AP Pysch Unit 5 Memory

memory

the persistence of learning overtime through the encoding, storage and retrieval of information

what are the three parts of information-processing model

encoding, storage and retrieval

encoding

the process of information into the memory system, for example by extracting meaning

storage

the process of retaining encoded information over time

retrieval

the process of getting information out of memory storage

parallel processing

the processing of many aspects of a problem simultaneously, the brain's natural mode of information processing, for many functions, contrasts with step by step (serial) processing of most computers and of conscious problem solving

connectionism

views memories as products of interconnected neural networks

what are three steps of richard atkinson and richard stiffin memory forming model - information processing model

first record to-be-remembered info as a fleeting sensory memory, then we process info into short term memory where we encode it through rehersal, finally info moves into long term memory for later retrieval

sensory memory

the immediate very brief recording of sensory information in the memory system

short-term memory

activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing before the info is stored or forgotten

long term memory

the relatively permanent and limitless storehouse of the memory system, includes knowledge skills and experiences

working memory

a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial info and of info retrieved from long-term memory

explicit memory

memory of facts and experiences that one can consciously know and "declare", also known as declarative memory

declarative memory is same as

explicit memory

effortful processing

encoding that requires attention and conscious effort, we encode explicit memory through conscious effortful processing

automatic processing

unconscious encoding of incidental information, such as space, time, frequency and of well learned info such as word meaning

implicit memory

retention independent of conscious recollection, also called nondeclarative memory, includes procedural memory and classically conditioned associations among stimuli

nondeclarative memory is same as

implicit memory

iconic memory

a momentary sensory memory of visual stimuli a photographic or picture-image memory lasting no more than a few tenths of a second

echoic memory

a momentary sensory memory of auditory stimuli if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds

chunking

organizing items into familiar manageable units, often occurs automatically

mnemonics

memory aids, especially those techniques that use vivid imagery and organizational devices

peg-word system

A mnemonic in which the items in a list to be remembered are associated with the sequential items in a memorized jingle and then the list is retrieved by going through the jingle and retrieving the associated items.

hierarchies

few broad concepts divided and subdivided into narrower concepts and facts

spacing effect

tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice

testing effect

enhanced memory after retrieving rather than simply rereading info, also called retrieval practice effect or test-enhanced learning, spaced study and self assessment beat cramming and rereading, occasional rehersal with self testing makes for lasting memories

shallow processing

encoding on a basic level based on the structure or appearance of words

deep processing

encoding semantically based on the meaning of the words, tends to yield the best retention

amount remembered depends on both blank and blank

the time spent learning and on your making it meaningful for deep processing

procedural long term memory

physical actions and events

episodic long term memory

memories from personally experienced events and flashbulb

semantic long term memory

facts and general knowledge

who suggested working memory

baddeley suggest short term memory might be better represented by working memory

prospective memory

remembering to do something in the future, is remembering to remember, it is memory for future intentions, to do list

what are three types of long term memory

procedural, episodic, semantic

central executive

the part of working memory that directs attention and processing

phonological loop

the part of working memory that holds and processes verbal and auditory information

Visuo-spatial sketchpad (VSS)

The component of the WMM that processes visual and spatial information in a mental space often called our 'inner eye', layouts graphics, visual sketchpad, audio recorder and central executive

explicit

conscious/declarative, episodic(events) and semantic (facts)

implicit

unconscious/nondeclarative, procedural(skills), can use without conscious thinking like walking

right frontal lobe

calling up a visual party scene

left frontal lobe

recalling a password and holding it in working memory

hippocampus

a neural center located in the limbic system helps process explicit memories for storage, save button for explicit memories, acts as a loading dock where brain registers and temporarily holds the elements of a remembered episode, then memories migrate to storage elsewhere

damage to hippocampus ...

disrupts recall of explicit memories

damage to left hippocampus ....

trouble remembering verbal information

damage to right hippocampus ...

trouble recalling visual designs and locations

how does sleep support memory consolidation

During deep sleep, the hippocampus processes memories for later retrieval.

cerebellum

A large structure of the hindbrain that controls fine motor skills, plays a key role in forming and storing the implicit memories created by classical conditioning

damage to the cerebellum ...

cannot develop certain condition reflexes

implicit memory formation needs ...

