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Home , Daniel Schacter, Forgetting curve, George Sperling, Imagination, Implicit memory, Motivated forgetting

UNIT 7A:

THE PHENOMENON OF MEMORY ____PROCESSING_____. Some processing requires OBJECTIVE 1: Define memory, and explain how flashbulb effort at first but with ______PRACTICE______and differ from other memories. ____EXPERIENCE______it becomes effortless. 1. that persists over time indicates the existence of _____MEMORY______for that learning. Give examples of material that is typically encoded with 2. Memories for surprising, significant moments that are little or no effort. especially clear are called _____FLASHBULB______AUTOMATIC PROCESSING INCLUDES THE OF memories. Like other memories, these INFORMATION ABOUT SPACE, TIME, AND FREQUENCY. IT ALSO ______CAN______memories (can/cannot) err. INCLUDES THE ENCODING OF WORD MEANING, A TYPE OF ENCODING THAT APPEARS TO BE LEARNED.

OBJECTIVE 2: Describe Atkinson-Shiffrin’s classic three- OBJECTIVE 4: Contrast effortful processing with automatic stage processing model of memory, and explain how the processing, and discuss the next-in-line effect, the spacing contemporary model of differs. effect, and the serial position effect. 3. Both memory and computer memory can be 2. Encoding that requires and effort is called viewed as _____INFORMATION_____- ___EFFORTFUL______PROCESSING_____. ___PROCESSING______systems that perform three 3. With novel information, conscious repetition, or tasks: _____ENCODING______, ______REHEARSAL____, boosts memory. ______STORAGE______, and 4. A pioneering researcher in was ___RETRIEVAL______. ______EBBINGHAUS____. In one experiment, he found 4. The classic model of memory has been Atkinson and that the longer he studied a list of nonsense syllables, Shiffrin’s ______THREE______- the ____FEWER______(fewer/greater) the number ______STAGE______PROCESSING______of repetitions he required to learn it later. model. According to this model, we first record 5. After material has been learned, additional repetition, or information as a fleeting ______SENSORY______OVERLEARNING____, usually will increase retention. ______MEMORY______, from which it is processed 6. When people go around a circle words, their into ______SHORT______- poorest memories are for the ______MOST______TERM______memory, where the (least/most) recent information heard. This information is ______ENCODED______through phenomenon is called the ______NEXT______- rehearsal into ______LONG______- ______IN______- ______LINE______effect. ______TERM______memory for later retrieval. 7. Memory studies also reveal that distributed rehearsal is 5. The phenomenon of short-term memory has been more effective for retention; this is called the clarified by the concept of ______WORKING______SPACING______EFFECT______. memory, which focuses more on the processing of briefly 8. The tendency to remember the first and last items in a stored information. This form of memory has both list best is called the _____SERIAL______AUDITORY______and _____VISUAL______- ____POSITION______EFFECT______. _____SPATIAL_____ subsystems, which are coordinated Following a delay, first items are better remembered by a _____CENTRAL______EXECUTIVE______BETTER______(better/less well) than last processor that, with the help of the items. ______EPISODIC______buffer, allows us to process

images and words ______SIMULTANEOUSLY______. OBJECTIVE 5: Compare the benefits of visual, acoustic, and 6. Brain scans show that the ____FRONTAL_____ semantic encoding in remembering verbal information, ___LOBES______are active during complex thinking, and describe a memory-enhancing strategy related to the whereas areas in the ____PARIETAL______and the self-reference effect. ______TEMPORAL______LOBES______are 9. Encoding the meaning of words is referred to as active when auditory and visual information is in working ____SEMANTIC______encoding; encoding by sound is memory. called ______ACOUSTIC______encoding.

