9a. memory - retrieval

what is the retrieval process

guiding our memory search to go from a cue, through an association, to the target memory

what is a target memory trace

the particular memory we are searching for

what is spreading activation

the idea that when we have an active presentation of something i.e. a face, this activation will spread to associated features in our memory i.e. towards semantic information about them

what is pattern completion and where is it done

when spreading activation works and leads us from a set of cues to the reinstatement of a memory

done by hippocampus

explain attention to the cue itself as a factor affective retrieval

if we don’t pay attention to a cue, we won’t be able to access the target memory

explain relevance of cues as a factor affecting retrieval

the more relevant the cue is to the memory, the easier retrieval is i.e. if certain cues are around when a memory is encoded and when we want to retrieve the memory

explain how the associative strength between cue and target memory impacts retrieval

the stronger the association i.e. between face and name, the better retrieval

explain how the number of cues can impact retrieval

the more cues available, the easier retrieval is

explain how the strength of the target memory impacts retrieval

if our target memory wasn’t encoded very well, so is weaker, retrieval will be harder

explain how our retrieval strategy impacts retrieval success

organising information we are presented with in a meaningful way helps retrieval

explain how retrieval mode impacts success of retrieval

this relates to the frame of mind we adopt when trying to retrieve a memory, we need to be in the right frame of mind to facilitate retrieval

explain direct/explicit memory tests

p’s are asked to consciously recall particular experiences relying on a contextual cue

p’s with amnesia or damage to hippocampus have reduced success

explain indirect/implicit memory tests

measure the influence of prior experiences on current behaviour without conscious recall

implicit memory works through priming

what are the two types of contextual cues

external i.e. tempmoral/environmental

internal i.e. tired/drunk/happy

how does context help with recall

memory is context dependent, meaning that context can reinstate the original encoding environment

define encoding specificity

we encode information along with its context

explain gooden and baddely’s study on environmental context cues

diver study

asked people to memorise words on land and under water

words were recalled better in the same context (land v water) that they were learned in

explain the findings from grant et al’s study on environmental cues

wanted to know if we learn better in noisy or quiet environments

found that we learnt better in the same environment that recall was happening in - so we should revise for exams in quiet environments

what is meant by mood congruent memory

we remember things better when they relate to our emotional state

i.e. people with depression are more likely to remember sad information/sad related words

explain what was found from marian and neisser’s bilingual study

memories are easier to recall when retrieval takes place in the same language (english vs russian) as they were encoded

explain how memory is reconstructive

we sometimes have to reconstruct memories by joining different aspects of a memory because retrieved memories are not fully intact

what is recognition memory

our ability to decide if we have encountered a stimulus before or not - discriminating between old and new stimili

explain signal detection theory (SDT)

used to explore recognition memory

people are given an auditory signal presented against background noise, p’s have to note down when they hear this signal

name the 4 outcomes from a signal detection theory task

hit, miss, false alarm, correct rejection

explain dual process theory

recognition memory is based on two types of memory processes:

1. familiarity - automatic, sense of memory without being able to remember context

2. recollection - retrieving contextual info about a stimulus

explain remember/know procedures as a way of testing recognition memory

p’s asked to state whether they remember or know stimuli have been presented previously

remember = measures recollection

know = measures familiarity