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PS124-11 Introduction to Psychology December 12, 2011 Memory
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Memory is the ability to store and retrieve information over a period of time. Two types of memory, first is explicit – knowledge or experiences that can be consciously remembered. Example: Remembering to drive from driving lessons. Second, is implicit, the influence of experience on behavior. Example: Improving driving skills as a result of driving lessons.
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Explicit Memory Episodic and Semantic Episodic – firsthand experiences. Semantic – knowledge of facts and concepts of the world. Measures of explicit memory Recall memory test – involves bringing from memory information previously remembered. Recognition memory test – involves determining whether information has been seen or learned before. Relearning (savings) – a measure of explicit memory involving how more quickly information can be processed or learned when it is studied again after being previously learned and forgotten.
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Implicit Memory Procedural, Classical conditioning, and Priming Procedural – refers to unexplainable knowledge of how to do things. Classical conditioning – associating neutral stimulus with another stimulus creating a natural occurring response. Priming – refers to changes in behavior as a result of experiences that have happened frequently or recently.
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Stages of Memory Sensory memory – brief storage of sensory information. Iconic memory – visual sensory memory Echoic memory – auditory sensory memory Short-term memory (STM) – where small amounts of information can be stored for more than a few seconds but less than a minute. Working memory – process use to make sense of, modify, interpret, and store information in STM. Long-term memory – memory storage that can hold information for days, months, and years.
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Improve STM Maintenance Rehearsal – process of repeating information mentally or out loud with the goal of keeping it in memory. Example – saying a phone number out loud Chunking – process of organizing information into smaller groupings, to increase the number of items that can be held in STM. Example – MTVCNNABCFOX; can be remembered if broken down; MTV CNN ABC FOX
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Encoding & Retrieval Encoding - process which we place things that we experience into memory. Retrieval – process of reactivating information that has been stored in memory.
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Improving Memory Elaborative encoding – material is better remembered if processed more fully. Self-reference – material is better remembered if it is linked to thoughts about self. Forgetting curve – information learned drops off rapidly with time. Spacing effect – information is learned better when it is studied in shorter periods spaced over time. Overlearning – continue to learn even if we think we know the information well.
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Improving Memory Context-dependent learning – there’s better retrieval when it occurs in the same situation in which we learned the material. State-dependent learning – there’ better retrieval when we are in the same psychological state as we were when we learned the material. Primacy effect – we tend to better remember stimuli that are presented early in a list. Recency effect – we tend to better remember stimuli that are presented later in a list.
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Improving Memory Retroactive interference – occurs when learning something new impairs our ability to retrieve information that was learned earlier. Proactive interference – earlier learning impairs our ability to encode information that we try to learn later.
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Structures of LTM Categories – network of associated memories that have features in common with each other. Prototypes – when members of the category is more average or typical of the category. Schemas – pattern of knowledge in long-term memory that helps us organize information.
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Cognitive Biases Cognitive biases – errors in memory or judgment that are caused by inappropriate use of cognitive processes. Source monitoring – ability to accurately identify the source of a memory Sleeper effect – refers to attitude change that occurs over time when we forget the source of information. Confirmation bias – tendency to verify and confirm our existing memories rather than to challenge and disconfirm them.
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Cognitive Biases Functional fixedness – when schemas prevent us from seeing and using information in new and nontraditional ways. Misinformation effect – errors in memory that occur when new but incorrect information influences existing accurate memories. Overconfidence – when we are certain that our memories and judgments are accurate than we should be. Flashbulb memory – vivid and emotional memory of an unusual event that we believe we remember well. Salience – when some stimuli grab our attention and make them more likely to be remembered.
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Cognitive Biases Heuristic – an information process strategy that is useful in many cases but may lead to errors when misapplied. Representativeness heuristic – tendency to make judgments according to how well the event matches our expectations. Availability heuristic – is the idea that things that come to mid easily are seen as more common. Cognitive accessibility – is the idea that some memories are more highly activated than others. Counterfactual thinking – when we replay events such that they turn out differently.
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