Psychology Final Exam Review PDF

PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 1. Autobiographi- -Episodes that happen to you but you structure them like cal Memory a story in life (general things and specific instances that happened to you)...

PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 1. Autobiographi- -Episodes that happen to you but you structure them like cal Memory a story in life (general things and specific instances that happened to you) -Tend to have a hierarchical structure --Lifetime periods > General Events > Specific events -Memory system that says who you are 2. Diary stud- check autobiographical memories against diary kept by ies (autobio- participant graphical) 3. Galton-Crovitz -Give us a neutral word (cue) and write sentence first cue method memory from own life (autobiographi- -Smores: I roasted marshmallows and chocolate cal) (smores) in Colorado for spring break with my boyfriend and friends and the next day we got stuck in a snowstorm. (21) -See what memories you come up with -Take people older than us and ask them to write down memories the most memories come from 20s 4. Childhood amne- The inability to remember events and experiences that sia occurred during the first two or three years of life. 5. reminiscence -Most memories comes from late teens - early 20s bump and -Show better memory for things that happened in last few autobiographi- years (period of recency) cal memory -Bump occurs across all cultures (most people show this bump) 6. due to distinc- -Look at people who immigrated from birth country to new tiveness and re- country (diff in ages) hearsal of events --Gave them some cue words and asked them to come up from this time (a with memories lot of new mem- --Reminiscence bump shifts to age of immigration (bump ories) -- reminis- moves to right as age increases) cence bump -Made a relocation move to another city --More likely to come up with a memory from when you moved to the new city 1 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 7. Reasons for rem- 1) Maybe this is due to distinctiveness and rehearsal of iniscence bump events from this time (a lot of new memories) 2) Or because you are at your neurological peak in your 20s so able to make and encode more memories 3) Some propose is from stabilization of self-narrative that occurs in second and third decade in life (decide who you are) 4) Or maybe it is from life scripts (what our culture calls the important events in life) 8. Flashbulb mem- -a clear memory of an emotionally significant moment or ory event -autobiographical memories with high emotional valence -Memories that are especially vivid - seems like a picture of the scene 9. Flashbulb mem- Who you were with ories often in- What you were doing clude: When you heard Where you were How you heard Your affect and that of others 10. Two theories of -Special mechanism that preserves these memories in a flashbulb memo- special way (won't be forgotten as quickly or have mis- ries takes) -They are normal memories but may feel diff as a function of rehearsal or emotionality 11. Study on 9/11 -On sept 12th, students are asked abt their memory of (flashbulb) sept 11th attacks as well for an everyday memory (base- line memories) -Retested at either 1 week, 6 weeks or 32 weeks -A subset of each group also retested after one year -Everyday memory accuracy decrease and inaccuracy increases -Flashbulb memory accuracy decreases and inaccuracy increases (supports 2nd explanation that they are normal memories that are rehearsed or emotional) 2 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 -Asked them about what they think about the accuracy of memories -Gradual decline in everyday memory accuracy -Continuously believe that they are accurate in flashbulb memory (you believe you are accurate) 12. More on Flash- -Often see memories for other viewpoints (shift from see- bulb Memories ing it with your own eyes to a 3rd person POV) -In flashbulb memories people feel like they are seeing memory thru own eyes -Also looked to see how often you talked about it to other people abt the memory (rehearsal) -Flashbulb show more rehearsal than normal memories -If you have amygdala damage are less likely to show flashbulb memories (no emotional aspect) 13. Autobiographi- -Give us a keyword and right down a future memory for cal memory and the word: emotion -Majority of memories are positive for the past and the future -Positivity bias: tend to remember more positive events than negative ones in life -Think of something terrible that happened in past and rate it from 1-5 -Less intensity of emotions as time goes on (emotional reaction fades over time) - Fading Affect Bias -Negative emotions fade more than positive emotions 14. positivity bias tend to remember more positive events than negative ones in life 15. fading affect bias the consistent tendency for negative memories, over time, to lose affective intensity at a higher rate than positive memories 16. HSAM -highly superior autobiographical memory -A.J. is associated with this 17. SDAM -severely deficient autobiographical memory: only a few studies to date but all have problems with visual imagery 3 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 -someone is unable to vividly recall or re-experience per- sonal events from a first-person perspective. -People with SDAM can know basic facts about their past, but they can't recall rich, vivid details. 