EXP 3640 Exam 2 Chapter 5

Dr. Cahill's EXP 3640 Exam 2 Chapter 5 Study Guide

Long-Term Memory

Long-Term Memory

The large-capacity memory for experiences and information accumulated throughout one’s lifetime. Atkinson and Shiffrin proposed that information stored in long-term memory is relatively permanent and not likely to be lost. There are three types: episodic, semantic, and procedural.

Episodic Memory

“Episodes” of memory. What happens to you. For example, you relive an event from the past. We typically start recalling these memories saying “I remember.”

Semantic Memory

Encyclopedia memory. For example, the first president of the United States or the capitol of FL. You start recalling these memories saying “I know.”

Procedural Memory

How to do something. For example, how to ride a bike or drive.

Encoding

The initial acquisition of information, storing into long term. We process and represent this information in memory

Retrieval

Locating information in memory storage and accessing that information. Finding long term memories and using it in your working memory.

Differentiate between episodic, semantic and procedural memory

Episodic is recalling something that happened to you, like when you lost your first tooth. Semantic is encyclopedia memory, like what the letters of the alphabet are. Procedural is how to do something, like how to write.

Name the type of memory for each (episodic, procedural, or semantic): Who your first boyfriend/ girlfriend was:

Episodic because it is associated with your personal experience

Name the type of memory for each (episodic, procedural, or semantic): The Capitol of California

Semantic because it is encyclopedia knowledge

Name the type of memory for each (episodic, procedural, or semantic): What you did for your 18th birthday

Episodic

Name the type of memory for each (episodic, procedural, or semantic): The 24th president of the U.S.

Semantic

Name the type of memory for each (episodic, procedural, or semantic): How to drive a car

Procedural

Encoding or retrieval? Going to class and listening to Dr. Cahill lecture

Encoding

Encoding or retrieval? Taking exam 2

Retrieval

Levels-of-processing/ depth-of-processing approach

The observation that recall is generally more accurate when people process information at a deep, meaningful level, rather than a shallow sensory kind of processing. (Supports themes 1, 2, and 4.)

Distinctiveness

There is a better label when you file it away in your brain

Elaboration

Connect to previous thoughts to remember better; asking “why” questions

Self-reference Effect

The enhancement of long-term memory by relating the material to oneself. Rogers (1977) redid the semantics study but added self-reference. They found that recall was even stronger this way.

Meta-Analysis

A statistical method for combining numerous studies on a single topic. It computes a statistically significant effect, when combining all the studies.

Encoding-specificity principle

The observation that recall is often better if the context at the time of encoding matches the context at the time of retrieval. For example, You leave the room and go to the kitchen to forget what you needed. Once back in your room, you recall. Mental context is more important than environment. Theme 4.

Recall Task

In memory research, a task requiring the participants to reproduce items learned earlier. Tell me everything you remember about [blank]. Encoding specificity is more likely to occur in a recall task (why?)

Recognition Task

An explicit memory task that requires participants to identify which items on a list had been presented at an earlier time. For example, “was the person wearing a red or blue hat?”

Incidental Learning

Type of learning that happens unintentionally through exposure to information without explicit instruction. It involves acquiring knowledge without conscious effort

Intentional Learning

A deliberate and purposeful approach to acquiring knowledge or skills, often involving goal-setting, reflection, and active engagement with the material.

Orienting Tasks

Differentiate between levels-of-processing approach and encoding specificity principle

Both focus on memory retention, but encoding specificity focusses on both encoding and retrieval, overriding levels-of-processing. Deep processing aids in memory if the encoding matches the retrieval.

Discuss the criticism regarding the levels-of-processing approach

The Levels-of-Processing approach essentially uses circular reasoning. The effect - better memory retention- is explained by giving you resources to have better memory retention. If we separate processing and memory performance, we can better prove the levels-of-processing approach without using circular reasoning.

How would you use the self-reference effect in studying for an exam?

