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| involves forming a memory code |
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| Involves maintaining encoded information in memory over time |
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| involves recovering information from memory store |
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| memory is basically a ________. |
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| Three Levels of Processing |
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1) Structural Encoding
2)Phonemic Encoding
3)Semantic Encoding |
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| relatively shallow processing that emphasizes the physical structure of the stimulus |
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| emphasizes what a word sounds like |
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| emphasizes the meaning of verbal input. Involves thinking about the objects and action the words represent. |
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| depth processing _____ from levels 1-3 of Levels of Processing |
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| Levels of Processing Theory |
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proposes that deeper levels of processing result in longer lasting memory codes.
-tested with students.
-shows that memory involves more than just storage |
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linking a stimulus to other information at the time of encoding.
-often enhances semantic encoding
-consists of thinking of samples that illustrate an idea |
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| can also be used to help enrich encoding by the creation of visual images to represent the words to be remembered. |
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| stores encoded light patterns that we see as visual imagery |
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| holds encoded auditory stimuli |
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| a limited-capacity store that can maintain unrehearsed information for up to about 20 seconds. |
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| *rehearsal helps in maintaining information in your short-term memory for longer periods of time |
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Definition
| without rehearsal, information in short-term memory is lost in 20-30 seconds |
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| What did George Miller point out? |
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Definition
| the small capacity of STM. |
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| STM is _____ in number of items it can hold. |
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| what was George Miller's famous paper? |
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Definition
“The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information”
-Miller noticed that people could only recall about 7 items on tasks that required them to remember unfamiliar material. |
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| When STM is filled to capacity... |
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Definition
| the insertion of new information often displaces some of the information currently in STM |
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a group of familiar stimuli stored as a single unit
-using chunks can help increase the capacity of your STM
-EX: instead of saying 12 letters to memorize, break into chunks w/ pauses |
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Definition
| -more complex model or STM proposed by Alan Baddeley |
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| 4 components of working memory |
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Definition
1)phonological loop
2) visuospatial sketchpad
3) central executive system
4)episodic buffer |
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Definition
represented all of STM in earlier models.
Ex: when you use recitation and temporarily memorize a phone number. |
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permits people to temporarily hold and and manipulate visual images.
ex: when you try to mentally rearrange the furniture in your room. |
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| controls the deployment of attention, switching the focus of attention, and dividing attention as needed. |
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| a temporary, limited capacity store that allows the various components of working memory to integrate information and serves as an interface between working memory and long-term memory. |
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an unlimited capacity store that can hold information over lengthy periods of time.
-can store information indefinitely |
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| *one POV is that all information stored in LTM is stored there permanently. |
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Definition
| -forgetting occurs only because people sometimes cannot retrieve needed information from LTM |
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| *alternative POV is that some memories stored to LTM do vanish forever. |
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memories that are unusually vivid and detailed recollections of momentous events.
-does not support notion that LTM storage may be permanent
-become less detailed and less accurate with time |
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Definition
| an organized cluster of knowledge about a particular object or event abstracted from previous experience with the other object or event. |
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| *people are more likely to remember things that are consistent with their schemas than things that are not. |
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Definition
however, people sometimes exhibit better recall things that violate their schema-based expectations.
-if information really clashes with a schema, it may attract extra attention and deeper processing; thus becoming memorable. |
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| *information in memories is often organized around schemas. |
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memories are sketchy reconstructions of the past that may be distorted and may include details that did not actually occur.
-reconstructive distortions show up frequently in eye-witness testimony. |
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Definition
1)lack of encoding
2)decay
3)interference
4)misattribution
5)suggestibility |
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| you don’t remember it in the first place |
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people forget information because of a competition from other material/
-a person doesn’t pay attention, or paying half attention.
-retroactive and proactive |
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| forgetting occurs because memory traces fade with time. |
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| unintentional plagiarism. memory fault. memories retrieved but associated with wrong place, time, setting, person. |
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| memory researchers have found that people are very suggestible. |
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| requires participants to produce information on their own without any cues. |
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| refers to the proportion of the material retained (remembered). |
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| 4 methods of improving memory |
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Definition
1) method of loci
2)mnemonics
3)increase depth processing
4)use context effects |
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Definition
| involves taking an imaginary walk along a familiar path where images of items remembered are associated with certain locations. |
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Definition
strategies for enhancing memory
-ex: organizing material, books, training programs, etc |
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Term
| increase depth of processing |
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Definition
-how often you go over the material is less critical than the depth of processing that you engage in.
-it is useful to make material personally meaningful
-when reading textbooks, try to relate information to own life
-retention is greater when information is well organized |
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Term
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Definition
when a person loses memories for events that occurred prior to the injury.
-inability to retrieve memories from the past |
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Definition
when a person loses memories for events that occur after the injury.
-inability to store new information |
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Definition
long term memory that we store about others and the world.
-knowledge |
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| 2 types of declarative memory |
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Definition
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Definition
-personal experiences
-ex: where were you on New Years Eve, what was your wedding day like, first day of college, etc.
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-basic meanings of words and concepts
-no concept of when. kind of like a database or encyclopedia that you store in your mind. Vast amount of facts like name, manners, etc.
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How we do things.
-non-declarative memory
-procedures
-ex: ride bicycle, tie shoes, play instrument, etc.
-conscious in every move we’re making in terms of procedures
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