Psychology: Memory Processes and Models

<p>Simulation testing (D)</p> Signup and view all the answers

<p>Encoding phase (B)</p> Signup and view all the answers

<p>Auditory information retained temporarily (D)</p> Signup and view all the answers

<p>Sensory memory (D)</p> Signup and view all the answers

<p>LTM can lose information if it is not retrieved regularly (D)</p> Signup and view all the answers

<p>Episodic memory involves recall of specific events, while semantic memory is about the meanings of words. (B), Episodic memory is associated with learning contexts, while semantic memory does not retain context. (D)</p> Signup and view all the answers

<p>Accuracy did not exceed eight items regardless of exposure time. (C)</p> Signup and view all the answers

<p>Decay in iconic memory occurs rapidly, leading to missed information. (B)</p> Signup and view all the answers

<p>The rapid loss of visual information upon exposure once the stimulus is removed. (C)</p> Signup and view all the answers

<p>Is sensory memory actually a part of short-term memory? (A)</p> Signup and view all the answers

<p>It is lost and not transferred to LTM (C)</p> Signup and view all the answers

<p>Primacy effect (A)</p> Signup and view all the answers

<p>It is dependent on immediate recall after learning (C)</p> Signup and view all the answers

<p>Anterograde amnesia (B)</p> Signup and view all the answers

<p>Central Executive (A)</p> Signup and view all the answers

<p>Impaired long-term memory but intact short-term memory (C)</p> Signup and view all the answers

<p>Digit span task (D)</p> Signup and view all the answers

<p>Spatial navigation tasks (C)</p> Signup and view all the answers

<p>Visuospatial information is processed by separate systems from verbal information. (D)</p> Signup and view all the answers

<p>Divided into visual and spatial components. (A)</p> Signup and view all the answers

<p>Words that sound similar interfere with each other's recall. (B)</p> Signup and view all the answers

<p>There is no significant difference in recall between long and short words. (C)</p> Signup and view all the answers

<p>It is likened to a CEO making decisions. (B)</p> Signup and view all the answers

<p>The episodic buffer. (D)</p> Signup and view all the answers

<p>There are two components in memory: primary and secondary. (B)</p> Signup and view all the answers

<p>Embedded process model. (B)</p> Signup and view all the answers

<p>It allows for the forgetting of specific learning details. (D)</p> Signup and view all the answers

<p>Relearning information takes less time due to prior exposure. (D)</p> Signup and view all the answers

<p>It results in better retention over time. (D)</p> Signup and view all the answers

<p>Retention decreases steadily with time without rehearsal. (A)</p> Signup and view all the answers

<p>An initial rapid decline followed by stabilization (A)</p> Signup and view all the answers

<p>Retention can be modeled with a nonlinear equation. (D)</p> Signup and view all the answers

<p>Retrieval practice enhances recall more than extra study sessions. (D)</p> Signup and view all the answers

<p>Frequency of recall (B)</p> Signup and view all the answers

<p>Nonsense syllables. (C)</p> Signup and view all the answers

<p>83% (A)</p> Signup and view all the answers

<p>Implicit memory is generally non-verbal and automatic. (C)</p> Signup and view all the answers

<p>Smaller categories produce better recall (A)</p> Signup and view all the answers

<p>It follows a power function showing rapid decline (C)</p> Signup and view all the answers

<p>Identification memory shows no retention (B)</p> Signup and view all the answers

<p>Reminiscence bump (C)</p> Signup and view all the answers

<p>Spaced learning allows for better memory consolidation over time. (A)</p> Signup and view all the answers

<p>$y = ax^b$ (C)</p> Signup and view all the answers

<p>Information is primarily lost quickly, with gradual decline later. (A)</p> Signup and view all the answers

The ability to acquire, store, retrieve, and retain information.

Memories that can be expressed in words, like facts or events.

Memories that cannot be expressed in words, like skills or habits.

The process of transforming experiences into lasting memories.

The process of maintaining memories over time.

The process of accessing stored memories.

A memory task where participants are asked to recall items from a list without any cues.

A memory task where participants are given cues to help them recall items.

A type of long-term memory that stores personal experiences and events, including where and when they occurred.

A type of long-term memory that stores general knowledge and facts, independent of personal experience.

A visual sensory memory that holds a snapshot of what we see for a very brief period.

The amount of information that can be stored in a memory system.

The length of time that information remains in a memory system.

The process of repeating information in short-term memory (STM) to transfer it to long-term memory (LTM).

The tendency to remember items at the beginning of a list better than those in the middle.

The tendency to remember items at the end of a list better than those in the middle.

The inability to form new memories after a brain injury.

The inability to recall memories before a brain injury.

A temporary storage system for visuospatial information, like images and spatial layouts.

A temporary storage system for verbal information, like sounds and words.

The control center of working memory, directing attention and managing information flow between the visuospatial sketchpad and phonological loop.

The theory that information is processed by separate systems, one for visual and spatial information, and another one for verbal information.

A phenomena where recall of words is worse when these words sound similar to each other. Evidence for the separate system that processes auditory information in the working memory.

Shorter words are better remembered than longer words. This suggests that information is encoded acoustically and that rehearsal time affects memory.

The component of the Working Memory model that integrates information from different cognitive systems and stores it temporarily.

A model that includes a short-term memory component that maintains information and a second component that searches for information. It suggests that a different time scale is involved rather than two separate memory systems.

Performance in one spatial task interferes with performance in another spatial task, indicating that these tasks share a common processing unit.

The time saved when re-learning a list of information compared to learning it for the first time.

A learning method where information is studied in one long session.

A learning method where information is studied over multiple shorter sessions.

Retrieval practice, also known as the testing effect, improves memory recall.

The ability to retain and recall information, including language, faces, and personal experiences.

Remembering information through recognition, such as identifying a face from a set of choices, or remembering the name of a person from a list.

Retrieving information from memory without any prompts or cues, like recalling the name of a person without any visual assistance.

Disrupting rehearsal (e.g., repeating “the”) eliminates the primary effect. Like repeating nonsense words

Difficulties remembering events that occurred during early childhood, typically before the age of 3 or 4.

A memory task where participants are given a set of images or words and later asked to identify the ones they saw before from a new set, including distractors.

The ability to remember general concepts and categories, rather than specific details or mental photographs.

Information in LTM can be recalled consciously, either as facts (semantic memory) or personal experiences (episodic memory).

The time saved when re-learning information compared to learning it for the first time.

The gradual decline in memory retention over time, particularly steep at first, then slowing down.

The power function describes how information retention decreases over time, with a steep initial drop followed by a slower decline (stabilisation)

The tendency for adults to have clearer memories of events from their adolescence and early adulthood, typically between ages 15 and 25.

Task to recognise familiar stimulus (shown previously) from distractors (not shown previously)