18. SDAM tasks -Asked people about their memory and how good they are about making visual images (good, bad or average memory) -Look to see if those are related -Aphantasia: people with bad imagery/imagination -Hyperphantasia: people with good imagery and imagina- tions -Normal autobiographical; likely to have normal imagery -Good memory: better at doing imagery -Bad memory: worse at doing imagery --Connection between autobiographical memories and imagery -Looked at your ability to recognize people (has to do with visual imagery) -Asked people to do face recognition test -Found that people who have bad imagination have poor face recognition ability -People with normal facial recognition ability have better or normal imagination -Also had trouble doing visual search tasks -Took people with aphantasia and give them pictures like where's waldo and they did worse on the task (slower or don't find the person) 19. DRM paradigm -Given a list of words and asked to free recall then asked (false memories) to say yes or no when word is given to see if its on the list (highly related words)-- candy, cookie, chocolate -Filler word that relates to the list but isn't on it-- sweet -How often can you get people to remember the false memories? -DRM paradigm: people often remember the non-present- ed by highly related words as being on the list (false memory) -Related words will activate other related concepts 4 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 20. 3 types of source -Cryptomnesia: thinking you came up with an idea but you monitoring er- read it instead rors -False fame: read a list of names and say whether they are famous or not; wait a little and give a diff list with famous and unfamous people from the first list. Encountering someone who is not famous and you think they are Sleeper effect: the phenomenon where the persuasive im- pact of a message from a low-credibility source increases over time, even though the recipient initially discounted the information due to the source's lack of credibility 21. Recovered mem- -When someone is a young adult and they recovered a ory vs false memory of something that happened to them in the past memory -Recovered memory: something really happened, you forget and later you remember it -False memory: nothing happened to you, you don't re- member it and later you somehow get the memory of it -Highly suggestible people are more susceptible to false memories -No way of telling the difference without physical evidence 22. Memory and -Took woman with diff kinds of memories of sexual abuse abuse as a child 1) recovered memory of abuse (abuse real or not?)-- people think its real 2) repressed (have no memory of abuse, but think it happened to them) 3) always remembered (were abused) 4) don't have a memory of abuse and weren't abused -Use the DRM paradigm to test susceptibility of women -The recovered group had the most susceptibility to false memories 23. Alien Abduction -People who believe they got abducted by aliens and think (false memory) they were operating on them -Picked this for being more likely to be a false memory -Three groups: --Recovered memory of being abducted (assume this is a false memory) 5 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 --Repressed (think they were abducted but can't remem- ber) --Never been abducted and no memory of being abducted --DRM paradigm again with these groups --The recovered memory group had higher rates of false alarms and false memories compared to other groups 24. People who -People who tend to make false memories tend to have make false mem- higher levels of depression and also more susceptible to ories... hypnotic suggestion -Tended to score high on magical ideation and perceptual aberration (related to schizophrenia) - markers of people who perceive the world differently 25. Look to see if we -Shopping mall study: when kid was young they were can take a reg- at the mall and the kid wandered off and got lost and ular person and eventually they found him implant a false -Kid is older now and asks him to remember when he got memory in them lost (implanted mem- -Everyone in family gives details and narrates the story to ories) make him believe the memory is true -Psychologist asks the kid to tell them about the time in shopping mall (they give a lot of details for the memory as if it was true) -Broaden this to a bigger group of people: -People read abt 4 incidences from their childhood, 3 are true 1 is false -Repeated recall of events occur over several weeks (re- trieving incident) -Have them do a final recall and ask them has this really happened or not -25% of people had false memories of getting lost in the mall 26. Mousetrap study -Convince you that as a kid you got your hand snapped in a mouse trap -Kids told about two true events and two false events (mousetrap and hot air balloon were fake memories) -Kid thought abt these events 7-10 times over the course 6 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 of 10 weeks (retrieval practice) -Kids recall all 4 events (verbal recall