10. Craik and Tulving’s study comparing visual, acoustic, and ENCODING: GETTING INFORMATION IN semantic encoding showed that memory was best with OBJECTIVE 3: Describe the types of information we encode ______SEMANTIC_____ encoding. automatically. 1. Encoding that does not require conscious attention or effort is called _____AUTOMATIC___ 11. Our excellent of information that relates to ______ICONIC______, memory lasting about a few ourselves is called the ______SELF______- tenths of a second. _____REFERENCE______effect. 3. for sounds is called ______ECHOIC______memory. This memory fades OBJECTIVE 6: Explain how encoding aids effortful ______LESS______(more/less) rapidly than processing, and describe some memory-enhancing photographic memory, lasting for as long as strategies that use visual encoding. ___3 OR 4 SECONDS______. 12. Memory that consists of mental pictures is based on the use of ____IMAGERY______. Because they tend to be OBJECTIVE 9: Describe the duration and working capacity highly memorable, they aid ______EFFORTFUL______of short-term memory. ___PROCESSING______. 4. Peterson and Peterson found that when 13. Concrete, high-imagery words tend to be remembered ___REHEARSAL______was prevented by asking subjects ______BETTER______(better/less well) than abstract, to count backward, memory for letters was gone after 12 low-imagery words. seconds. Without ______ACTIVE______processing, 14. Memory for concrete nouns is facilitated when we short-term memories have a limited life. encode them _____SEMANTICALLY______and 5. Our short-term memory capacity is about ____VISUALLY______. ______7______chunks of information. This capacity 15. Our tendency to recall the high points of pleasurable was discovered by ______GEORGE MILLER____. events such as family vacations illustrates the 6. Short-term memory for random phenomenon of ______ROSY______DIGITS______(digits/letters) is slightly better ___RETROSPECTION______. than for random ______LETTERS______16. Memory aids are known as _____MNEMONIC______(digits/letters), and memory for information we hear is devices. One such device involves forming associations somewhat ______BETTER______(better/worse) than between a familiar series of locations and to-be- that for information we see. remembered words; this technique is called the 7. Both children and adults have short-term recall for “______METHOD______OF______roughly as many words as they can speak in ______LOCI______.” ______2______(how many?) seconds. 17. Using a jingle, such as the one that begins “one is a bun,” is an example of the “_____PEG______- OBJECTIVE 10: Describe the capacity and duration of long- ______WORD______” system. term memory. 8. In contrast to short-term memory – and contrary to OBJECTIVE 7: Discuss the use of and hierarchies popular belief – the capacity of permanent memory is in effortful processing. essentially ___UNLIMITED (LIMITLESS)______. 18. Memory may be aided by grouping information into 9. Penfield’s electrically stimulated patients ______DO meaningful units called ______CHUNKS______. An NOT______(do/do not) provide reliable evidence that example of this technique involves forming words from our stored memories are precise and durable. the first letters of to-be-remembered words; the resulting 10. Psychologist _____KARL LASHLEY______attempted word is called an ____ACROYNM______. to locate memory by cutting out pieces of rats’ 19. In addition, material may be processed into ______CORTEXES______after they had learned a _____HIIERARCHIES______, which are composed of a maze. He found that no matter where he cut, the rats few broad concepts divided into lesser concepts, ____REMEMBERED____ (remembered/forgot) the maze. categories and facts. 11. It is likely that occurs because new ______INTERFERE______with our retrieval : RETAINING INFORMATION of old information, and the physical memory trace OBJECTIVE 8: Contrast two types of sensory memory. ______DECAYS______with the passage of time. 1. Stimuli from the environment are first recorded in _____SENSORY______memory. OBJECTIVE 11: Discuss the synaptic changes that 2. George Sperling found that when people were briefly accompany memory formation and storage. shown three rows of letters, they could recall 12. Researchers believe that memory involves a ______ABOUT HALF______(virtually all/about half) of strengthening of certain neural connections, which them. When Sperling sounded a tone immediately after occurs at the ______SYNAPSES______between a row of letters was flashed to indicate which letters neurons. were to be recalled, the subjects were much ______MORE______(more/less) accurate. This suggests that people