cog psych

is fundamental to every act of cognition. LTM is the portion of the memory system responsible for holding information for more than seconds of minites

No. We cannot every know the entirety of someone's experiences and therefore never be able to fully test their ability to accuatly remember all of those experiences

the intentional recollection. knowledge can be retrieved and reflected on consciously.

the knowledge that can influence thought and behavior without necessary involvement of conscious awareness. Memory for actions/skills/languages

Semantic Memory and Episodic Memory

General world knowledge

AKA autobiographical knowledge. the memory of chronologically remembered experiences

"to help memory". Active, strategic learning device or method, a rehersal strategy. Helps provide durable and distinctive record of material in memory. guides you through retrieval by providing effective cues for recall

• Every Good Boy Deserves Fudge
• *Categorical clustering
• *Interactive Images
• *Pegword System
• *Method of Loci
• *Acronym
• *Keyword System

organize a list of items into a set of categories

Create interactive images that link the isolated words in a list

Associate each new word with a word on a previously memorized list, and form an interactive image between the two words

Vizualize walking around an area with distinctive landmarks that you know well, and then link the various landmarks to specific items to be remembered

Devise a word or expression in which each of its letters stands for a certain other word or concept

Form a sentence rather than a single word to help you remember the new words

Form an interactive image that links the sound and meaning of a foreign word with the sound and meaning of a familiar word

Nonsense Syllables (NSS - didn't want meaning to complicate things). Studied his own memory. Learned a list and then set aside for time then recall attempt. SAVING SCORE, FORGETTING CURVE, and OVER-LEARNING

Ebbinghaus tradition. The reduction in the number of trials necessary for relearning compared to the original learning.

Ebbinghaus tradition. The reduction in savings as a function of time until relearning.

stronger memory trace

were harder to learn but had more opportunity to over-learn

knowledge about one's own memory, how it works, how it fails to work.

Knowledge about one's own cognition system and it's functioning

how aware are we of what's going on in our own head?

A deliberate recycling or practicing of the contents of the short-term

Yes. The greater number of rehearsals the greater the recall.

maintenance rehearsal and elaborative rehearsal (transfer into LTM)

low-level, repetitive info recycling - INFO IS GONE once rehearsal stops (phone number)

rehearsal that uses the meaning of the info to help store and remember

levels of processing vrs stages. Any perceived stimulus receives some mental processing. Some receive shallow sort, others get deeper processing.

Baddeley (78) - defining levels is problematic and circular. Used Task effects - recognition Y/N tasks. Most of the research that supported levels relied on recall tasks not recognition tasks

Glenberg et al (77) asked Pp to repeat words as a distraction task then surpirsed with free recall task. manipulated time of repitition-recall task better. **According to levels - time shouldn't matter

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• Endel Tulving (73) Anderson (90) - the probability of recalling item at test depends on the similarity of its encoding at test and its original encoding at study.
• *Mood Congruent Learning
• *State Dependant Learning (drunk)

• Decay - the older a memory is the more likely it is to be forgotten. *Thorndike - the law of disuse: habits and extension memories that are used repeatedly are strengthend and those that are not are weakened.
• *McGeon (32) - prob not time-interference
• *Jenkins and Dallenback (24) - sleeping Pp remembered more b/c fewer interference activities (replicated in 07)

Fulving and Pearlstone (96) - Pp study list, 1 group free recall (40%), 1 group cued recall (62%).

loss from memory. There may be no genuine forgetting just problems with retreiving - retrival failure/inhibition.

when you momentarily are unable to recall something you know you know

a loss of memory or memory abilities caused by brain damage or disease - can be temporary or permanent.

• Retrograde - loss of memory of events prior to the injury/disease, almost always shows a temporal gradient
• **the older memories will be better preserved - Ribots Law
• Anterograde - loss of memory of events after the injury/disease, especially disruption in acquiring LTM

Structure - Network:an interrelated set of concepts or interrelated body of knowledge, Nodes: point or location in the semantic space, concepts and Pathways: labeled, directional associations between concepts

• Retrieval - spreading activation: the mental activity of accessing and retrieving info from the network - this activation spreads through the network
• Interaction - when two spreads of activation meet

Structure - feature list: a list of semantic features (simple, one-element characteristics or properties of the concept) Order of feature lists: definingness (most to least defining) Definging features: necessary

• Retrieval - feature comparison process Stage 1: global comparison of features
• Stage 2: careful and slow, uses only defining features

typicallity

yes. the more you know the more you are able to learn.

barsalow (1999) theory of perceptual symbols - semantic memory is built up of sensory and motor elements derived from experience

mental activation of a concept by some means, or the spread of the activation from one concept to another.

positive influence on processing

negative influence on processing

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loose and fuzzy, graded membership

Pp patterns and ask them to decide wherhte ror not it is part of the concept being tested. People creat and use categories based on a system of rules that are necessary and sufficient