from kid) -Come up with a story with details of the false memories (S of the time) -Told them 2 of those things didn't happen and kid goes no it really did happen (implanted the memory very well) -Played the recordings of their stories and played them to psychologists and social workers and they could not dis- tinguish the real accounts from false accounts (memory is pretty convincing) 27. imagination in- -having to do with source error (did i do it or imagine doing flation it?) Three Sessions: 1) Do some actions, imagine some and listen to some events Pick up a pen, stir coffee with spoon, peel banana 2) Imagine actions, some once, some three times Imagine holding the pen many times and other things only once or twice Imagine a new thing as well 3) test on what you did in session 1 only (know everything you did) -Is it a memory of my imagination or what I actually did? -Ask them questions from the first session -Did you peel a banana? -Might say yes because you heard and imagined it so you are more likely to think you completed the action -The more you imagine the object/action the more likely you are to have a false alarm and think you did the action -Korsakoff's had worse memory than the controls and more false alarms compared to control 28. Confabulation -when you make up something that isn't true to explain something in your environment -People with dementia often make up an explanation and think its true (also found in Korsakoff's) 29. 7 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 Eyewitness -Testimony from eyewitness very influential (fake trial with memory adding details) -Conviction Rate: Trial with circumstantial evidence: 18% Everything else the same and add an eyewitness: 72% Ignore what eyewitness said: 68% 30. Wording of the -Did you see a broken headlight vs did you see the broken question (eyewit- headlight ness testimony) -More likely to say yes to question with "the" -Implies that the thing was present -How fast were the cars going when they hit vs how fast the cars were going when they smashed into each other? -Get a faster speed when using smashed -Also more likely to say they saw broken glass if smashed was present -What did you see is a more appropriate answer 31. misinformation -You see the crime and subsequent to the crime, incor- rect info or details or said or asked of you (misleading post-event misinfo) -Videos to watch and all involve little girl and woman at bus stop (watch 1 video) -Video with no crime -Video with ambiguous crime (abducted or just picked up by family) -Video with unambiguous crime (woman grabs her and pulls her away) -Reenact the video with diff people and then you watch it again -Change a few things about the people in the video (post-event misinformation) -½ see it and ½ dont and are asked what happened in 1st video (looking to see how much post-event misinforma- tion came into story) -More likely to incorrectly remember the post-event info when you saw it in the reenactment when there is no crime 8 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 32. Yerkes Dodson -may be a function of the degree of arousal on beh (an hypothesis optimal level of arousal) -Go up and play piano in front of us (do bad because you don't care) -Worried and want to do well and don't want to embarrass yourself (better) -Nervous and shaking abt playing piano (bad) 33. Easterbrook hy- -arousal focuses attention, therefore central ideas will be pothesis well remembered, but peripheral details will be lost -Can tell you about the gun but not the person -Or tell you abt the person and not anything else 34. Action decre- arousal increases consolidation so better memory from ment theory the event (may not be immediately, may be inhibited) 35. Haunted House -Go in and see scary stuff and get scared and aroused study in London -While walking thru they have a heart monitor to track your arousal -Will they be able to remember the person who scared them? See line up and pick out the guy -People who were alert but didn't have excessive fear were better able to identify the man that scared them -People with high fear more likely to pick the wrong guy 36. Weapon focus -Have something that is central part of crime and things study part of periphery and test on all things -Witness to a bank robbery that is shown in 1 of 4 condi- tions 1) gun 2) knife 3) flamingo 4) book 9 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 -People remember it well because its not usual (one theory for weapon focus) -2 tests: one for central and one for periphery -Questions abt the scene: gun/knife has poorer memory of peripheral details (support easterbrook hypothesis) -Questions abt the central details: -Weird thing in the hand grabs attention but you don't remember details about the guy 37. prior exposure -Target absent line up: the person you saw is not in the line up -Usually still choose someone -Target present line up: the suspect is actually there -See person > see intervening line up (person isn't there) > final line up (contains actual guy and someone from intervening line up) -Some people will pick the right guy and some will pick the guy from the intervening line up bc you confuse the source (was it from crime or other lineup?) -Worse hit rate when