Term
| Why did Baddeley conclude there are 2 stores in working memory? |
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Definition
| Because people can do two working memory tasks simultaneously without much interference if one is acoustic and the other is visual |
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Term
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Definition
| stores a limited number of sounds for a short period of time (left hemisphere) |
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Term
| functions of phonological loop |
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Definition
| storage of acoustic information, rehearsal of information |
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Term
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Definition
| stores visual and spatial info (right hemisphere) |
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Term
| functions of visuo-spatial sketchpad |
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Definition
| gathers images from perception, visual info derived from verbal description, locating objects in space |
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Term
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Definition
| combines info from phonological loop, visual-spatial sketchpad, and episodic buffer (frontal lobes) |
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Term
| functions of central executive |
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Definition
| plays a big role in attention: planning strategies and coordination behavior, suppresses irrelevant behaviors: what to do/not to do next |
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Term
| which part of working memory has to do with stimulus-independent thoughts (daydreaming)? |
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Definition
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Term
| what evidence is there that the central executive has to do with the stimulus independent thoughts? |
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Definition
| teasdale's research: subjects were told to make #s from lists of #s 1-10, task got difficult after 5 mins and they started to daydream |
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Term
| Rey-osterreith complex figure test |
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Definition
| tests for frontal lobe damage |
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Term
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Definition
| temporary storage place for gathering and combining info from phono loop, visuo sketchpad, and LTM |
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Term
| H.M. why was brain surgery performed on him? |
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Definition
| he suffered from seizures and so he had surgery to remove them |
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Term
| was H.M.'s surgery successful? |
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Definition
| it was successful in that it stopped the seizures |
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Term
| what parts of H.M.'s brain was removed? |
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Definition
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Term
| how was his memory affected? |
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Definition
| he could no longer put things into his LTM so he could never learn new things |
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Term
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Definition
| its the process of putting new items into LTM makes memories stronger |
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Term
| what does H.M.'s case suggest about memory? |
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Definition
| his case suggest that LTM and STM are different and different types of memory are involved with different parts of the brain |
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Term
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Definition
| memories of events that happened to a person |
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Term
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Definition
| knowledge about how to do something |
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Term
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Definition
| organized knowledge about the world |
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Term
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Definition
| getting info into storage |
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Term
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Definition
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Term
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Definition
| getting info out of storage |
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Term
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Definition
shallow quality of a word-visual appearance of the word, sound of a word
deep quality - meaning of the word |
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Term
| classic test for depth perception |
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Definition
-ask a yes/no question about a word (forces deep/shallow processing)
-flash a word on the screen
-later test for recall without knowing they would be tested |
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Term
| what were the results of the classic test for depth perception? |
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Definition
| they remembered fill-in-the-blank better than physical characteristics which meant meaning was deep |
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Term
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Definition
| a stimulus is different than other memory |
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Term
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Definition
| processing new info by associating it with other concepts in permanent memory |
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Term
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Definition
| repeating a stimulus. less likely to be permanently stored |
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Term
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Definition
| mnemonic devices. better stored |
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Term
| depth of processing tested with pictures of faces |
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Definition
| subjects were shown faces of people they didnt know and asked about the width of the nose and the honesty of a person. later they correctly remembered honesty faces better |
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Term
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Definition
| enhancement of LTM by relating the material to personal experiences |
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Term
| why does self-referential effect occur |
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Definition
1. self has rich cues: allows for elaboration and distinctiveness
2. instructions encourage people to see how their traits are related to one another. we rehearse more if related to us |
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Term
| encoding specificity principle |
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Definition
| recall is better if the retrieval context is similar to encoding context ex. you should study where you take the test |
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Term
| in order for context to have an effect |
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Definition
| (1) type of task matters (recognition vs. recall) (2) other learning cues should be weak (3) bigger effect on older memories |
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Term
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Definition
| tend to recall happy times when happy and bad times when sad |
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Term
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Definition
| pleasant times are processed more efficiently than less pleasant times |
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Term
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Definition
| recall material more accurately if its congruent with your current mood |
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Term
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Definition
| memory of facts and experiences that can be continuously known |
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Term
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Definition
| participants are specifically instructed to retrieve info they had previously learned |
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Term
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Definition
| retention without conscious recollection ex. riding a bike |
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Term
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Definition
| previous experiences aid in the performance of a task without conscious awareness of these previous experiences |
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Term
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Definition
| recent exposure to a word increases likelihood you'll think of this particular word when given a cue that could evoke many different words |
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Term
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Definition
| lack of memory related to events that occurred before a traumatic event |
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Term
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Definition
| lack of memory related to event that occurred after a traumatic event |
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Term
| what part of memory is most affected by antegrade amnesia? |
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Definition
| explicit memory not implicit |
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Term
| childhood (infantile) amnesia |
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Definition
| a person's inability to recall events from early childhood |
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Term
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Definition