have a brief photographic, or 13. Kandel and Schwartz have found that when learning 22. patients typically have suffered damage to the occurs in the sea snail Aplasia, the neurotransmitter ____HIPPOCAMPUS______of their limbic system. This _____SEROTONIN______is released in greater brain structure is important in the processing and amounts, making synapses more efficient. storage of ______EXPLICIT______memories. Damage 14. After learning has occurred, a sending neuron needs on the left side of this structure impairs _____LESS______(more/less) prompting to fire, ______VERBAL______memory; damage on the right and the number of ______RECEPTOR______side impairs memory for ______VISUAL______SITES______it stimulates may increase. designs and locations. The rear part of this structure This phenomenon, called ______LONG______- processes ______SPATIAL______memory. ______TERM______POTENTIATION______, 23. The seems to function as a zone where the may be the neural basis for learning and memory. brain _____TEMPORARILY______Blocking this process with a specific (temporarily/permanently) stores the elements of a ____DRUG______, or by genetic engineering that memory. However, memories ______DO______causes the absences of an ______ENZYME______, (do/do not) migrate for storage elsewhere. The interferes with learning. Rats given a drug that enhances hippocampus is active during _____SLOW______- ______LTP______will learn a maze ______WAVE______sleep, as memories are ______FASTER______(faster/more slowly). processed for later retrieval. Recalling past experiences 15. Drugs that boost production of the protein activates various parts of the ______FRONTAL______CREB______, or the neurotransmitter and ______TEMPORAL______lobes. ______GLUTAMATE______, may enhance memory. 24. The cerebellum is important in the processing of 16. After LTP has occurred, an electric current passed ______IMPLICIT______memories. and through the brain ______WILL NOT_____ (will/will not) laboratory animals with a damaged cerebellum are disrupt old memories and ______WILL______incapable of simple ______EYE______- (will/will not) wipe out recent experiences. _____BLIINK______conditioning. Those with damage to the ______AMYGDALA______are OBJECTIVE 12: Discuss some ways hormones can incapable of ______FEAR______conditioning, affect memory. indicating that this brain region is important in the 17. Hormones released when we are excited or under stress formation of ______IMPLICIT______memories. often _____FACILITATE______(facilitate/impair) 25. The dual explicit- system helps explain learning and memory. _____INFANTILE______amnesia. We do not have 18. Two emotion-processing clusters, the explicit memories of our first three years because the ____AMYGDALA______, in the brain’s ____HIPPOCAMPUS______is one of the last brain ______LIMBIC______system increase activity in structures to mature. the brain’s memory-forming areas. 19. Drugs that block the effects of stress hormones RETRIEVAL: GETTING INFORMATION OUT ____DISRUPT______(facilitate/disrupt) memories OBJECTIVE 14: Contrast the recall, recognition, and of emotional events. Stress that is prolonged, however, relearning measures of memory. may cause an area of the brain (the 1. The ability to retrieve information not in conscious _____HIPPOCAMPUS______) that is vital to laying is called ___RECALL______. down memories to ______SHRINK______. 2. Bahrick found that 25 years after graduation, people were not able to _____RECALL______OBJECTIVE 13: Distinguish between implicit and explicit (recall/recognize) 90 percent of their names and were memory, and identify the main brain structure associated able to _____RECOGNIZE____(recall/recognize) their with each. yearbook pictures. 20. The loss of memory is called ______AMNESIA______. 3. If you have learned something and then forgotten it, you Studies of people who have lost their memory suggest will probably be able to ____RELEARN______it that there ____IS NOT______(is/is not) a single ______MORE______(more/less) quickly than you unified system of memory. did originally. 21. Although amnesia victims typically ______HAVE NOT______(have/have not) lost their capacity for OBJECTIVE 15: Explain how retrieval cues help us access learning, which is called _____IMPLICIT______stored memories, and describe the process of . memory, they ______ARE NOT______(are/are not) 4. The process by which associations can lead to retrieval is able to declare their memory, suggesting a deficit in their called ______PRIMING______. ______EXPLICIT______memory systems. 5. The best retrieval cues come from the associations formed at the time we ______ENCODE______a memory.