you see the person and intervening line up on day 1 and the final test a month later (confuse the source of info) -Higher false alarm rate when you see the person and intervening line up on day 1 and the final test a month later (confuse the source of info) 38. Line up composi- -Tells us the guy is present and pick someone tion and stereo- -Even with no other information we have opinions on who types should be a criminal -Worry about who else you put in as the foils -You can set up a lineup and make them more likely to pick them by making them seem diff from the rest -Also tested stereotypes associated with each person -More likely to pick muscular/strong looking guy 39. Feedback from -Pick person and cop tells you "good job you identified the authorities suspect" regardless of who you pick -First line up: everyone looks similar to the guy -2nd line up: are not to similar to the guy 10 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 -After you picked they say, "I showed you the wrong line up" -3rd line up: the guy is there and he wasn't in the other 2 -When Police gave you positive feedback, the accuracy became worse -More likely to pick the guy when there is no feedback 40. Harder to recog- -Different races have diff parts of face to use to recognize nize people not and differentiate each other of the same race -Grow up with one race and have familiarity with that race 41. Type of line up - -Show everyone at once and pick: simultaneous simultaneous vs -Show them to you sequentially and ask one by one if its sequential the person 42. Own race bias -someone comes up to the subject and ask to answer and line up questions in the survey and then later the subject answers questions about interviewer -Subjects were able to identify interviewers of their own race better (own race bias) and -Subjects were better at identifying people in simultane- ous line up. 43. line up and dis- -subject is given a video of the crime with target in differ- guises ent disguises or no disguise and then tested on the line up with no disguise -Subjects identified target not as well when in the disguise during video and subjects did better identifying target during a simultaneous line-up -the more disguised the target is in video the harder it is to pick him out of line-up 44. Body cam effect -the body cam affects memory based on whether police can review body cam footage -if the police were able to review body cam footage then they forget the things that were outside the view of the camera 45. while it may help in recall true information, will also in- crease the recall of false information 11 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 hypnosis (im- prove eyewit- ness memory) 46. Cognitive Inter- -Reinstate the context (from memory or take subject to view Technique scene of the crime) helps because of context dependent memory -Report everything regardless of confidence there is not a correlation between how confident you are in your info and accuracy -Recall events in different orders new retrieval routes -Change perspectives new retrieval routes -These techniques increase the likelihood of correct infor- mation and decreases the likelihood of incorrect informa- tion -Cognitive interviews increases the correct information subjects remember 47. Testing memory -How? present baby in the womb with stimulus like sound pre-birth (moth- and measure heart rate or movement er's voice) -Familiar novelty paradigm --Play auditory info (familiarization phase)- till the fetus gets used to it æ played strangers voice --Play different info (novelty phase)- introduce different audio --played mother's voice in a recording --Measure heart rate and movement to see if the fetus detects when it change --RESULTS: the fetus increases its heart rate when pre- sented with new information, showing they can tell the difference 48. testing memo- -They did the same thing with languages as the mother's ry pre-birth (lan- voice study guages) -RESULTS: the english fetus increased its heart rate when presented with Mandarin instead of english 49. 12 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 Mobile Kicking -Attached a baby mobile to the baby by string so that (infants) when the baby kicks their foot, the mobile would move then test them two days later to see if they have made the memory that kicking=movement -RESULTS: it was found that the baby remembers that kicking=mobile movement after two days but could not remember after a month (recall) -If given a cued recall of an adult bopping the mobile, the baby will remember that kicking= mobile movement and start moving. 50. Preferential look- -blindfold mom and put baby on the mother's lap, then ing (infants) present two stimuli that the child would know and ask find the "cookie monster" then see which screen they look at -To see if children will recognize things they have seen and to see if titles matter -During the training phase, there were three groups. One group was given 4 stuffed animals with the same name. -One group was given 4 stuffed animals with different names. -From birth, infants orient preferentially to faces, and when looking at the face, they attend primarily to eyes and mouth. 