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The mental process that enables us to acquire, retain, and retrieve information
memory
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Memory involves three process
- 1. encoding - acquire info
- 2. storage - retain info in memory
- 3. retrieval - recover stored info from ltm
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three stages of memory
- sensory - shortest time 2-3 sec
- short term - varies over time
- long term - no limit maybe lifetime
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registers a great deal of info from the environment and holds it for a very brief period of time 2-3 sec or less. you quickly select which bits of info to pay attention to and discard the rest
sensory memory
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what you are consciously aware of. maybe what you are working on. you may pull info from senory memory or even long term memory. some of this short term memory may be passed into long term mem some is discarded.
short term memory
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stores pontentially unlimited amount of info for up to a lifetime
long term memory
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the mental or verbal repetition of info in order to maintain it beyond the ususal 20 second duration of short term memory
if not rehearsed it will be lost
(phone numbers)
maintenance rehearsal
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rehearsal that involves focusing on meaning of information to help encod and transfer into LTM.
elaborated rehearsal
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how to perform different skills, operations, and actions. may not be sure exactly when you learned it; may not be able to explain how to do it; almost unconcious or automatic
(motor skills; action)
procedural memory (long term memory)
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memory of specific events(events you have experienced)
episodic memory
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memory of facts, names, definitions, concepts, ideas ( general facts ; knowledge)
semantic memory (LTM)
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memory with(concious) awareness - also know as declarative memory - you can declare the memory
explicit memory
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memory without(unconcios) awareness nondeclarative memory
memory without concious recall
implicit
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organizations in long term memory
- clustering - grouping info together
- semantic network model- memory triggers
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process of accessing information stored in LTM
retrieval
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prompt or hint that helps trigger recall of stored memories
retrieval cues
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failure to recall info from LTM due to inadequate or missing cues
(common example Tip of the tongue)
retrieval code failure
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infants do not remember until age 3
infantile amensia
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tendancy to have the (beginning and end)1st and last items in a series of a memory not the middle
serial postition effect
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whatever condition you were in when you learned or experienced the information it stores it in ( murder,engagement, pregnacy, birth of a child, death, car accident, something tragic,or great experience)
encoding specificity principle
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Types of retrieval
- * free recall (essay test)
- * Cued recall (short answer fill in blank
- * Recognition (multiple choice)
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the recall of very specific images or details surrounding a vivid rare or significant personal event; details may or may not be accurate
they are more vivid but not any more accurate.
flashbulb memory
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inability to recall information that was previously available.
forgetting
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identified basic patterns of forgetting: rapid loss of info then stable memories of the remaining info
hermann ebbighaus
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1.encoding failure
2.retrieval cue failure
3.decay theory
4.retroactive interference and procactive
interfence
5.suppression and repression
these are factors contributing to forgetting
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the inability to recall specific info becasue of insufficent encoding of info for storage in LTM
it never gets stored in the first place, due to absent mindedness (not paying attention) or interference
encoding failure
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forgetting to remember something in the future - you didnt forget "what" you forgot "when" the retreival cue wasnt there or it failed
prospective memory
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the gradual fading of memories over time. evidence doesnt always support this theory
decay theory
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motivated forgetting that occurs unconsciously; a memory that is blocked and unavailable to conscoius
repression
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motivated forgetting that is consciously; a deliberate attempt to not think about and remember specific info
supression
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severe memory loss
amnesia
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loss of memory especially for episodic info backward acting amnesia
retrograde amnesia
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loss of memory caused by the inability to store new memories; forward acting amnesia
anterograde amnesia
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1. minimize preconception & biases while evaluating evidence
2. think ahead - determine the conclusion that can reasonably be down from the evidence
3. considering alternative explanations for research finding or others phenomena
critical thinking
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