4. tell and retell accounts to others - 7How did Brown and Kulik investigate flashbulb memories of the Challenger explosion?asked participants to recall the event 3 days later, and then 9 months later
- 8What did they find about flashbulb memories of the Challenger explosion over time?information lost and details inconsistent
same sort of reconstructive errors occurred as normal memories, implying that there are no special mechanical processes to flashbulb memories; they are simply more vivid and more retold - 9How did Talico and Rubbins investigate flashbulb memories with 9/11?participants recounted their experiences through an open questionnaire of both 9/11 and of an ordinary event
tested 1 week, 6 weeks, and 32 weeks later - 10What did they find about flashbulb memories of 9/11?both flashbulb and everyday memories showed a decline in consistency
generally less consistent in flashbulbs - 11Consolidation theory:memory traces of an event are not fully formed immediately after that event, but take time to consolidate
- 12retroactive interferencea decline in recall of one event due to a later event; disrupts consolidation process
- 13What are some factors that affect consolidation?resting immediately after learning allow for full consolidation; strenuous mental work at this time leaves weak memory traces
sleep deprivation associated with memory deficits - 14Which brain structure is crucial for consolidation?hippocampus
- 15reconsolidating:hypothetical procedures whereby memory traces are revised and reconsolidated
recalling an experience places it in working memory, providing opportunity for revision - 16Method of repeated reproduction:one participant is given multiple opportunities to recall a story over time
- 17Method of serial reproductionparticipant A writes what they can recall from a story; version is given to B, who reads it and tries to reproduce it; B's version is given to C and so on...
- 18What was the example in the text about the serial reproduction method?War of the Ghosts experiment
participants selected some material and omitted others - 19In the context of serial reproduction, what is rationalization?attempt to make the memory as coherent and sensible as possible; remembering is an imaginative reconstruction
- 20What is a schema and who coined it?Bartlett
an active mass of organized past reactions that provides a setting which guides behaviour; can be adjusted to fir changing circumstances
ex: a tennis stroke - 21What are the four processes of a schema?selection
abstraction
interpretation
integration - 22Selection (schema)select for information both as we see it/receive it, and recall it; selections are consistent with our interests
- 23Abstraction (schema)we tend to only remember the gist, not the specifics of what we experience; extract meaning
- 24Interpretation (schema)interpret information by making inferences and then remembering them as part of the original phenomenon
- 25Integration (schema)abstract the meaning of an event, then combine it with the rest of our knowledge to form a coherent, consistent whole
- 26Did Bartlett deny the existence of memory traces?no, his theory was more abstract than memory traces but he didn't deny their existence
- 27How did Loftus and Plamen study how eyewitness testimony can be influenced by the phrasing of the question?participants shown a traffic accident, and asked to estimate the car's speed when they either hit, smashed, collided, bumped, or contacted each other
the estimate of the car speed is a function of the intensity of the verb
- also more likely to report broken glass if the verb smash had been used - 28What are the two types of information that are used during complex events?information gleaned during the original perception
external information provided after the fact
the two may be integrated into one memory - 29Misinformation effect:misleading post-event information often becomes integrated with the original information
- 30Describe Lindsay and Johnson's source monitoring study:showed participants an image with some descriptions in text of objects that weren't visible
tested recognition vs source monitoring
source monitoring means indicating whether the information was presented as an image, text or both - participants made fewer errors of suggestibility when monitoring the source - 31What do the results of the source monitoring study imply?mistakes in recognition due to faulty source monitoring
- 32Source monitoring frameworktheory that some errors of memory are caused by mistaken identification of the memory's source
- 33Describe Tulving and Thompson's principle of encoding specificity:the way an item is retrieved from memory depends on the way it was stored in memory
a cue is more likely to be recalled if it was initially encoded along with the item - 34What was the study used to investigate encoding specificity:participants learned a list of 24 paired words (plant BUG - weak cue word and target word)
after learning the list, they were given tasks, and could not remember the word with strong cues, as the target word was encoded with the weak cue word - 35Context dependent recallrecall is better when eh remembering context is similar to the learning context
- 36Mood dependent recall:hypothesis that mood congruence between learning and recall sessions should facilitate recall
- 37Mood congruenceidea that mood might cause selective learning of affective material; you will notice different things depending on your mood
ex: if you're depressed, you may tend to retain negative information more often - 38Transfer appropriate processing (TAP)argues that to have memory successfully recalled, there needs to be a successful encoding process
encoding and retrieval may be similar processes - 39Verbal overshadowing effectwe process faces holistically, and verbalizing it changes the way we remember features
- 40How does depression affect recognition?depressive mood caused participants to recognize fewer words than those in a 'neutral mood'
- 41Scriptset of expectation concerning the actions and events that are appropriate in a particular situation; stereotyped sequence of actions that define a social situation