OBJECTIVE 16: Cite some ways that context can affect OBJECTIVE 19: Discuss the role of encoding failure in retrieval. forgetting. 6. Studies have shown that retention is best when learning 3. The first type of forgetting is caused by and testing are done in _____THE SAME___ (the ______ENCODING______failure. same/different) contexts. 4. This type of forgetting occurs because some of the information that we never actually __ENTERS THE Summarize the text explanation of the déjà vu . MEMORY SYSTEM___. THE DÉJÀ VU EXPERIENCE IS MOST LIKELY THE RESULT OF 5. One for age-related memory decline is that the BEING IN A CONTEXT SIMILAR TO ONE THAT WE HAVE ACTUALLY brain areas responsible for ____ENCODING_____ new BEEN IN BEFORE. IF WE HAVE PREVIOUSLY BEEN IN A SIMILAR information are _____LESS_____ (more/less) responsive SITUATION, THOUGH WE CANNOT RECALL WHAT IT WAS, THE in older adults. CURRENT SITUATION MAY PRESENT CURES THAT

UNCONSCIOUSLY HELP US TO RETRIEVE THE EARLIER EXPERIENCE. OBJECTIVE 20: Discuss the concept of storage decay, and describe Ebbinghaus’ . OBJECTIVE 17: Describe the effects of internal states on 6. Studies by Ebbinghaus and by Bahrick indicate that most retrieval. forgetting occurs ______SOON______(soon/ a long 7. The type of memory in which emotions serve as retrieval time) after the material is learned. cues is referred to as ______STATE______- 7. This type of forgetting is known as ____STORAGE______DEPENDENT______memory. ______DECAY______, which may be caused by a 8. Our tendency to recall experiences that are consistent gradual fading of the physical ____MEMORY______with our current emotional state is called _____TRACE______. _____MOOD______- ____CONGRUENT______8. When information that is stored in memory temporarily memory. cannot be found, ______RETRIEVAL______failure has Describe the effects of mood on memory. occurred. WHEN HAPPY, FOR EXAMPLE, WE PERCEIVE THINGS IN A POSITIVE LIGHT AND RECALL HAPPY EVENTS; THESE OBJECTIVE 21: Contrast proactive and retroactive AND MEMORIES, IN TURN, PROLONG OUR GOOD interference, and explain how they can cause retrieval MOOD. MOODS ALSO INFLUENCE HOW WE INTERPRET OTHER failure. PEOPLE’S BEHAVIOR. 9. Research suggests that memories are also lost as a result of _____INTERFERENCE______, which is especially possible if we simultaneously learn similar, 9. People who are currently depressed may recall their new material. parents as _____REJECTING, PUNITIVE AND GUILT- 10. The disruptive effect of previous learning on current PROMOTING_____. People who have recovered from learning is called __PROACTIVE___ depression typically recall their parents about the same __INTERFERENCE___. This disruptive effect of learning as do people who_____HAVE NEVER SUFFERED new material on efforts to recall material previously DEPRESSION_____. Moods also influence how we learned is called __RETROACTIVE_ _INTERFERENCE__. _____INTERPRET______other people’s behavior. 11. Jenkins and Dallenbach found that if subjects went to after learning, their memory for a list of nonsense FORGETTING syllables was _____BETTER______(better/worse) OBJECTIVE 18: Explain why we should value our ability to than it was if they stayed awake. forget, and distinguish three general ways our memory 12. In some cases, old information facilitates our learning of fails us. new information. This is called _____POSITIVE______1. Without the ability to ___FORGET_____, we would ___TRANSFER______. constantly be overwhelmed by information. 2. Memory researcher has identified the OBJECTIVE 22: Summarize Freud’s concept of , seven sins of memory, divided into three categories that and state whether this view is reflected in current memory identify the ways in which our memory can fail: the three research. sins of _____FORGETTING______, the three sins of 13. Freud proposed that , or _____DISTORTION______, and the one sin of _____REPRESSION____, may protect a person from _____INTRUSION______. painful memories. 14. Increasing numbers of memory researchers think that motivated forgetting is _____LESS______(less/more) common than Freud believed. 15. Emotions and their associated _____STRESS_____ hormones generally _____STRENGTHEN______memories.

MEMORY CONSTRUCTION OBJECTIVE 23: Explain how misinformation and imagination cannot distort our memory of an event. 1. Research has shown that recall of an event is often influenced by past experiences and present assumptions. The workings of these influences illustrate the process of memory _____CONSTRUCTION______. 2. When witnesses to an event receive misleading information about it, they may experience a ____MISINFORMATION______EFFECT______and misremember the event. A number of experiments have demonstrated that false memories _____CAN______(can/cannot) be created when people are induced to imagine nonexistent events; that is, these people later experience “____IMAGINATION______INFLATION_____.” People who believe they have recovered memories of alien abduction and child sex abuse tend to have _____VIVID______IMAGINATIONS______.