Mem and Cog Exam 2 notes terms

information represented in memory.

info that's available AND can be retrieved at a specific time/place.

• strong cue vs a weak cue = strong cue works better
• weak cues vs no cues = weak cues work better
• good cues are those that are present during the study session

recall is better than recognition

• scuba divers and people on land learning word lists
• remembered more words in the same context
• contexts: rooms, music, odors, temperature

• learning and testing in the same psysiological state
• alcohol, marijuana

the act of recalling some of the info in a set makes it harder to remember everything else.

given partial cues, it makes it harder for the subject to recall everything else

info weakens or is lost over time if not used.

forgetting is a direct result of more learning

• new learning interferes with previously learned info.
• beneficial with episodic memory - moving alot
• detrimental with semantic memory - always need to know who the president was even if theres a new one.

• occurs when same cue is associated with 2 different responses
• learning 2 languages 2 diff words for same word in english

• knowing that
• anything you can say you know (taking a test)

• cannot talk about or explain the memory
• procedural/priming

know how, physical skills

for specific experiences (what you had for dinner)

general worl knowledge

have to learn an association b/t word pairs

• recall
• recognition
• paired associate learning
• incidental vs intentional learning

• intentional : studying something because you know your memory will be tested
• incidental: info about the world learned as you go

• the way you encode info determines how well it will be remembered
• shallow/deep

• to control cognitive processes at encoding
• to control how you encode the info

rote memorization

• additional new analyses of a stimulus is required.
• moves info into long term

• organization
• distinctiveness

something remembered better if you can relate it to something you already know

studying a list of words in the order of their categories instead of all jumbled up

recalling in categories that are related even if learning in an order that is unrelated

given a list of unrelated words we create our own relationships for the words

• we remember things better when they stand out
• distinctiveness

will remember something better if you can relate it to yourself of your life

• shallow processing task: do words rime?
• deep processing task: how pleasant is the word.
• self reference task: does the word ___ describe you?
• shallow

remember better when you produce the data

• mental travel
• dual code hypothesis

when shown a map and asked to reavel from one point to another subjects took more time to travel farther.

• concrete words easier to remember and can be stored verbally and visually
• abstract words harder to remember and can only be stored audibly

• photographic memory
• misnomer - usually takes a while to acquire the whole image, not instantaneous

• trying to do 2 things at the same time
• if cannot be done at the same time - assume that each task is using the same memory subsystem.

shorter words remembered easier than long words

• how long info stays in short term when you can't rehearse it
• suggests that forgetting is caused by decay.

harder to learn a list when the sounds are the same

• when learning a list of the same category of general things over and over again, performance decreases b/c old info gets in the way of the new
• performance goes up if the last list is a different category

• more difficult to maintain a visual image
• more you have to rotate an image the longer it takes to respond