- 42Which type of scripts did Schank and Abelson focus on?situations like going to a restaurant
- 43How does sleep aid in memory consolidation?newly encoded memories potentially activated during sleep and through repeated activation, more stable memory traces are formed; sleep deprivation may play a role in false memories as we are highly susceptible in this state
- 44Autobiographical memory (hyperthymesia)episodic memories of events recalled in terms of the time in our life when they occurred; tend to decrease as the time since the event increases
- 45Galton's number224 - the number of autobiographical memories available to participants from the preceding 20 years
- 46Childhood amnesiathe general inability to retrieve episodic memories before 3 years
- 47exhaustive search techniqueparticipants spend several hours trying to recall childhood memories
- 48focus methodpeople were asked to recall events from a particular moment in childhood
- 49What was Neisser's view on autobiographical memory?there may be no definite biological age in which autobiographical memories cannot exist, as the way children experience events changes as they develop language skills
- 50What were the results of comparing memories in Russian immigrants to Canada?Russian words elicited more Russian memories, whereas English words elicited more English memories
- 51Memory bumpincrease in the number of memories between 10-30 years old (primarily 20s) is more than we'd expect if memories decayed smoothly over time
- 52Proust effect:the power of odours as autobiographical memory cues; odours may bypass verbally encoded memories and make contact with memories formed so early that they were not coded in language
- 53What was Erikson's theory concerning the memory bump?people over 50 probably made their most important life decision several decades earlier (marriage, career etc.)
- 54Autobiographically consequential experiences (ACEs)pivotal experiences in a person's life generally occur from 18-35 and form identity
- 55Life-script theory (Rubin and Berntsen)a cultural narrative that prescribes the age norms for important events in a person's life; common sequence life events
- high frequency during period of the bump - 56distinctivenessthe notion that relatively novel events are remembered better than similar ones; the first time an event occurs, it is more distinct, like first love, first child
- 57What was Craik's criticism of Waugh and Norman's primary and secondary model>doesn't tell us much about which processes lead us to remember some information better than others; he claimed that memory is a processing activity and not a structure
- 58Levels of processing:a continuum that ranges from registering an event in terms of its physical characteristics to analyzing it in terms of its relation to the other things you know
- 59Give an example of levels of processing theory:TRAIN
shallow: it's written in all caps
moderate: encoding phonetics, rhymes etc.
deeper: form of transportation (semantic meaning)
- the more meaning, the ore deeply you process things, and the more thoroughly you will comprehend it - 60What are two ways to encourage deeper processing?elaboration: adding to or enriching information by relating it to other info.
distinctiveness: encoding more precisely, such as encoding cabbage as vegetable instead of just food - 61Specific vs general levels of representation:as people age, they tend to forget specific details, but remember deeper, more general meaning (gist maintained)
ex: can't remember specific names or tendency to retell the same story to the same people - 62According to levels of processing theory, where are memories stored?no specific location in the brain
- 63What was found through an MRI study in terms of brain activation and levels of processing?if a person hears a dog bark, then auditory cortex activated, visual picture caused the visual cortex to be activated
- 64What are the two approaches to memory research?Lab-based approach and ecological approach
- 65Lab based approach to memory research:emphasis on controlled, laboratory research in the search for general principles
- 66How did Ebbinghaus begin lab based research?nonsense syllables in memory research
consonant - vowel - consonant
(Bif, pib, wol...)
could aid in measuring memory loss - 67Forgetting curve:finding that the rate at which information is forgotten is greatest immediately after it is acquired, and then declines gradually
- 68Jost's law of forgettingof two memory traces of equal strength, the younger one will decay faster
- 69Ribot's law of retrograde amnesia:older memories are less likely to be lost as a result of brain damage than newer memories
- 70Law of progression and pathologieslast-in, first-out, possibility for the last to emerge to decay sooner
- 71Ecological approach to studying memory:emphasizes real-world complexities in its investigations to discover general principles
- examines memory in a natural setting and how it functions in complex, real world situations, but sometimes sacrifices experimental control - 72Describe Bahrick's study of Spanish learned in school and memory:Naturalistic study of Spanish learned in school; absolute level of performance varied with the number of Spanish courses taken and grade obtained
- 3-6 years after stopping shows a continuous loss of knowledge, and after this, there was a 25 year period in which no loss occurred - 73Permastorestate of relative performance in which Bahrick found that some kinds of memory can be retained over long periods of time
- retention influenced by amount of subsequent exposure/practice - 74How do education and retention intersect?retention is more influenced by schedule and curriculum more than individual differences
course content spread over time, cumulative reexamination, and review courses
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- Fall 2018 Flashcards on PSYC 2480 Ch.6, created by Chantal Delaquis on 30/10/2018.
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- Chantal Delaquis
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