Term
| who came up with evidence to support multiple trace hypothesis? how? |
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Definition
| Gilboa-showed photos to participants doing activities from past and present, showed hippocampus activated to recent and old photos |
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Term
| multiple trace hypothesis |
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Definition
| hippocampus is involved in retrieval of remote memories, especially episodic memories |
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Definition
| process during which the hippocampus replays the neural activity associated with a memory-occurs during sleep, relaxed wakefulness, or enhanced by conscious rehearsing of memory |
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| inability to form new memories after injury/brain damage |
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Definition
| inability to remember events prior to injury |
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| standard model of consolidation |
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Definition
| Proposes that memory retrieval depends on the hippocampus during consolidation, but once complete, retrieval no longer depends on the hippocampus |
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Definition
| process that transforms new memories from a fragile state to a permanent state where they can't be disrupted |
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Term
| how is consolidation illustrated by amnesia |
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Definition
| In amnesia, the recent events are in a fragile state so it cannot move to a permanent state |
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Definition
| important for emotional memories |
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Definition
| crucial for memory and important aspects of memory other than recognition such as remembering context within which an object apprears |
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Definition
| contains many other structures crucial for forming new LTM |
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Term
| where is memory located in the brain |
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Definition
| does not occur in one specific place |
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Term
| how does memory work at synaptic level |
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Definition
| At the synapse, the physiology of memory begins. Hebb proposed that changes that occur in 100’s/1000’s of synapse that are activated by an experience provide a neural record of the experience. |
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Definition
| study in a number of short sessions |
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Definition
| take notes & organize way that makes sense to you |
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Definition
| create situation that takes active role in creating material |
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Definition
| step that helps transfer the material you are reading into LTM..think about what you are reading and give it meaning |
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Term
| how do encoding specificity, state-dependent learning, transfer-appropriate memory apply to studying |
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Definition
| Studying in a silent room would represent encoding specificity because the exam will be done in a quiet room. Making sure your mood stays the same during the duration of studying up until the exam would represent state-dependent learning. If you were happy while studying then go through a break up the day before the exam, your mood would not match and you might not be able to recall information as well. Creating your own multiple choice/essay exam might help with transfer-appropriate processing because it replicates the actual exam form |
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Term
| transfer-appropriate memory |
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Definition
| memory performance is enhanced if type of task at encoding matches type of task retrieval |
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Definition
| learning that is associated with internal state/mood of awareness. memory is better when retrieval internal state matches encoding internal state |
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Definition
| states that we encode info along with its contest, encode experience along with item |
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Definition
| words or other stimuli that help us remember info stored in our memory |
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Definition
| ability to recall info stored in memory |
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Definition
| testing material results in better memory |
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Definition
| organizing groups of similar words together |
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| creating an image of the words presented |
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Definition
| placing a word to be remembered in a complex sentence--creates more connections, act as cues to help retrieve word |
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| what does DOP mean for studying |
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Definition
| find meaning and make connections=better memory |
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Term
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Definition
| memory performance can be used to determine depth of processing but depth of processing can also be used to predict memory performance. |
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Term
| Craik and lockhart study. |
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Definition
| Craik and lockhart presented a series of questions followed by words that required responses that used different levels of processing. Shallow-count vowels, Middle-rhyming, deep-rate it |
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Term
| Depth of processing (DOP) |
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Definition
| determined by nature of the task during encoding. two levels: shallow& deep. Shallow involves little attention to meaning and occurs when attention is focused on physical features. Deep involves close attention, focuses on meaning and relation. |
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Term
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Definition
| thinking about meaning of item-make connections with item & something well known |
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Definition
| helps maintain info in STM/WM, not effective in transferring to LTM--remembering phone # until dialed |
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Definition
| memory for personal experiences |
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Definition
| not conscious, involve memories that are used about awareness |
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| change in response to stimulus caused by the previous presentation of the same stimulus |
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| pairing a neutral stimulus with another stimulus which produces change in previously neutral stimulus |
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| knowledge & memory for facts |
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Definition
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Term
| what makes up explicit memory |
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Definition
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Term
| what makes up implicit memory |
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Definition
| priming, procedural, conditioning |
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Term
| brain studies, distinction b/t STM & LTM |
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Definition
| brain imaging shows activation of different areas of the brain for LTM & STM |
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Definition
| suffered from seizures, had hippocampus and amygdala removed…lost formation of LTM |
