AP Psychology Unit 1 Memory Vocab

memory

learning that persists over time

recall

retrieving information

recognize

identifying information after learning

relearning

learning at a faster rate than periovous

encoding

process of first getting info into brain

sotrage

process of retaining info

retrieval

process of getting info from long term memory to recallpara

parallel processing

processing many things at once

memory model

model to simulate memory storage and processes

sensory memory

memory that is to be remembered through vision/audio

short term memory

memory that you’re only able to hold for a short period of time

long term memory

storage base for memories

working memory

links memory to long term memories to store in long term eventually

explicit memories

memories that you remember and know through effortful processingimp

implicit memories

memories you automatically processed over time without having to effortfully process

auto processing

process of information skipping short term memory and backtracking into your ltm

procedural memory

memory of procedures that you auto processed

iconic memory

memory that you link to visuals

echoic memory

memory that you link to auditory stimulus

chunking

method of dividing info into chunks to make commiting to memory easier

mnemonics

method of adding visual/auditory aid to commit to memory or aconym

hierarchies

method of dividing up information into narrower subjects and orders to make easier to remember

spacing effect

method of spacing out memorizing over time isntead of crammingm

massed practice

method of cramming

testing effect

method of studying in the same environment where you’re tested to activate memory retrieval instead of re-reading

shallow processing

listening based off of sound

deep processing

listening based off meaning

self reference affect

phenomenon of remembering adjectives that descirbe yourself best instead of random other adjectives

Karl Lashley

person who put on the rat maze experiment and took away parts of rats brains proving how memory isn’t in one single spot of the brain

semantic explicit memories

explicit memories about facts or knowledgee

episodic explicit memories

memories about exprienced event

hippocampus

temporal love in neutron center in limbic center; save button for explicit memories

memory consolidation

recent memories become long term as neural connections in brians strengthen

cerebellum

stores and forms implicit memory with classical training

basal ganglia

deep brain structure with motor movement helps with procedural memoryi

infantile amnesia

phenomona when we can’t remember memories from before 3-4 years old

amygdala

part of brain that deals with emotions and trigger stress hormones to make glucose available for brain activity

flash bulb memories

memories that are associated with strong emotions and hormone changes

serotonin

neurotransmitter and hormone

long term potentiation

neural basis for learning and remembering associations

gluatmate

neutrotransmitter in brain crucial for learning

priming

process of remembering associations with memories

context dependent memory

memory that is dependent or triggered when you’re in the same context( ex; enviroment/ place)

encoding specificity principle

cues specific to one memroy to help us recall t

mood congruent

when we are in one mood, we remember things better when we are in the same mood

serial position effect

we are mroe likely to remember the first and last things in a list rather than the middle

recency effect

we remember the later things on a list

primacy effect

we remember the first things on a list

jill price

woman who has stronger parts of brain to where she can’t forget things

anterograde amnesi

amnesia where you can’t form new memorie

retrograde amnesia

amnesia to where you can’t remember past memories with auto processing remianing intact.

encoding failure

failure to remember due to our not paying attention and not noticing things

storage decay

process of failing to remember because of the forgetting curve

forgetting curve

theory by ebbinghaus that the course of forgetting is rapid then slows

retireval failure

memory is encoded but can’t be retrieved, aided with cues

proactive interference

prior learning interrupts recall of new memories

retroactive interference

new learning disrupts old info recall

reconsolidation

memories are revised as we rehearse them

misinformation effect

exposure to misinformation makes us misremember

source amnesia

fault memory for when where how a memory was learned

deja vu

that feeling that you’ve done something you’re doing already

positive skew

mass of the distribution is concentrated on the left of the set

negative skew

mass of the dsitrbution is concentrated on the right of the set

bimodal distribution

occurs when there are two frequently occurring scores

inferential stats

used to determine if it is possible to generalize findings beyond your sample

only is reliable if sample size is large and representative with less variability

statistical significance

how likely it is that a result is due to chance p<= 0.05

effect size

the strength of the relationship between 2 variables, how important findings actually are.