memory cognition ap psychology (copy)

memory

a system in your mind that store, retrieves, and breaks down information

when is human memory good

when we pay attention, when we are intrested, the thing is emotionally arousing, fits our previous experiences, and when we practice the skill

information processing system

when your memory takes meaningless information and translates it into meaningful information

encoding

putting meaning to something so you remember it

storage

when information changes in the neural system

retrevial

in charge of recovering information from your LTM

working/short term memory

current thoughts or last 30 seconds

sensory memory

taking in our enviorment- we are not aware of most of your sensory memories

long term memory

stores organized material into meaning and holds it for long periods of time

chunking

organizing information into smaller pieces/units

maintenance rehersal

repeating new information so it stays in your memory

levels of processing theory

information that is more thoroughly connected to LTM is more likely to be remembered

procedural memory

responsible for motor skills ex: eating, talking also implicit- w/o awareness

declaritive memory

stores specifc information such as facts or events explicit: takes tought/ awareness

episodic memory

branch of declarative memory: responsible for personal experiences

semantic memory

branch of declarative memory: responsible for language/facts

engram

the physical changes in the brain assosiated with memory

anterograde amnesia

condition that doesn’t allow you to form new memories, however you can still retain old ones

consolidation

the process when STM turns into LTM

retrograde amnesia

occurs from a head injury- when you can’t remember things that just happend

implicit memory

with out awareness

explicit memory

takes thought and awareness

retrieval cues

stimuli used to bring events from LTM into awareness

priming

providing cues to stimulate a memory without awareness of the connection prior

encoding specificity principle

the context of a memory effects the way it was encoded and stores unltimitly effecting the way its remembered

mood congruent memory

the type of information that comes from our depends on our mood

transcience

the idea that memory fades over time

forgetting curve

statisticly you forget a lot in the first few days but then the line straightens out

proactive interference

when an old memory disrupts the learning and remembering of a new information (new house example)

retroactive interference

when new information gets in the way of old memories (car example)

serial position effect

a form of interference related to sequence information was learned- your more likely to remember things you learned in the begining/ end vs the middle

mnemonics

strategies used to remember encoded information by assosiating it with things already in the LTM

morphemes

the smallest meaningful units of language

Language acquisition device

Chomsky, when the brain organizes material dealing with language to help with rules of grammar

overregularization

applying a gramatical rule incorrectly, creating incorrect forms (ex: hitted, breaked)

concepts

a mental representation of categories that sort items and ideas based off experience

artifical concepts

concepts of something based off facts

natural concepts

mental representations of objects and events

prototype

your mental image of an object

schemas

a cluster of related concepts that provide general expectations about topics,events,object, and people

elaborate rehersal

connects new information to memory already stored so the info moves to LTM

eidetic memory

photogenic memory

acoustic encoding

converting words to sounds in your mind

recall

create and answer entierly based off of memory

recognition

you need to think of an answer after being previously exposed to the question

suggestability

interprating misleading information causing you to view something a different way

flashbulb memory

being able to form a clear vivid image of a LTM

absent mindedness

forgetting caused by a lapse of attention

blocking

forgetting that occurs when an item can’t be cued or retreived- caused by and interference

persistance

a memory problem where negative memorys can’t be put out of mind

method of loci

associated items to familiar physical locations

misattribution

when memories are associated with the wrong person place or thing

misinformation effect

the distortion of memory caused by seggestion

TOT phenomenon

when an answer to a question is on the tip of your tounge but you just can't quite remember it

sensory register

iconic, echoic, tactille, gustatory (taste), olfaction

what is the storage and capacity of sensory memory

12+ items: 3-4 enter conciousness

what is the duration of sensory memory

less then 1 second

whats the function of sensory memory

capture the enviorment

whats the storage/capcity of STM

7 items +/- 2

whats the duration of STM

20-30 seconds

whats the function of STM

1. maitenance of current memory

2. working memory- mental workbench

whast the storge/capacity/duration of LTM

unlimited

whats the function of LTM

long term potentionation=nuerons strengthen once in LTM. never loose information= your mind just fails to retrieve it

the role of attention

= focused awarness

massed vs distributed practice

craming the night before vs. studying a little bit everyday

overlearning

having something engraved in your mind (ex 5×5)

imagrey

verbal: someone speaking at you. pictoral= a picture drawn out

examples of mnemonics

key words, method of loci

amaygdala

encodes STM also responsible for emotions

hippocampus

encodes LTM

where is storage in the brain

the frontal lobe

algorithms

a procedure/formula to help with problem solving-always work

hueristics

short cuts: simple,basic rules of thumb that help us navigate through confusing situations -however they don’t guarentee a right answer

mental set

attempting to approach a new problem the same why you approched an old one

functional fixedness

the inability to see a new use for an object

overlearning

repeating information even when you think you know it, so it really sticks

primary effect

the tendency to remember information at the start of a lecture rather then the end/middle of one

event related potentials

the electrophysiological response in the brain to specific motor or cognitive events

hindsight bias

a faulty heuristic strategy known as the “i knew it all along effect”, when you second guess yourself

self consistency bias

judging yourself based on how you view yourself

anchoring bias

a faulty heuristic strategy caused by basing an estimate off of a completley unrelated quanity

representativeness bias

a faulty heuristic strategy that explains how stereotypes that cloud judgment

availibilty bias

a faulty heuristic strategy that estimates probability based off of real life experiences

phoneme

the smallest units of sound that help form words

Skinners language theory

behavioralist-children learn language the same way they learn everything, through immitation, reinforcement, and shaping

Noam Chomsky language theory

navist- all humans are born with a LAD and internal “device” that allows you to learn language

what does and LAD allow you to do?

innate ability to speak, interaction with enviorment allows it to emerge, critical period met.

chomskys critisism of skinner

1. unreasonable to expect a child to learn from imitation

2. overregularization=apply a gramatical rule to often (using hitted and feets)

what happens from birth-2 months

cooing

whats the babbling stage

experiment with phonemes (2-12 months) innate so deaf babies can do this

holophrastic stage

using one word to say what they want (12 months)

two word stage

16-24 months

telegraphic speech

short simple sentences (24 months +) meaning is clear but no syntax, during this phase most kids use a lot of overextention and overregulation

overextension

children have a name for an object and extend the definition to cover more ground “ball”-oranges

overregularization

applying a grammatical rule too widely and thereby creating incorrect forms

dual-coding theory

concrete words are more easily memorized then abstarct words

concrete words

coded verbal and imaginal

abstract words

only coded verbal

mental representation

concepts, images, schemas, and scripts

what does the brain do

looks for patterns and tries to make meaning wherever it can