What is memory and how is it measured?
The persistance of lecrning over time through the encoding, storage, and retrieval of infermation
a. Recall: A mecisure of memory in which the person nust retrieve information learned earlier, as on a fill-in-the-blank test.
Recognition: A measure of memory in which the person icentifies items previously lecrned, as on ci multiple choice test.
c. Relearning: A mecisure of memory that assesses the amount of time saued when leaming matericil agein
21. What are the three stages of memory?
Encoding: the process of getting information into the memors system
2 storage: the process uf retaining information over time
Retrieval: the process of getting information out of
22. Draw and explain the three-stage multistore model of memory.
automatic processing
Aftention to
Terzarsal
memory
storage
impurtems
1 info
Extemal
sensory
warking
Encoding >
Long
event
Short tem
memary
Encocling
menary
Remieung
menus
Steroge
1. we first recend tu-be remembered information as a fleeting sensory mencry.
2. Frun there, we process infermation into short-tem menary, where we encode it thruugh reneersal.
3. Finally, information maves into lang-tem memery fer later retrieul.
a. Long-term memory: The relatively permanent and limitless archive of the memory system. includes knowledge.
Skills, cind experiences.
b. Short-term memory: Briefly cctivated memory of a few items Incit is later stored or forgotten.
c. Sensory memory: The immediate, very brief recording of sensory information in the memory system.
d. Rehearsal: The process of repeating information to help remember it. What is working memory? Stage where short i long tem memory cumbine.
A newer understanding of short tem memory: conscicus, active processing of both () incoming sensory information and (2) information retrieved fram long-term menary
a. Central executive A memary component that coordinates the activities of the phonclogical luap and visuospatial sketchpad.
b. Phonological loop: A memory compenent that briefly holds auditery information.
c. Visuospatial sketchpad: A memory cumpunent that briefly holds information dibout objects appearance and location in space.
24. How does memory work at the synaptic level?
Mencries are stured in the brain through
changes at the synaptic level. Neurch interconnections
a. Long-tem otentation tiAn increase in a nerve ceus Aring potential after brief, rapid stimulationi a neural busis for learning and menery.
b. Neurogenesis: The formation of new neurons.
Module 2.4 Encoding Memories
25. Identify the different types of memory, providing examples of each.
a. Explicit: Retention uf facts and experiences that we can consciously know and "declare".
i. Somatic: General knowlecge and facts that ce have reamed
Ex: Names of colors
ii. Episodic: Memories of specific events anciexperiences from cur lives.
Ex: Remembering your graduatien
b. Implicit: Retention of leurned skius as cassically conditioned associations indepencent uf conscious recollection.
C. Automatic Processing: Unconscious encoding of incidenta information, such as space, time, and frequency. anc of familior or well-leamed infermation. Effortful Processing: Encoding that requires attentien and conscious effert.
e coniciA momentary sensory memory of visuel
f. Echoic: A momentary sensing memory of clucitery Stimuli
26. What are the limits of short-term memory? Capacity a duration
It holds items briefly and can only store a small amount of information
a.
"Magic number 7 plus or minus two"
This refers to a concept developed by George A.
Miller, It proposes the auerage number of items that a person can hold in their working memory.
27. How can memory be improved?
a. Chunking: Organizing items into familiar, manaigecbie units; often occurs automatically
b. Mnemonics: Memory clics, especially those techniques that use vivid imagery and organizational devices.
c. Spacing effect: The tendency fur distributed stucky ar practice tu yield better long-term retention then is acheived through massed study or practice.
4hen smpereceninemnakeretrieung, ratrer
28. What is the difference between shallow and deep processing?
shallow processing: Encoding un a basic level, based on the structure or appearance of words
• Encodes on an elementary level, not as deep of a process like depth processing.
Deep processing: an cong, tends to yieid the best
retention What is the capacity of long-term memory?
It nas limitless capacity.
30. How is each brain region associated with memory?
a. Frontal Lobe
Brain regiens send information to the frental lobe fur processing.
b. Hippocampus
It heips process explicit (conscious) memories of Facts cine events fur sturage. It acts as a loading dock where the lorain registers ancitemporarily holls the elements ofa
C. Cerebellum
phags a key mann to ming ca storing
to-be- remembered
episode
classical conditioning
d. Basal Ganglia
Facilitates formation of our procedural memories for skills.
Amygdala
involved in the encoding of emotionally charged events
and memory consolidation.
31. What is the purpose of memory consolidation?
Mem reconsolate is the nau strase ng-
memories intu long-term cres. What are flashbulb memories?
clear memories of an emotionally significent moment or event.
Module 2.6 Retrieving Memories
34. How do external cues, internal emotions, and order of appearance affect memory?
a. Priming: The actuation, often unconsciously, of particuler associcitions in memory.
b. Encoding specificity principle: The icec that cues and cuntexts specific to a particular memory will be most effective in helping us recallito
c. Serial position effect: Our tendency to recal best the last items in a list initially (a recency effect), and the first items in a list after a delay (a primacy effect)
d. Interleaving: A retrieval practice strategy that involes mixing the study of different topics.
e. State-dependent memory: The tencency tu recall experiences that are consistent with the state which a person was Cit the time of encoding.
f. Mood-congruent memory: The tencency to recall experiences that are consistent with one's current good or bad mood.
Module 2.7 Forgetting & Other Memory Challenges
35. Why do we forget?
a. Encoding failure: Unattenced information that never entered our memory system
b. Storage decay: information fading from our memary
C. Retrieval failure: When we cant access stored memory accurately
i. Tip-of-the-tongue phenomenon: An incidequate retrieval: you can almost remember it - it’s just on the tip of your tongue. Motivated forgetting (a.k.a. repression): The basic clefense mechanism that banishes frum consciousness anxiety- arousing thuughts, Feelings, and memeries.
e. Interference: When the retrieval of a memory is disrupted by the presence of other memories that are similars
f. Amnesia: Memory loss due to brain damage/ injury.
36. Identify the difference between retrograde and anterograde amnesia.
Anterograde: An inability to ferm new mencries
Retrograde i An inability tu remember infermation frum cres pasto
37. Identify the difference between proactive and retroactive interference. (Hint: PO/RN)
Proactive: The foward-acting disruptive effect of older leaming on the recall of new information.
Retroactive: The backward acting disruptive effect of newer learning an the recau of old informatian.
38. How do misinformation, imagination, and source amnesia influence our memory construction?
They distert the memery of an event.
a. Reconsolidation: A process in which previously stured memories, when retrieved, are putentially altered before being stured again.
b. Misinformation Effect: OCcurs when a menary has been corrupted by mislead information.
i. Elizabeth Loftus
well known fur her research on memary. especially false memeries.
C. Deja vu: That eerie sense that "I've experienced this before."Cues from the current situation may unconscicuse trigger retrieval uf an earlier experience.
d. Source Amnesia: Faulty memory fur now, when, or where information was learned crimagined.
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