AP psych unit 2

recall

retrieving information not in current conscience

ex: fill in the blank test question

HARDEST FOR HUMANS TO DO

recognition

identifying items previously learned

ex: multiple choice test question

easier than recall

relearning

learning something more quickly the second time around

parallel processing

when your brain is automatically multitasking and doing multiple things at once

ex: driving

sensory memory

when something first happens, your brain uses this

fleeting memories that only last a fraction of a second

short term memory

you only store typically 7 memories at a time in here before they go to long term memory

long term memory

store for later retrieval or forgotten (includes explicit and implicit memories)

working memory

the bridge where short term memories become long term memories, allows you to temporrarily hold and minipulate a small amount of information while working on more complex tasks

central executive

coordinates phonological loop and visuospatial sketchpad

phonological loop

auditory memory and it holds very short term- uses rehearsal

visuospatial sketchpad

remember info and their relation to space, the images and spatial patterns that help you remember things

neurogenesis

new neurons forming

long term potentiation

learned and expected skills overtime, these become automatic and you don’t even have to think about doing them

explicit memory

facts and evidence you teach yourself/memorize, so you can recall it and “declare” it

effortful processing

conscious ENCODING that requires conscious effort- explicit memory

implicit memory

learned skills or conditioned associations we make in our heads, automatically do them

ex: riding a bike, blinking

automatic processing

unconscious ENCODING of info like time and space so you can store them in implicit memory

iconic memory

a momentary sensory memory or visual stimuli, like photographic memory for only a very SHORT term- like a second

ex: people doing a visual memory test and have to recall certain pictures-

echoic memory

memory of auditory stimuli, sound/words

Only remember auditory stimuli from the last 3 or 4 seconds

STRONGER THAN ICONIC

ex: teacher asks you “what did I just say?” and you respond with the last few words they said

chunking

chunking info into familiar segments so its easier to recall

mnemonics

tools like acronyms or rhymes that help you remember info

spacing effect

distributing your studying works way better than cramming, because of the rehearsal and repetition helps strengthen recall

testing effect

it will better your memory if you “quizz” yourself and force yourself to do recall rather than just read the info

quizzing yourself will help your retention and recall ability

shallow processing

focuses on physical features rather than meaning (not personal)

deep processing

more retention when you make something meaningful to you, encoding the meaning of words

flashbulb memory

when something traumatic or highly emotional occurs, peoples memory can get confused and add or take away details from that event

memory can have errors

massed practice

cramming

distributed practice

separating studying into short increments over time- better retention

encoding

getting info into memory- learning phase

types of encoding: structural

physical shape code (a little deep)

ex: when you have to memorize random letters HGJ no vowels just trying to memorize the letters

types of encoding: phenomic

sound code (more deep)

ex: when you have to memorize letters but you can sound them out like HIG- you can sound them out but they have no meaning

types of encoding: semantic

meaning code (deepest) LONGEST LASTING

ex: having to memorize a list of words that are real like HOG FIG BED, and trying to make a story out of them so they become meaningful

self reference effect

semantic encoding of info that is meaningful

overlearning

continuing to rehearse after the point the info has been learned

ex: you re read an article 3 times because you don’t think you know it but you really do

atkinson shiffrin model

levels of memory- long and short term

amygdala

emotional memory system

information processing model

how we encode, retrieve and store memories

episodic memory

experienced events- conscious memory

hippocampus

helps form explicit memories and new memories

memory consolidation

memories from hippocampus migrate to the fortex for storage

cerebellum

stores implicit memories and helps with classical conditioning

basal ganglia

facilitates formation of our procedural memories

priming

unconscious activation of certain associations preceding a memory or response

ex: in class, showed half the class “war” and then did the number thing

encoding specificity effect

idea that cues or contexts specific to a particular memory will be most effective in helping us recall it

mood congruent

tendency to recall experiences that are consistent with ones good or bad mood

serial position effect

tendency to remember words either at the top of a list or bottom, not so much in between/middle part

recency effect

remembering the last few words of a list because they were most recently what you’ve heard (part of serial position effect)

primary effect

remembering the first few words of a list because you were repeating them in your head over and over again more than the following words (part of position effect)

interleaving

mixing 2 topics you’re studying to help with retrieval

episodic buffer

brings the connection from phonological loop and visuospatial sketchpad (happening in the central executive) into long term memory

tip of the tongue phenomenon

you know something but you cant recall it

eidetic memory

aka photographic memory

confabulation

a person remembers info that was never actually stored in memory

anterograde amnesia

you can remember old memories but cant form new ones

retrograde amnesia

cant remember old memories

displacement

memories not encoded for long term storage will be lost as new info enters short term memory

proactive interference

occurs when prior learning disrupts your recall of new info

Ex: putting your old locker combo in to your new locker

retroactive interference

when new learning disrupts your recall of old info

Ex: someone sings new lyrics to a song so its harder to recall the old lyrics

positive transfer

previously learned info (Latin) helps our learning of new info (french)

reconsolidation

when we recall memories they can be altered before being stored again (like a game of telephone) leading to false memories

source amnesia

when you remember a fact but don’t know where when or how you learned it

ex: authors thinking they came up with an original idea but it was really plagiarism

production effect

learn best when teaching it to others

repression

unconscious inability to recall information, usually due to traumatic experiences

motivated forgetting

people pushing awaying unwanted memories, and revise history

misinformation effect

when a persons memory of an event becomes less accurate because they received misleading information after the event occurred

memory construction

the brains process of rebuilding past experiences from fragments, feelings, and current expectations

general intelligence

“g"", people who do well in one area will likely do well in other areas

factor analysis

statistical method researchers use to uncover intelligence by looking at clusters and trends of test scores and other variables

fluid intelligence

our ability to recall information with speed and abstractly- decreases with age (Gf)

crystalized intelligence

accumulated knowledge and verbal skills- increases with age

savant syndrome

when a person has limited mental ability but has exceptional specific skills like computation or drawing

emotional intelligence

how we perceive, understand, manage and use emotions

sternberg’s 3 intelligences

analytical (academics and problem solving), practical (everyday tasks), and creative (adapt to new situations)

decay

physical loss of brain cells

interference (proactive and retroactive)

one memory gets in the way of another (proactive and retroactive)