Final - Class Flashcards
Psychology 2145 with Berta at University of Colorado Boulder
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H.M.
removed damaged areas of brain from each hemisphere - amnesia for events a couple of years before the surgery - could not put new info into long-term memory
consolidation
process of putting new information into permanent storage
H.M.'s working memory
seemed intact - still learn some things
habituation
classically conditioned
operantly conditioned
skills
Long-Term Memory
permanent memory store
Episodic memory
memories of events that have happened to a person
Semantic Memory
organized knowledge about the world
Procedural Memory
knowledge about how to do something
3 Basic Memory Functions
1. Encoding
2. Storage
3. Retrieval
Encoding
getting info into storage
Storage
holding info
Retrieval
getting info out of storage
Depth of Processing
deep, meaningful info leads to more permanent retention than shallow sensory processing
deep processing
meaning of the word
test of depth of processing
yes/no questions about words
results: remembered fill-in sentence words better than physical characteristic words
Distinctiveness
a stimulus is different than other memories
Elaboration
processing new info by associating it with other concepts in permanent memory
Maintenance Rehearsal
repeating a stimulus
Research for memory for faces
width of nose or honesty of person - correctly recognized more faces judged for honesty
self-reference effect
enhancement of long-term memory by relating material to personal experiences
Explanation of Self-Reference Effect
1. Self has a rich set of cues
2. instructions encourages people to see how traits are related to one another
3. may rehearse material more if it is related to us
Pollyanna Principle
pleasant items are usually processed more efficiently and accurately than less pleasant items
Research: test memory @ different intervals
Results: pleasant items are more likely to be remembered, pleasant items over time seem a little less pleasant, unpleasant items seems considerably less unpleasant
Mood congruence
memory is better when the material to be learned is similar with a person's current mood
Mood-Dependent Memory
people are more likely to remember material if their mood at the time of retrieval matches the mood they were in when they originally learned the material
*real life events*
Explicit Memory Task
subjects are specifically instructed to remember information that they had previously learned
*conscious effort*
Implicit Memory Task
past experience with material facilitates performance on a cognitive task
*no conscious effort*
Repetition Priming Task
recent exposure to a word increases the likelihood the world will later come to mind when given a cue that could evoke many words
Retrograde Amnesia
loss of memory for events that occurred prior to brain damage
Anterograde Amnesia
loss of memory for events that occurred after brain damage
Childhood (Infantile) Amnesia
older children and adults' inability to remember events that occurred in their lives prior to the age of about 2 or 3 years old
- retrieval problem
Autobiographical Memory
memory for events and topics related to oneself
Conclusions of Autobiographical Memory
most recent experiences recalled
older people recall adolescence and young adulthood
memories usually accurate for major details
memories can be constructed at the time of retrieval
Narrative
keep running stories of ourselves
Flashbulb Memory
memory for a situation in which you first learned of a very surprising and emotionally arousing event
6 kinds of incidental information are usually recalled
1. the place you first heard the news
2. the ongoing event interrupted
3. the person who gave you the news
4. our feelings
5. emotions of others
6. the aftermath
Flashbulb Memories are
different from other memories
remember details
maybe enhanced
Consistency Bias
we tend to exaggerate the consistency between our past & present feelings & beliefs
source monitoring
trying to identify the origin of our memories & beliefs
Eyewitness Memory
major details from memory are fairly accurate
smaller details are often mistaken
mistakes are made
Misinformation Effect
people view event, given misleading info, remember faulty information
retroactive interference
trouble recalling old material because recently learned new material interferes
Elizabeth Loftus Study
1978
series of slides showing a car stopped @ intersection, car hit pedestrian, 1/2 saw STOP sign 1/2 say YIELD sign - question: did another car pass the red Dotsun while it was stopped at the STOP/YIELD sing?
Results: 75% consistent with which slide they saw
Factors found to influence eyewitness testimony
1. attention distracted at time of event
2. misinformation plausible
3. if social pressure
4. if given positive feedback
memory can be subtly influenced
Loftus
- word choice - "smashed" "crashed" "collided" - broken glass?
constructivist approach
recollections change as people revise the past to satisfy their present concerns & knowledge
Recovered Memory/ False Memory Controversy
1. recovered memories: abuse forgotten than recovered, real events
2. false-memories: recovered memories about events that never actually occurred
False Memory Perspective
real life implanted memories do occur, but most recovered not real
Loftus "Lost in the Mall"
given stories that seem plausible, not real, people remember those stories - 29%
General Knowledge
our background knowledge that helps us get along in life
1. Semantic
2. Schemas
Semantic Memory
organized knowledge about the world
Category
class of objects that belong together
Concept
mental representation of a category
Feature Comparison Model
concepts are stored in memory according to a list of features, compared with the features of a category, decide if match
Defining Features
attributes necessary to the meaning of an item
Characteristic Features
attributes that are descriptive but not essential
2 Stages of Categorization
1. Compare all the features
-yes/no - don't need 2nd step
-don't know - go to 2nd step
2. compare the defining features of the object & category
Sentence Verification Technique
subjects see simple sentences & must consult their stored semantic knowledge to determine if the sentences are true or false
Typicality Effect
people reach decisions faster when an item is a typical member of a category, rather than an unusual member
Problems with Feature-Comparison Model
-few concepts in real life have necessary features
-assumes defining features are independent of one another
The Prototype Approach
a person decides whether an item belongs to a category by comparing the item to a prototype
prototype
the idealized item that is most typical of the category
prototypicallity
degree to which members of a category are prototypical
Family Resemblance
no single attribute is shared by all examples of a concept; however, each example has at least on attribute in common with some other example of the concept
Advantages to Prototype Approach
-avoids defining categories by essential characteristics
-accounts for developing categories from loosely structured resemblances
-shows how we can store a vast amount of info into a single prototype
Problems with the Prototype Approach
-sometimes a prototype is not the most typical item in a category
-we often do store a vast amount of specific info
-categories are treated as fuzzy by the prototype approach
The Exemplar Approach
people first learn some specific examples of a concept & then classify a new stimulus by deciding how closely it resembles those specific examples
exemplars
specific examples of a concept stored in memory
Advantages to Exemplar Approach
-avoids problems of necessary feature
-don't have to devise a prototype
-can explain why we can categorize unusual examples easily
Problems with the Exemplar Approach
-explaining why we store some examples & not others
-exemplars for large categories may be unwieldy
Network Models
a net-like organization of concepts in memory with many interconnectors
Collins & Loftus Network Model (1975)
-each concept is represented by a NODE
-nodes are connected by LINKS
-when a node is activated by the name of a concept, activation spreads through the links to other nodes - SPREADING ACTIVATION
About this deck
About StudyBlue
STUDYBLUE makes things that make you better at school.
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Things like personalized quizzes and friendly reminders about when (and what) to study next.
Think of it as a digital backpack™: access to all of your study materials online and on your phone.
STUDYBLUE exists to make studying efficient and effective for every student, for free. Join us.
“I have been getting MUCH better grades on all my tests for school. Flash cards, notes, and quizzes are great on here. Thanks!”
Kathy
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