cerebellum

basal ganglia

deep brain structures involved in motor movement facilitate formation of our procedural memories for skills, receives input from cortex but doesn't send info back to cortex for conscious awareness of procedural learning

infantile amnesia

the inability to remember events from early childhood

what are the two factors that contribute to infantile amnesia

we index much of our explicit memory using words that nonspeaking children have not learned, the hippocampus is one of the last brains structures to mature

amygdala

two limbic system, emotion-processing clusters, stress hormones provoke amygdala to initiate a memory trace in the frontal lobes and basal ganglia and to boost activating in the brain's memory-forming areas, significantly stressful events can form almost unforgettable memories

weaker emotions mean ...

weaker memories

why is it adaptive for stressful events to form unforgettable memories

memory serves to predict the future and to alert us to potential dangers

flashbulb memory

a clear memory of an emotionally significant moment or event

long-term potentiation (LTP)

an increase in a cell's firing potential often brief, rapid stimulation, believed to be a neural basis for learning and memory

what is the evidence that confirms LTP is a physical

drugs that block LTP interfere with learning, mutant mice without LTP couldn't learn way out of maze, rats given drug that enhanced LTP learned maze with half the number of mistakes as usually, injecting rats with chemical that blocks preservation LTP erased recent learning

where does explicit memories and effortful processing occur

processed in hippocampus and frontal lobes

where does implicit memories and automatic processing occur

processed in cerebellum and basal ganglia

what are the three measures of retention

recall, recognition, relearning

recall

a measure of memory in which the person must retreive information learned earlier, as on a fill in the blank test, retrieving info that is not currently in your conscious awareness but was learned at an earlier time

recognition

measure of memory in which the person need only identify items previously learned, as on a multiple choice test, identifying items previously learned

relearning

a measure of memory that assesses the amount of time saved when learning material again

retrieval cues

info associated with piece of memory that you can use later to access the info, best retrieval cues come from associations we form at the time we encode a memory - smells taste and sights

priming

the activation, often unconsciously of particular association in memory

state dependent memory

what we learn in one state like sober or drunk may be more easily recalled when we are in that state again

mood congruent memory

the tendency to recall experiences that are consistent with one's current good or bad mood

serial position effect

our tendency to recall best the last and first items in a list

recency effect

tendency to remember words at the end of a list especially well

primacy effect

tendency to remember words at the beginning of a list especially well

long term potentiation

increased efficiency in the synapse when repeatedly stimulated, neuron needs less activation, more connections between neurons, lasts for hours to weeks, repeated firing - memory improves because neural pathways are strengthened

synapses

tiny gaps between dendrites and axons of different neurons

emotional memory

the limbic system is the center of emotion in the brain, including hippocampus and amygdala

biology of explicit memory

memory for experiences and facts, associated with hippocampus and frontal lobe, hippocampus = hub through which complex neural memory networks are made

biology of implicit memory

memory for procedures, conditioning, and timing, cerebellum associated with classical conditioning, basal ganglia in the deep brain associated with procedural motor skills

Flahsbulb memory

not immune to alteration, usually a very personal experience, can be shared, emotional elements make it very strong and resilient

visual encoding

encode by visual elements, ex: italicized word with color

acoustic encoding

encode by sound

semantic encoding

encode by meaning

shallow processing

little elaboration with a focus on superficial and/or perceptual elements, ex: encoding a word by type of font

deep processing

focus on the meaning with deeper elaboration, leads to better retention

massed practice

cramming, try to encode all at once

distributed practice

encode over multiple time periods; the longer the better

recency effect

the last items in a list are remembered best immediately after presentation because still in working memory

primacy effect

the first items in a list are remembered best in the long-term (encoded in long term memory)

how does spacing effect memory

spreading out learning over time with distributed practice is more effective than cramming with massed practice

serial processing

only one process occurs at any given time, on after the other, ex: information-processing model (3-stage)

parallel processing

multiple tracks of brain processing occurring at the same time, not the same as multitasking 2 effortful tasks, some would have to be automatic and then one effortful process happening

iconic memory length

less than one second

echoic memory length

between 1 and 3 seconds

working/short term memory length

less than 20/30 seconds

working/short term memory capacity

7 +/- 2 items (miller)

long term memory length

greater than 20/30 seconds

long term memory capacity

unlimited

context dependent memory

revisiting the location of an experiences serves as a retrieval cue

mood-congruent memory

emotions serve as a cue; you can often remember events better when in the same mood

alzheimers affects which type of memories

explicit not implicit, implicit is harder to reach

encoding specificity principle

the idea that cues and contexts specific to a particular memory will be most effective in helping us recall it, retrieval is best when mirrors how and where encoded