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Long Term Memory - Cog Psychology Exam Questions
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Long Term Memory - Cog Psychology Exam Questions1.fragile, high, decades: Working memory is - the information that you want to retain can disappear from memory after less than a minute. In contrast, you long term memory is capacity and can retain material for many .
2.storage, experience, information: Long-term memory refers to the high capacity system that contains your memories for and that you have accumulated throughout your lifetime.
3.minutes, decades: Information in long-term memory can last for a few to many .
4.pictures, names: Bahrick & his colleagues (1975) found that people were 90% correct at recognizing their high school classmates' and , taken from their high school yearbooks, even 15 years after gradu- ating.
5.working memory: Information is said to be stored in your long-term memory if it is not lost or otherwise discarded by your systems.
6.episodic, semantic, procedural: Classically, long-term memory has been
subdi- vided into three subtypes: memory, memory, and memory.
7.Episodic: memory focuses on your memories for events that happened to your personally.
8.earlier episodes: Episodic memory allows you to travel backward in subjective time to reminisce about in your life.
9.years, minutes: Episodic memory includes your memory for an event that occurred 10 ago, as well as a conversation that you had 10 ago.
10.semantic: memory describes your organized knowledge about the world, including your knowledge about words and
other factual informa- tion.
11.meaning: The episodic and semantic components of our long-term memory store information based on .
12.procedural: memory refers to your knowledge about how to do something. For instance, you know how to ride a bicycle, and
you know how to send an email to a friend.
13.sequences, action: Procedural meaning is often conceptualized in
terms of of motor-based information that are necessary in order to
complete components of a task.
14.encoding: During , you process information and
represent it in your memory.
15.Retrieval: During , you locate information in storage, and you access that information.
16.separated, retrieve, encoded: Retrieval and encoding cannot be . Psychologists need to test how accurately you information in order to examine how effectively you the information.
17.retrieval, encoding: Research on long-term memory always involves both a and component.
18.retrieval: Many memory errors can be traced to inadequate strategies.
19.process, represent: Encoding refers to how you information and it in your memory.
20.deep, meaning, physical, sound: The levels-of-processing approach predicts that your recall will be more accurate when you use a level of processing, in terms of . You will be less likely to recall a word when you consider its appearance or its .
21.stimulus: People achieve a deeper level of processing when they extract more meaning from a .
22.deep: You are more likely to remember a stimulus that you analyzed at a very level.
23.improvement: Most memory- strategies emphasize deep, meaningful processing.
24.three, meaning: Craik and Tulving (1975) found that people were about times as likely to recall a word if they had originally
answered questions about its rather than if they had originally
answered questions about the word's physical appearance.
25.deep: processing of verbal material generally produces better recall than shallow processing. .distinctiveness, elaboration: Deep levels of processing encourage recall be- cause of and .
27.Distinctiveness: means that a stimulus is different from other memory traces.
28.distinct: When you provide a encoding for a person's name, irrel- evant names will be less likely to interfere.
29.elaboration: requires rich processing in terms of meaning and interconnected concepts.
30.distinctiveness, elaboration: If you want to understand the term
levels of processing, you'll need to appreciate how this concept is
related to both and .
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