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-Encoding -Storage -Retrieval |
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| Allows us to separate various stages of memory. How we figure out that these stages are actually different. |
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-Allows us to demonstrate learning -How we get a memory back |
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| -Where the memory resides/ where we retain the learned material |
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-How we learn something -How memory is formed |
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| Experimental Dissociation |
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| Testing one variable and seeing how it affects the hypothesized parts. |
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| Neuropsychological Dissociation |
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| Testing people who have an impairment in one of the stages. |
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| Occurs when an expeirmental variable (variables) has different effoects on different tasks or measures. |
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-Performing a memory task in the same state in which you learned the information. (e.g., if drunk studying, take the test drunk as well) dissociation |
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| Experimental Dissociation Example |
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| -Test how good memory is drunk versus not drunk. |
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| Neurophysioogical Dissociation Example |
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| -Test how good memory is after lesioning the brain at one area and not the other (e.g., Broca vs Wernike's area) |
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-Suffered from epilepsy -Forgot 30 minutes after learning something. Could execute motor tasks without knowledge that he learned it. |
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| Components of Memory Approach |
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Partitions memory into Short Term vs. Long Term
AKA: Dual-store theory
Modal Model of Memory |
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| What evidences STM/LTM, based on Experimental Dissociation? |
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Primacy and Recency Effects -Longer presentation of the first words makes LTM more likely.
-Shorter delay at the end of word presentation makes LTM more likely. |
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| What evidences STM/LTM, based on Neuorophysiological Dissociation? |
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H.M. could not make new LTMemories K.F. doesn't have ST verbal memory |
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Episodic and Semantic (uses conscious recall) |
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(doesn't use conscious recall) Priming and Procedural |
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| Age affects retrieval in which, between implicit and explicit memory? |
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| Between implicit and explicit, which is affected by certain experimental measures? |
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| T or F: Amnesiacs have equally as good implicit memory skills as non-amnesiacs. |
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| Transfer Appropriate Processing explains the dissociation of what? |
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| Implicit versus explicit. |
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| -Meaning/Quality of information processing determines how good a memory is. |
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| Two branches of Depth of Processing |
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Maintenance Rehearsal: -Structural: encoding only the physical aspects of something (e.g., how the word looks visually) -Phonemic: encoding only how the word sounds -Leads to STM |
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Elaborative Rehearsal -Encoding the meaning of a word -Leads to LTM |
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| Links versus nodes (Collins & Quillian) |
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| Nodes are the circles, links are the lines. |
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| The web of words that come to mind when making associations. |
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| How to measure connections |
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Delta Rule Back Propagation (bp) |
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(Max – Previous) *.1 = Strength of activation
...where 0 = initial activation and 1 equals max activation. |
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Information flows in reverse, from the output unit to the input unit, and an adjustment of the connection weights between units is made to fix the error
Example, gender names and trying to figure it out. |
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