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| the persistence of learning over time through the storage and retrieval of information. |
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| the processing of information in the memory system. |
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| the retention of encoded information over time. |
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| the process of getting information out of memory storage. |
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| the immediate, very brief recording of sensory information in the memory system. |
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| activated memory that holds a few items briefly before the information is stored or forgotten. |
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the relatively permanent and limitless storehouse of the memory system.
i.e. Knowledge, skills, and experiences. |
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| a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory/ |
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| unconscious encoding of incidental information (i.e. space, time, frequency) and well-learned information (i.e. word meanings). |
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| encoding that requires attention and conscious effort, which produces durable and accessible memories. |
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| the conscious repetition of information, either to maintain it in consciousness or to encode it for storage. |
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| the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice. |
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| our tendency to recall best the last and first items in a list. |
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| mental pictures; a powerful aid to effortful processing, especially when combined with encoding. |
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| memory aids, especially those techniques that use vivid imagery and organizational devices. |
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| organizing items into familiar, manageable units; often occurs automatically. |
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| Long-term potentiation (LTP) |
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Definition
| an increase in a synapse's firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory. |
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| a clear memory of an emotionally significant moment or event. |
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| retention independent of conscious recollection (AKA non-declarative memory). |
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| memory of facts and experiences that one can consciously know and "declare" ( AKA declarative memory). |
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| a neural center that is located in the limbic system; helps process explicit memories for storage and is like a loading dock where the brain registers and temporarily holds the elements of a remembered episode. |
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| a measure of memory in which the person must retrieve information learned earlier, as on a fill-in-blank test. |
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| a measure of memory in which the person need only identify items preciously learned, as on a multiple choice test. |
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| a measure of memory that assesses the amount of time saved when learning material for a second time. |
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| the activation, often unconsciously, of a particular associations in memory. |
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| that eerie sense that "I've experience this before." Cues from the current situation may subconsciously trigger retrieval of an earlier experience. |
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| the tendency to recall experience that are consistent with one's current good or bad mood. |
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| the disruptive effect of prior learning on the recall of new information. |
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| the disruptive effect of new learning on the recall of old information. |
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| in psychoanalytic theory, the basic defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories. |
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| incorporating misleading information into one's memory of an event, which can make it hard to discriminate between our memories of real and suggested events. |
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| attributing to the wrong source an event we have experienced, heard, read about, or imaged. (AKA source misattribution). It is at the heart of false memories. |
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| a momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second. |
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| a momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds. |
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| a take on memories as emerging from interconnected neural networks. Specific memories arise from particular activation patterns within these networks. |
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| What does Hermann Ebbinghaus, the German philosopher, state about effortful processing? |
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Definition
| The amount remembered depends on the time spent learning and that additional rehearsal (over learning) increases retention. |
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| What's the best way to remember verbal information? |
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| cramming, which can produce speedy short-term learning and feelings of confidence. |
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| What's the best way to ensure that information is retained? |
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Definition
| Spreading out learning and repeated quizzing of previously studied material helps. |
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| Recency effect vs. Primacy effect |
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Definition
| The last items are still in working memory vs. the recall is best for the first items. |
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| When we encode verbal information by associating it with what we already know or image. The amount remembered depends both on the time spent learning and on your making it meaningful. |
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| We more easily remember concrete words, which lend themselves to visual mental images. |
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| Recalling the high points while forgetting the mundane. |
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| When information is composed of a few broad concepts divided and subdivided into narrower concepts and facts. |
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| How is short-term memory limited? |
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Definition
| Unless our memory is meaningfully encoded or rehearsed, then the information quickly disappears. Working memory is also limited in capacity; George Miller's 7 plus or minus 2. |
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| What occurs with an increase synaptic efficiency? |
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Definition
| It makes for a more efficient neural circuit. The sending neuron now needs less prompting to release its neurotransmitter, and the receiving neuron's receptor sites may increase. |
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| How does arousal affect memories? |
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Definition
| Arousal can sear certain events into the brain, while disrupting memory for neutral events around the same time. When we are excited or stressed, emotion-triggered stress hormones make more glucose energy activity. |
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Term
| How do amnesia victims challenge the idea that memory is a single, unified, conscious system? |
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Definition
| Whatever has destroyed their conscious recall has not destroyed their unconscious capacity for learning, our memory systems operate in tandem. |
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| People have trouble remembering verbal information, but they have no trouble recalling visual designs and locations. |
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| People have trouble recalling visual designs and locations, but have NO trouble remembering verbal information. |
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| the brain region extending out from the rear of the brainstem, which plays a key role in forming and storing the implicit memories created by classical conditioning. With a damaged cerebellum, people cannot develop certain conditioned reflexes. IMPLICIT MEMORY FORMATION NEEDS THE CEREBELLUM. |
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Definition
| When you encode into memory a target piece of information and associate it with other bits of information about your surroundings, moods, and so on. |
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| What we learn in one state may be more easily recalled when we are again in that state. |
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Term
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Definition
1. Encoding Failure
2. Storage Decay
3. Retrieval Failure
- Interference
- Motivated Forgetting |
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| What can make it difficult to make sense between real and false memories? |
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Definition
1. Misinformation effect
2. Vivd retellings
3. Imagining nonexistent actions and events |
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Definition
| The more vividly we can image things, the more likely we are to inflate them into memories. Both visualizing and actually perceiving something activates similar brain areas. |
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| What are the two tragedies related to adult recollections of child abuse? |
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Definition
1. Trauma survivors being disbelieved.
2. Innocent people being falsely accused. |
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| What is the common response to a traumatic experience? |
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Definition
| Experiences are typically etched on the mind as vivid, persistent, haunting memories. |
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| How can we improve our memories? |
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Definition
1. Distributed practice
2. Meaningful learning
3. Retrieval cues
4. Use of mnemonic devices
5. Minimize interference
6. Sleep more
7. Quiz sporadically |
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