HP2600 Chapter 7-8 Memory Encoding & Retrieval

encoding

process of acquiring and transferring information into LTM

effective factors on improving memory

- emotion

- meaningfulness

ineffective factors on improving memory

- mere repetition

- intention or effort alone

flashbulb memory

a clear and vivid memory of the circumstances surrounding emotionally stimulating events

vividness does not entail factual accuracy

shallow processing

encoding on a basic level that focuses on physical features of the stimulus and not its meaning

yields low memory retention

deep processing

encoding on a semantic level that focuses on meaning of the stimulus

yields high memory retention

not dependent on task difficulty

maintenance rehearsal

encoding technique involving repetition of information without consideration of meaning or connections with other information

type of shallow processing

elaborative rehearsal

encoding technique involving consideration of meaning or connections in a given piece of information with other information

type of deep processing

self-reference effect

tendency to better remember information relevant to oneself

limitations of levels of processing

definition of levels is circular

deeper procedure defined as resulting in better memory -> using the procedure to show that deeper processing results in better memory

retrieval cue

a stimulus that helps a person recall information in stored memory

cued recall

presentation of retrieval cues to recall previously experienced stimuli

matching conditions of encoding and retrieval

method to increase retrieval of information

encoding specificity

improved memory retrieval when the contextual background (environment) at the time of encoding and retrieval are matched

state-dependent learning

improved memory retrieval when the internal states of a person at the time of encoding and retrieval are matched

transfer-appropriate processing

improved memory retrieval when the type of processing at the time of encoding and retrieval are matched

measures of memory

- free recall

- cued recall

- recognition

- savings in relearning

- implicit measures

free recall

testing condition with minimal retrieval cues given

recognition

selecting previously remembered information among other distractors

savings in relearning

occurs when previously learned material becomes easier to relearn at a later time

implicit measures

techniques for demonstrating memory when previously learned material affect performance on a subsequent task

difficulty of recognition task depends on

distractors

generation effect

memory retention is improved when a person generates the material themselves rather than passively receiving it

spacing effect

memory retention is improved when study or practice is distributed over short sessions instead of concentrated in one long session