Flashcards
remembering and forgetting
Flashcards do conjunto (38)
- 1Multistore model of memorydistinguishes between the structural componetns of an SM, STM and LTM
- 2sensory memoryencoding=modality specific code
duration=approx. 2 secs
capacity=12+ items - 3STMencoding=aucostic code
duration=18-30 secs
capacity=7+-2 items - 4LTMencoding=semantic code
duration=30 secs-lifetime
capacity=unlimited - 5evidence for MMSprimacy-recency test=p given 15-20 letters to remember.items from start/end are recalled more. shows rehearsal-repeat words in head so pass to LTM. end words are in STM still
- 6evidence for MMS-clinal study (milner et al)HM had brain surgery to reduce epilepsy. side effect=memory loss.no new info transfered to LTM.could remember things before surgery already in LTM.STM/LTM are distinct stores
- 7strengths-makes clear predictions which can be tested-scientific
-inspired lot of research-influencial - 8weaknesses-flashbulb memories-vived memories for emotional events (no rehearsal)-msm is too simplistic
-research on other types of STM e.g.brain damaged KF had good memory for visual, bad for verbal-too simplistic - 9working memory modeldetailed description of components of STM=an active store, where info is maintained and manipulated for everyday tasks
- 10central executive'the controller'- limited capacity attentional control system coordinating and controlling slave systems
- 11slave systemsthe articulatory loop, the primary acoustic and the visual-spacial scratchpad
- 12articulatory loop'the inner voice'-sub vocal speech
- 13the primary acoustic'inner ear'-processing auditory info
- 14the phonological loop'the sound system'-primary acoustic and articulatory loop
- 15visual spacial scratchpad'the inner eye'- processing visual info
- 16evidence for WMM-Baddeley et alp had to do 2 tasks simultaneously. 1=visual tracking task (track light with pointer) 2=either F-describe angles or a verbal task. difficult=1/F, easy=1/verbal. using same slave.s makes performance worse
- 17strengths-PET scans show different areas are active when doing visual/verbal tasks-evidence for separate components
-contrast to MSM STM viewed as active not passive-realistic - 18weaknesses of WMM-brain damaged p have ability to both succeed/fail at tasks which are controlled by CE-may have sub components
-little known about CE (most important part)-too simple - 19Levels of processingdescribes the processes involved inmemory rather than the structure
- 20shallow processing-what it looks like,
-structural,
-weak memory trace,
-is the word DOG in capital letters? - 21intermediate processing-what it sounds like
-acoustic
-medium memory trace
-what rhymes with DOG? - 22Deep processing-understanding the meaning (connects to LTM)
-semantic
-strong memory trace
-think of a word to describe DOG? - 23Evidence for LoPCraik & Tulving-p shown list of words, asked questions referring to diff LoP.
-deeper p led to better recall in incidental and intentional learning - 24strengths for LoP-theory can be applied to real life tasks-useful
-studies supporting LoP have used 'incidental' rather than 'intentional' learning-greater eco val - 25weaknesses of LoP-when designing tasks 'depth' is defined as 'number of words remembered', is a circular definition-no more objective definition
-'deep' tasks take longer so time=extraneous v - 26Types of LT memory-procedural
-declarative
-episodic
-semantic - 27Procedural memoryunconscious memories of skills and actions. e.g. how to ride a bike
- 28declarative memoryconscious memories which can be expressed
- 29episodic memorymemories for events we've experienced. memory about our lives. e.g.what you had for breakfast
- 30semantic memorymemory for general knowledge e.g.capital of france is paris
- 31evidence for types of LTM-tulving-injected radioactive gold in him, used scanner to monitor blood flow as he thought about semantic or episodic memory. 2 diff tasks produced distinct patterns of blood flow. ep=front, sem=back
- 32evidence for types of LTM-corkin-HM was trained over several days involving following a curvy line on a rotating disk. performance improved with practice, despite no conscious memory of training-shows diff types of LTM
- 33Theory of forgetting- DecayA memory is the formation of a memory trace- this is a physical change in neural tissue. over time if a memory isnt rehearsed (STM) or used (if already in LTM) the memory trace fades away
- 34Theory of forgetting- interferanceevents which happen between learning and recall cause forgetting. can be proactive (old info interfers with currently learning) or retroactive (vice versa). occurs when 2 sets of info are similar
- 35Theory of forgetting- displacementdue to limited nature of STM (7+-2 items), any additonal items push out ones already in STM
- 36Theory of forgetting- lack of consolidationneural changes which occur after learning to turn info in STM into a LTM takes a process of consolidation, may take up to an hour. if this is interrupted, the memory will not be retained
- 37Theory of forgetting- retrieval failureforgotten info is not lost- a suitable cue, which was there at the time of learning is needed to access it. forgetting may be context dependannt (external cues) or state dependant (internal psychological cues)
- 38Theory of forgetting- motivated forgettingfreud proposed we forget because we want to forget ino painful to us. use repression to push painful memories into the unconscious. memory can onlybe retrieved in therapy when issues surrounding the memory have been resolved
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- AS-level Psychology (remembering and forgetting) FlashCards sobre remembering and forgetting, criado por s_phie5 em 10-04-2014.
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