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Encoding: the processing of information into the memory system. ... Retrieval: the process of getting information out of memory storage.
Typology: Study notes
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Memory: the persistence of learning over time through the storage and retrieval of information. Flashbulb memory: a clear memory of an emotionally significant moment or event. The memory is as clear as looking at a picture. Ex. Being in the Twin Towers on 9/11, you remember every detail: sights, sounds, smells, etc. Semantic memory: fact based Jeopardy-like information. Procedural memory: how-to memory. Episodic memory: memories of certain episodes/events. Ex. vacations, birthdays, holidays, prom, etc. Not every episodic memory is a flashbulb memory, but every flashbulb memory is an episodic memory. Eidetic memory: photographic memory, very rare. Prospective memory: remembering not to forget to do something. Ex. I can’t forget to call my boss later today. The Three Stage of Memory (They MUST go in this order!!!):
Spacing effect: the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice. Next-in-line effect: a person in a group has diminished recall for the words of others who spoke immediately before or after the person. Serial position effect: our tendency to recall best the last and first items in a list.
Recall: a measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the-blank test. Recognition: a measure of memory in which the person need only identify items previously learned, as on a multiple-choice test. Relearning: a measure of memory that assesses the amount of time saved when learning material for a second time. Priming: the activation, often unconsciously, of particular associations in memory. Retrieval cues: anchor points used to access the information you want to remember later. Déjà vu: the eerie sense that “I’ve experienced this before.” Cues from the current situation may subconsciously trigger retrieval of an earlier experience. Mood-congruent memory: the tendency to recall experiences that are consistent with one’s current good or bad mood. State-dependent memory: what we learn in one state may be more easily recalled when we are again in that state, such as being happy or sad. Context-dependent memory: putting yourself back in the context where you experienced something can prime your memory retrieval. Amnesia: the loss of memory. Infantile amnesia: the inability to remember anything before the age of 3. Retrograde amnesia: the inability to remember anything after specific brain surgery or an accident. Anterograde amnesia: the inability to form new memories after specific brain surgery or an accident. Dementia: a loss of brain function that occurs with certain diseases. It affects memory, thinking, language, judgment, and behavior. Delirium: sudden severe confusion and rapid changes in brain function that occur with physical or mental illness. A lzheimer’s disease: is one form of dementia that gradually gets worse over time. It affects memory, thinking, and behavior. Usually the body “forgets” to work and eventually shuts down. Dissociative Disorder: Dis-association of memory, sudden unawareness of some aspect of identity or history. Cortisol: “the stress hormone” that is secreted during times of stress.
Tulving’s Encoding Specificity Hypothesis: memory of information is improved if the cues are present during learning are also present at the time of retrieval because those cues can be used to facilitate retrieval. Ex. learning a list underwater and being tested on land. Distributed practice: working to retain information over time, not cramming it all in during one session, that produces better long-term recall. Massed practice: cramming that can produce speedy short-term learning and feelings of confidence. Tip-of-the-tongue Phenomenon: knowing the answer but not being able to retrieve it. Proactive interference: the disruptive effect prior learning on the recall of new information; forward-acting. Ex. can’t remember your new locker combination because you keep remembering your old one. Retroactive interference: the disruptive effect of new learning on the recall of old information; backward-acting. Ex. can’t remember your old locker combination because you keep remembering your new one. Positive transfer: when old information can facilitate our learning of new information, such as knowing Latin to help learn French. Schacter’s 7 Sins of Forgetting: the causes of forgetting.