Semantic Memory

These flashcards cover key terms and concepts related to semantic memory, retrieval models, and recognition memory as discussed in the lecture.

Semantic Memory

A type of long-term memory that involves the storage and recall of factual information and concepts.

Hierarchical Network Model

A model proposed by Collins and Quillian that represents information in a network of nodes connected by links; predicts retrieval speed based on hierarchical distance.

Spreading Activation Model

A model developed by Collins and Loftus, which suggests that related concepts in memory are activated or 'spread' when retrieving information.

Deese-Roediger-McDermott (DRM) paradigm

A memory phenomenon where individuals incorrectly recall words that are semantically related to presented words, showcasing false memories.

Compound-Cue Model

A model proposed by Ratcliff and McKoon suggesting that the presence of multiple cues can enhance memory retrieval effectiveness.

Attention to Cues

The degree to which a person focuses on and processes retrieval cues, significantly influencing memory recall.

Relevance of Cues

The effectiveness of a cue is determined by its similarity to the initial encoding context, supporting the encoding specificity principle.

Cue-Target Associative Strength

The strength of the connection between a retrieval cue and the target memory; weak connections can lead to retrieval failure.

Number of Cues

Refers to the principle that having multiple retrieval cues increases the likelihood of successful memory recall.

Signal Detection Theory

A framework used to understand how people differentiate between signals (i.e., remembered items) and noise (i.e., new items) during recognition tasks.

Remember/Know procedure

A method for assessing recognition memory that distinguishes between 'remembering' (recollection of specific details) and 'knowing' (a sense of familiarity without detail).

Familiarity vs. Recollection

Familiarity refers to a general sense of having encountered something before, while recollection involves a specific memory of the encounter.

Semantic Memory

Semantic memory is a fundamental type of long-term memory responsible for storing general world knowledge. This includes factual information, concepts, ideas, and vocabulary that are not tied to specific personal experiences. For example, knowing that (2 + 2 = 4) or the meaning of the word 'democracy' are instances of semantic memory.

Hierarchical Network Model

The Hierarchical Network Model, developed by Collins and Quillian, theorizes that semantic memory is organized in a hierarchical structure, with broader categories at the top (e.g., 'animal') and more specific concepts below (e.g., 'bird', 'canary'). Information is stored at the highest possible node to avoid redundancy. The model predicts that the speed of retrieving information is directly related to the number of hierarchical links (distance) that need to be traversed.

Spreading Activation Model

The Spreading Activation Model, an extension by Collins and Loftus, proposes a more flexible network structure than hierarchical models. When a concept within this network is activated (e.g., you think of 'red'), that activation automatically 'spreads' to closely related concepts (e.g., 'fire truck', 'apple', 'stop sign'). This spreading activation explains how priming works and why related memories are more easily retrieved.

Deese-Roediger-McDermott (DRM) paradigm

The Deese-Roediger-McDermott (DRM) paradigm is an experimental procedure designed to investigate false memories. Participants are presented with a list of words (e.g., 'bed', 'rest', 'awake', 'dream') that are all associated with a critical, unpresented 'lure' word (e.g., 'sleep'). A common finding is that participants frequently falsely recall or recognize the lure word, believing it was part of the original list, highlighting the reconstructive nature of memory.

Compound-Cue Model

The Compound-Cue Model, proposed by Ratcliff and McKoon, suggests that memory retrieval is most effective when multiple retrieval cues are combined to form a 'compound cue'. This model posits that the more effective and numerous the cues available, the stronger the combined retrieval signal, leading to a higher likelihood of successfully accessing the target memory.

Attention to Cues

Attention to Cues refers to the critical role of one's attentional focus and processing depth when encountering retrieval cues. The more a person consciously and effectively attends to and processes the relevant information embedded in a cue, the significantly higher the probability of successful and accurate memory recall.

Relevance of Cues

The Relevance of Cues emphasizes that the effectiveness of a retrieval cue is largely contingent upon its similarity or overlap with the context in which the information was initially encoded. This principle is a cornerstone of the encoding specificity principle, stating that memory is best when the retrieval cues match the encoding conditions.

Cue-Target Associative Strength

Cue-Target Associative Strength describes the degree of pre-existing connection or learned association between a retrieval cue and the specific target memory it is intended to trigger. A strong association means the cue is highly effective at bringing the memory to mind, whereas weak or non-existent connections often result in retrieval failure.

Number of Cues

The Number of Cues principle asserts that presenting multiple, distinct, and relevant retrieval cues simultaneously can significantly enhance the probability of successful memory recall. Each additional cue can provide an alternative pathway to the target memory, or reinforce existing pathways, making the memory more accessible.

Signal Detection Theory

Signal Detection Theory (SDT) is a widely used psychophysical framework applied in memory research to analyze how individuals make decisions in recognition tasks. It helps distinguish between a person's true memory ability (sensitivity, d') and their willingness to report a memory (response bias, \beta). SDT accounts for 'hits', 'misses', 'false alarms', and 'correct rejections' in memory tests.

Remember/Know procedure

The Remember/Know procedure is a metacognitive assessment tool used in memory research. When presented with a recognized item, participants report 'remember' if they can consciously recollect specific details about its prior occurrence (e.g., where and when they saw it). They report 'know' if the item feels familiar but they cannot recall any specific contextual details of its earlier encounter, indicating a dissociation between recollection and familiarity.

Familiarity vs. Recollection

Familiarity is a feeling of recognizing something without being able to recall specific episodic details, often described as a 'gut feeling' that an item has been encountered before. In contrast, recollection involves the retrieval of specific contextual details about a past event, such as the time, place, and associated emotional experiences, indicating a richer, more detailed memory trace.