COGNI 5

    Cards (41)

    • Memory
      The means by which we retain and draw on our past experiences to use that information in the present
    • Processes in memory
      • Encoding
      • Storage
      • Retrieval
    • Tasks used for measuring memory
      • Recall versus Recognition Memory
      • Implicit versus Explicit Memory
    • Recall
      You produce a fact, a word, or other item from memory
    • 3 main types of recall tasks

      • Serial recall
      • Free recall
      • Cued recall or paired-associates recall
    • Recognition
      You select or otherwise identify an item as being one that you have been exposed to previously
    • Explicit memory
      Participants engage in conscious recollection
    • Implicit memory
      We use information from memory but are not consciously aware that we are doing so
    • 2 tasks that involve implicit memory
      • Priming
      • Procedural knowledge
    • Methods to assess procedural memory
      • Rotary-pursuit task
      • Mirror-tracing task
    • Models of memory
      • Atkinson & Shiffrin's three-stage model processing model
      • Baddeley's working memory model
      • Tulving's multiple memory systems model
      • McClelland & Rumelhart's connectionist model
    • Atkinson & Shiffrin (1968) three-stage model
      Emphasizes the passive storage areas in which memories are stored; but it also alludes to some control processes that govern the transfer of information from one store to another
    • Sperling sensory memory demonstration: CogLab partial report
    • Averbach & Coriell (1961) iconic memory research
    • Sensory stores
      • Iconic store or visual sensory register
      • Echoic or auditory sensory register
    • Iconic store or visual sensory register
      Holds visual information for 250 msec longer, information held is pre-categorical, capacity: up to 12 items, information fades quickly
    • Echoic or auditory sensory register
      Holds auditory information for 2-3 seconds longer to enable processing
    • Processes in short-term memory
      • Attention
      • Rehearsal
      • Retrieval
    • Miller (1956)

      Examined memory capacity, 7+/- 2 items or "chunks"
    • Chunking
      Organize input into larger units
    • Long-term memory
      Capacity is thus far limitless, duration is potentially permanent
    • Bahrick's research on very long-term memory
    • Levels of processing model of memory
      Deep processing leads to better memory, shallow processing emphasizes the physical features of the stimulus, distinguished between maintenance rehearsal and elaborative rehearsal
    • Craik & Tulving (1975) study on levels of processing
    • Self-reference effect
      Encoding with respect to oneself increases memory
    • Baddeley's working memory model
      Includes phonological loop, visuo-spatial sketch pad, episodic buffer, and central executive
    • Baddeley (1986) study on working memory model
    • Visuo-spatial sketch pad can be disrupted by dual-task paradigm
    • Neuroscience and working memory
    • Tulving's multiple-memory systems model
      Includes semantic memory and episodic memory
    • Nyberg, Cabeza, & Tulving (1996) study on multiple-memory systems model
    • Connectionist perspective
      Memory uses a network, meaning comes from patterns of activation across the entire network, supported by priming effects
    • Memory movies
    • Case studies of mnemonists
    • Retrograde amnesia
      Loss of memory for events that occurred before the trauma
    • Infantile amnesia
      Inability to recall events of young childhood
    • Anterograde amnesia
      No memory for events that occur after the trauma
    • Amnesia studies
    • Hippocampus and memory
      Critical for integration and consolidation, essential for declarative memory, without the hippocampus only the learning of skills and habits, simple conditioning, and the phenomenon of priming can occur
    • Symptoms of Alzheimer's disease
      • Memory loss
      • Problems doing familiar tasks
      • Problems with language
      • Trouble knowing the time, date, or place
      • Poor or decreased judgment
      • Problems with abstract thinking
      • Misplacing things often, such as keys
      • Changes in mood, behavior, and personality