| memory for events and topics related to oneself |
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Term
| factors to autobiographical memory |
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Definition
-accurate for major details, not so for incidental details
-memories can be constructed at time of retrieval
-most recent experiences are recalled
-older people tend to recall their adolescence and early adulthood
-transitional firsts are recalled
-people keep a running story of themselves |
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Term
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Definition
| memory of a situation in which you first learned a very surprising or emotionally arousing event |
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Term
| 6 incidental details recalled in flashbulb memory |
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Definition
-place you first heard the news
-the ongoing event interrupted
-the person who gave you the news
-your feelings
-the feelings of others
-aftermath |
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Term
| 2 views of flashbulb memory |
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Definition
1. they are different from other memories: remember stuff not remembered in other memories
2. they are like other memories: surprising and emotional memories are likely to be repeated and elaborated on: strengths memory |
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Term
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Definition
| we tend to exaggerate the consistency between our past and present feelings and beliefs |
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Term
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Definition
| trying to identify the origin of our memory and beliefs |
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Term
| how valid is eyewitness testimony |
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Definition
| major details are fairly accurate, smaller details are often mistaken |
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Term
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Definition
| event is viewed, afterward people are given misleading info about event, later recall the misleading info instead of what they saw |
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Term
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Definition
| trouble recalling old material because recently new material interferes |
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Term
| loftus' stop/yield what did it demonstrate? |
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Definition
| time increases misinfo effect |
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Term
| 4 factors to influence eyewitness testimoney? |
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Definition
distraction=more errors
if misleading info is believable
social pressure
if witness is given positive feedback for info |
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Term
| contructivist approach to memory |
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Definition
| we construct knowledge by integrating what we know so that our understanding of the event or a topic is coherent and makes sense |
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Term
| evidence that supports the recovered memory perspective |
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Definition
| hospital records who kids were treated for sexual assault as children but they don’t recall being assaulted when they’re adults. then after therapy or being told they were assaulted they remember. |
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Term
| bug bunny at disney world demonstrated |
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Definition
| They were shown a fake print advertisement that described a visit to Disneyland and how they met and shook hands with Bugs Bunny. Later 16% of these subjects said that they remembered meeting and shaking hands with Bugs Bunny. Demonstrated that eye witness testimony and false memories make for implausible facts |
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Term
| lost in the mall? what did it demonstrate? |
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Definition
| 4 sotries: 3 real one fake (lost in mall as a child) demonstrated that recovered memories can be false memories |
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Term
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Definition
our background knowledge that helps us get along in life
semantic knowledge and schemas |
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Term
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Definition
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Term
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Definition
| organized knowledge of the world includes matters of fact and conceptual knowledge |
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Term
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Definition
| class of objects that belong together |
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Term
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Definition
| the mental representation of a category |
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Term
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Definition
| decides what objects go in which categories |
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Term
| feature comparison modeal |
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Definition
| concepts are stored in memory according to a list of features, people decide whether or not the two match |
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Term
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Definition
| attributes necessary to the memory of an item |
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Term
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Definition
| attributes that are descriptive but not essential |
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Term
| 2 stages of feature comparison |
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Definition
-compare all features (defining/characteristic)
-compare the features of the object to the category |
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Term
| sentence verification technique |
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Definition
| subjects read simple sentences and must consult their semantic knowledge to determine if the sentence is true or false |
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Term
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Definition
| people reach decisions faster with an item is a typical member of a category |
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Term
| problems with feature comparison |
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Definition
| few concepts in real life have necessary features (3 legged dead dog that doesnt bark) |
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Term
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Definition
| a person decides whether an item belongs in a category by comparing the item to a prototype |
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Term
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Definition
| the idealized item that is most typical of a category |
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Term
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Definition
| degree to which members f a category are prototypical |
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Term
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Definition
| no single attribute is shared by all examples of a concept even though each example has at least one attribute in common with other examples of a concept |
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Term
| prototype approach demonstrated with the identikit-face study |
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Definition
-subjects were shown composite faces
-each shared features with a prototype never shown
-later given a recog test and asked how confident they were
-subjects did well except they all identified the prototype face as seen before with the most confidence |
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Term
| advantages to the prototype approach |
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Definition
-avoids defining categories by essential features
-accounts for developing categories from loosely structured resemblances
-shows how we can store a vast amount of info into a single prototype |
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Term
| problems with the prototype approach |
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Definition
-sometimes a prototype is not the most typical item in a category
-we often do store a vast amount of info
-categories are treated as fuzzy by the prototype approach, but categories aren't fuzzy |
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Term
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Definition
| people first learn some specific examples f a concept and then classify a new stimulus by deciding how closely it resembles those specific examples |
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Term
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Definition
| specific examples of a concept stored in memory |
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Term
| advantages to exemplar approach |
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Definition
-avoids problems of necessary features
-don't have to devise a prototype
-can explain why we can categorize unusual examples
(why a penguin is a bird) |
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Term
| problems with exemplar approach |
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Definition
-explaining why we store some examples but not others (bat is not a bird)
-exemplars for large categories can be awkward |
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Term
| prototypes are in what hemisphere of the brain |
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Definition
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Term
| exemplars are in what hemisphere of the brain? |
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Definition
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