Apply subjects to yourself. For instance, you can apply the idea of semantics by recalling when we did the exercise with Cahill. You remembered the words that you gave meaning better than the words that you found rhymed.

Why is the self-reference effect so powerful?

We can relate best to ourselves. You naturally rehearse more when you think about yourself because humans are naturally egotistical.

Why would it be more beneficial for you to practice recall instead of recognition when studying for this exam?

Recall requires more work than recognition in a memory task. Recognition can be aided by context clues, while recall can’t as much.

Retrieval

Locating information in memory storage and accessing that information

Explicit Memory Task

You know they’re testing your memory. There are two types: recall and recognition.

Implicit Memory Task

Doesn’t directly ask for recall or recognition; shows the effects of previous experience when we aren’t making a conscious effort to remember. An example of this is word completion, (e.g., find letters that fit in the blanks: f_ _ _ er. Flower was previously exposed to you, so if you naturally came up with the word flower, it may be because you unintentionally recalled)

Repetition Priming Task

A memory task in which recent exposure to a word increases the likelihood that a person will think of that particular word, when given a cue that could evoke many different words

Dissociation

When you find effects with implicit tasks but not explicit tasks, it is a sign that the memories are in your long-term memory; they’re just not able to be recalled

Retrograde Amnesia

Loss of memory for events that occurred prior to brain damage. This deficit is especially sever for events that occurred during the years just before the damage

Anterograde Amnesia

The inability to form memories for events that occur after brain damage

Hippocampus

Found to be vital for moving information from working to long-term memory. Patient H.M. was never able to form new memories after it was removed. He performed explicit tasks poorly, but was still able to do implicit tasks as well as people without amnesia. (this is an example of dissociation)

Expertise

Consistently exceptional performance in a particular area. Practice is more important than inborn skill. There is no difference in general memory skills or intelligence

Differentiate between implicit and explicit memory. Provide examples of both.

Implicit memory is a memory task that isn’t obvious. (e.g., filling in the letter blanks to form the word “flower.”) Explicit memory is a memory task that is obviously testing your memory. (e.g., recalling what words were on a list or recognizing who was in the video prior in a lineup.)

Retrograde or anterograde amnesia? A woman who gets into an accident and cannot remember anything that occurred before her accident.

Retrograde

Retrograde or anterograde amnesia? A man who endures a brain injury and cannot form new memories after his injury.

Anterograde

Emotion

A psychological reaction to a specific stimulus

Mood

a more general, long-lasting experience

Pollyanna Principle

In memory and other cognitive processes, the principle that people usually process pleasant items more efficiently and more accurately than less pleasant items

Positivity Effect

A phenomenon showing that people tend to rate previous negative events more positively with the passage of time

State Dependent Memory

Your recall is better when your state of retrieving matches your state of encoding

Mood Dependent Memory

It is important to learn in the same mental state that you will be in when it comes time to retrieve that information later on. Theme 4. For example, if you are a nervous test-taker, you should study when you’re nervous

Mood Congruence

You recall material more accurately if it’s congruent with your current mood. For example, people with depression have a more difficult time recalling happy memories, and an easier time recalling sad memories

What role does mood and emotion play in long term memory? (use key words and examples in your answer)

Emotions come and go throughout your day, while moods are more long-lasting. Stimuli may hold certain emotions that will either stick with you or fade depending on if your mood matches such. If your mood is congruent with the emotional stimuli, you will have better recall of it.

Give an example of the Pollyanna Principle

1. Bushman (1998) media violence and commercials found that there was more accurate recall for neutral stimuli associated with pleasant stimuli than unpleasant stimuli.

2. (Walker, et al. 1997) Personal events were recorded in journals. When asked about them later on, the neutral events stayed the same, but the unpleasant memories faded faster

3. Memories of near-accidents are not as easily recalled. Pleasant items have more accurate recall, and neutral items have least accurate recall

Differentiate between mood congruence and mood dependence

Mood congruence is positive or negative information, while mood dependence is a state of learning vs. a state of retrieval