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| what is memory? | Memory involves encoding and storing information that is learned so it can be retrieved and used at a later time. The amount of information accurately stored is called the memory retention level. |
| what is the relationship between short and long-term memory? | Encoding is the process of putting information into the memory system. Storage is the process that retains information in the memory system over time. Retrieval is the process of pulling information out of the memory system. |
| Why does long-term memory sometimes break down? (169-170) | interrfernce, negative meaning, long time |
| what are the 3 measures of retention? | Retrieval is the process of pulling information out of memory. Psychologists commonly use three measures of retention: recall, recognition, and relearning. |
| what are the major theories of forgetting? | Forgetting refers to the apparent loss of memory. Decay refers to the fading of the memory trace, especially in sensory or short-term memory. Interference theory suggests that memory is permanent, but we can't remember something because of competing information learned before (proactive interference) or after (retroactive interference) the information being tested for. Motivated forgetting, or repression, is a term for the process of forgetting something that is anxiety-arousing. |
| Are there ways to improve memory? | Many techniques can be used to improve memory, including distributed practice, overlearning, review, active recitation, encoding techniques (chunking, selective attention, depth of processing, organization), mnemonic techniques (phrases, method of loci), and retrieval techniques. Mnemonic techniques are ways of improving memory by combining and relating chunks of information. |
| encoding | The process of putting information into the memory system. like wedding bride or groom |
| memory | The process of storing information so that it can be retrieved and used later. |
| sensory memory | The memory store that sensory information first enters in the memory system. |
| attention | Process of focusing on particular stimuli in the environment. |
| pattern recognition | Memory process in which information attended to is compared with information already permanently stored in memory. |
| storage | The process that keeps information in the memory system. |
| retrieval | The process of pulling information out of the memory system. |
| short-term memory | STM is working memory |
| selective attention | The perception process of screening out irrelevant information while focusing on significant stimuli in the environment. |
| meaningfulness | this is the informational value of the material, how much context it has |
| long-term memory | The permanent memory where rehearsed information is stored. |
| chunking | process of combining stimuli in order to increase memory capacity |
| tip-of-the-tounge phenomenon | A phenomenon in which the closer a person comes to recalling something, the more accurately he or she can remember details, such as the number of syllables or letters. |
| subjective organization | Long-term memory procedures in which the individual provides a personal method of organizing information to be memorized. |
| maintenance rehearsal | Repeating information over and over without thinking about it. |
| false memory | Memories believed to be real, but never occurred. |
| metamemory | The knowledge of one's own memory ability. |
| verbal learning | learning that involves responses to words or symbols |
| recall | In memory, a measure of retention in which the subject is required to retrieve learned information from memory. |
| recognition | A measure of retention in which the subject identifies items which were previously learned. |
| relearning | (savings) measure of retention in which the subject first learns a task and then is required to relearn it; if it takes less time to relearn, savings has occurred |
| memory traces | A hypothetical circuit that occurs because of learned information and fades due to disuse. |
| interference | Theory of forgetting in which information that was learned before (proactive interference) or after (retroactive interference) causes the learner to be unable to remember the material of interest. |
| repression | trying to forget |
| masses/distributed practice | Learning as much material as possible in long continuous stretches. Learning material over an extended period of time, with breaks between sessions. |
| mnemonic devices | Method of improving memory by combining and relating chunks of information. |