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Definition
| musician that lost memory due to viral encephalitis, functioning STM but not LTM |
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Definition
| A double disassociation is studied in two or more people. It concludes that two functions are served by different mechanisms and they operate independently |
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Term
| Sachs study to illustrate coding |
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Definition
| study demonstrated importance of meaning in LTM. Participants listened to tape and were asked if they remembered exact words or meaning--remembered meaning |
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Term
| what do we mean by coding |
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Definition
| refer to way in which info is represented in terms of auditory, visual, or semantic |
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Term
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Definition
| superior memory for stimuli presented at end of sequence-still in STM |
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Definition
| superior memory for stimuli presented at beginning of sequence-longer time to rehearse, could transfer to LTM |
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Definition
| people can remember words better at beginning and end, not so much in middle |
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Definition
| anything after 30 seconds, up to decades |
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Term
| brain imaging studies and WM |
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Definition
| show that when carrying out WM task, activity occurs in prefrontal cortex |
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Definition
| requires info to be held during a delayed period |
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Definition
| responsible for holding information briefly |
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Term
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Definition
| The episodic buffer can store information and is connected to LTM, making interchange between WM & LTM possible. This was introduced because there are somethings the model can’t explain such as why we are able to memorize long sentences containing 15-20 words. |
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Term
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Definition
| The central executive pulls information from LTM and coordinates the activity of the phonological loop & visuospatial sketchpad by focusing on specific parts of a task and switching attention from one part to another. One main job is to decide how to divide attention. Studies on patients with frontal lobe damage helps understand how one controls attention. A person with frontal love damage has a hard time shifting their attention from one rule to another |
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Term
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Definition
| The visuospatial sketch pad holds visual and spatial information, one uses their mind to form pictures to do a task. A study by Shepard and Metzler found that participants would rotate a shape in their mind to figure out if it was the same shape as the previous one |
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Term
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Definition
| The phonological loop holds verbal and auditory information made up of two components; phonological store & articulatory rehearsal process. The phonological store has limited capacity and holds info for few seconds. The articulatory rehearsal process is responsible for rehearsal that keeps items in the phonological store from decaying. Articular suppression causes disruption in phonological loop, verbal interruption causes one to not be able to rehearse. |
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Term
| 3 components on working memory |
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Definition
| phonological loop, Visio spatial sketch pad, central executive |
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Term
| how is WM different than STM |
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Definition
| STM-concerned with storing info for brief time, single component WM-concern with manipulation of info, consist of multiple components |
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Term
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Definition
| limited capacity system for temp. storage and manipulation of info for complex tasks such as comprehension learning and reasoning |
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Term
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Definition
| Coding refers to the way info is represented. There are 3 types of coding; auditory, visual, and semantic. Each of these allows for different representations of stimuli presented. Auditory represents items in STM based on sound, we know this because participants would report letters that sounded the same when they could not remember original letter. Visual coding involves representing items visually such as visualizing patterns or remembering details of street layouts. Semantic coding is represented in terms of an items meaning, such as grouping similar words together because placing words into categories involves the meaning of words |
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Term
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Definition
| 4-9 items. Digit span-number of digits a person can remember |
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Term
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Definition
| 15-30 seconds, method of recall--participants were asked to recall numbers and letters that were read to them after a period of time |
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Term
| sperling studies-whole report, partial report |
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Definition
| visual icon-Sperling flashed an array of letters on a screen for 50 ms and asked participants to report the letters seen. The whole report asked participants to report letters from the whole matrix show. The partial report method, participants were to report letters from a certain row when given a cue tone. |
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Term
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Definition
| wipe out all memory with alcohol |
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Term
| sparklers/motion pictures, help describe memory |
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Definition
| Sensory information can register huge amounts of info but it retains this info for only seconds. This relates to sparklers and motion pictures because they work in a similar way. Sparklers emit huge amounts of light and it appears a s a trail, but there is not really a light trail. The retention of the perception of light makes you see the constant trail, then leaves after seconds…just like sensory information does. |
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Term
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Definition
| 1. sensory memory-initial stage that holds info for seconds 2. STM-holds 5-7 items for about 15-30 seconds 3. LTM-holds large amounts of info for years |
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Term
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Definition
| Process involved in retaining, retrieving, and using info about stimuli, images, events, ideas and skills after original information is no longer present |
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Term
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Definition
| perceive as initially separate features |
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Term
| location-based, object-based attention |
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Definition
| location-attention directed to specific location object-attention based to specific object |
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Term
| spotlight model of attention |
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Definition
| attention is concentrated to specific area |
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