Unit 5 - Cognitive Psychology (Mods 31-36, 60-64)

the persistence of learning over time through the storage and retrieval of information

the processing of information into the memory system—for example, by extracting meaning.

the process of retaining information in memory over time

the process of bringing to mind information that has been previously encoded and stored

A measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the-blank test.

a measure of memory in which the person need only identify items previously learned, as on a multiple-choice test

a measure of memory that assesses the amount of time saved when learning material for a second time

the first person to study memory scientifically and systematically; used nonsense syllables and recorded how many times he had to study a list to remember it well

if a memory is never used or recalled, then it will decay quickly over time, and then level off

A model for describing memory in which there are three distinguishable kinds of memory (sensory, short term, long term) through which info passes in a sequential way as it is processed.

the processing of many aspects of a problem simultaneously; the brain's natural mode of information processing for many functions, including vision. Contrasts with the step-by-step (serial) processing of most computers and of conscious problem solving.

A type of storage that holds sensory information for a few seconds or less.

activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing, before the information is stored or forgotten

the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences.

a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory

memory of facts and experiences that one can consciously know and "declare"

encoding that requires attention and conscious effort

Memories we don't deliberately remember or reflect on consciously

unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings

A type of storage that holds sensory information for a few seconds or less.

a momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second

a momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds

Magical Number Seven: People can store about seven bits of information (give or take two)

organizing items into familiar, manageable units; often occurs automatically

memory aids, especially those techniques that use vivid imagery and organizational devices

Complex information broken down into broad concepts and further subdivided into categories and subcategories

the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice

enhanced memory after retrieving, rather than simply rereading, information

Two people who found that semantically processed words were remembered more than the others.

model of memory that assumes information that is more "deeply processed," or processed according to its meaning rather than just the sound or physical characteristics of the word or words, will be remembered more efficiently and for a longer period of time

encoding on a basic level based on the structure of appearance of words

encoding semantically, based on the meaning of the words; tends to yield the best retention

explicit memory of facts and general knowledge; one of our two conscious memory systems

explicit memory of personally experienced events; one of our two conscious memory systems

Found that memory is not stored in just one place of the brain. Tested on rats.

A neural center located in the limbic system that helps process explicit memories for storage.

the gradual, physical process of converting new long-term memories to stable, enduring memory codes

the "little brain" at the rear of the brainstem; functions include processing sensory input and coordinating movement output and balance

deep brain structures involved in motor movement, facilitate formation of our procedural memories for skills (implicit or nondeclarative)

inability of adults to remember personal experiences that took place before an early age

A limbic system structure involved in memory and emotion, particularly fear and aggression.

A clear and vivid long-term memory of an especially meaningful and emotional event.

discovered the neural basis of learning, long-term potentiation, by observing changes in the sending neurons of a simple animal, the California sea slug, Aplysia.

learning results in increased release of serotonin and increased efficiency

an increase in a cell's firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory

Associations.

the activation, often unconsciously, of certain associations, thus predisposing one's perception, memory, or response

the idea that cues and contexts specific to a particular memory will be most effective in helping us recall it

The theory that information learned in a particular situation or place is better remembered when in that same situation or place.

The theory that information learned in a particular state of mind (e.g., depressed, happy, somber) is more easily recalled when in that same state of mind.

the tendency to recall experiences that are consistent with one's current good or bad mood

our tendency to recall best the last (a recency effect) and first items (a primacy effect) in a list

tendency to remember words at the end of a list especially well

tendency to remember words at the beginning of a list especially well

an inability to form new memories

an inability to retrieve information from one's past

failure to process information into memory

the course of forgetting is initially rapid, then levels off with time

the inability to recall long-term memories because of inadequate or missing retrieval cues

the disruptive effect of prior learning on the recall of new info

the disruptive effect of new learning on the recall of old info

forgetting that occurs when something is so painful or anxiety-laden that remembering it is intolerable

keeping distressing thoughts and feelings buried in the unconscious

a process in which previously stored memories, when retrieved, are potentially altered before being stored again

when misleading information has corrupted one's memory of an event

simplifying the story

overemphasizing certain details

changing details to better fit the subject's own background or knowledge

faulty memory for how, when, or where information was learned or imagined

that eerie sense that "I've experienced this before." Cues from the current situation may subconsciously trigger retrieval of an earlier experience.

all the mental activities associated with thinking, knowing, remembering, and communicating

a mental grouping of similar objects, events, ideas, or people

a mental image or best example of a category

the ability to produce novel and valuable ideas

narrows the available problem solutions to determine the single best solution

expands the number of possible problem solutions (creative thinking that diverges in different directions)

a step-by-step procedure for solving a problem

a simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error-prone than algorithms

insight learning

aha moment

a tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence

the inability to see a problem from a new perspective, by employing a different mental set

a tendency to approach a problem in one particular way, often a way that has been successful in the past

gut feeling

judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead us to ignore other relevant information

estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common