51. neurogenesis the formation of new neurons 52. synaptogenesis formation of synapses 53. synaptic pruning a process whereby the synaptic connections in the brain that are used are preserved, and those that are not used are lost 54. Study that used RESULTS: Children can learn things and they do better if constant beeps the new things all have different names/labels. (this study as names was done in 12 month olds) 55. infantile amnesia people do not remember things from the first 3-4 years of life 56. 13 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 infantile amnesia -asked college students to recall (via specific questions) in college stu- about: Hospitalization, birth of sibling, death of relative, dents and moving then asked parents about it -RESULTS: hospitalization and birth memories start somewhere after the age 2. Death and moving start around the age 2-4 -asked college students specific questions about the birth of their siblings and then verified with parents -RESULTS: While memories start around the age of 2, rich memories do not start until the age of 4 57. Explanations for 1) nervous system is immature (brain is not fully devel- infantile amne- oped) sia: 2) do not have adult schemas (can't make sense of the world at the time because a lack ofprior exposure) 3) do not have appropriate retrieval cues 4) do not have a sense of self (do not encode them as things happening to you) 5) have not developed language (language may help with memory encoding and recall and children do not have that) 58. Infantile amne- -make a fake shrinking machine where a toy goes in big sia- language ex- and comes out small. Then present to children during the planation infantile amnesia phase -three different tests: Ask to explain machine (Verbal), use photos to explain (photos), and bring out the machine and ask them to show how it works (re-enactment) -three different ages: 27 months, 33 months, 39 months -RESULTS: children do better at the memory task where the scientists bring out the shrinking machine and ask how it works which shows that children have implicit mem- ory. 39 month olds did better than the other age groups. -At time of first encounter with the shrinking machine, children had very few relevantto the items and actions involved. -At the time of the test, these words had mostly been acquired. -interestingly, no child used a word that they had not had 14 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 at the first encounter to describe their memory -implies that memories are encoded through language 59. Working memory -give children a backwards digit span and test them -RESULTS: working memory capacity increases with age and doubles from age 5 to 11 60. Prospective -Look through picture book and tell what the name of the Memory picture is. -When they are done put the separate picture of the dog in the box (prospective memory task) -the last page of the book was either a dog, cat, box, or flower -RESULTS: the dog is the best retrieval cue and prospec- tive memory gets better with age because the 7 year olds out preformed the 5 year olds on the perspective memory tasks. 61. DRM paradigm in -give the child a list of words that all have to do with the children same central theme then ask if that theme was on the list -RESULTS: Recall gets better with age. Recall of lures(theme) (false memory) gets worse with age (the older the subject the more likely they are to recall the theme as a word that was presented). -Recognition gets better with age. Recognition of the lures is worse as the subjects get older. 62. Children as eye -Took preschool kids and told them that Sam Stone was witnesses going to visit their school. -Before Sam Stone came to class they told them that sam stone was a bad person. -After he came and did not do anything weird the re- searchers asked if the children noticed him "dirtying the toy" -4 conditions --Control --Stereotype: told 12 stories abt Sam before visit (sloppy and clumsy) --Suggestion after the visit (misleading suggestions) --When he got the bear dirty? Was it on purpose or 15 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 accident? (he didn't have a teddy bear that got dirty) --Stereotype and suggestion -All 4 groups recall what happened when Sam Stone visited -Very little errorful recall in control, 30% in stereotype, 50% in suggestion and 70% in suggestion and stereotype (a stereotype before and suggestions afterward increase errorful recall) -Told kids are you sure that happened (questioned them) -Went down a little but groups were still higher in misin- formation than control -Adults couldn't tell the diff between what did and didn't happen 63. Experiment with -Experimenters came in and did measurements around taking kids the body (touch them but not sexually) measurements -Then interviews them about where they were touched. (abuse and First free recall and then were given a drawing to demon- memory) strate where they were touched (naked vs clothed person) -Low number for inaccuracy on initial interview (no reports of inappropriate touching) -Show them the drawing, increases false reports a lot -Now got some reports classified as sexual abuse from the kids (touching places on drawing that wasn't mea- sured) -Best response is "tell me what happened" to get the most unbiased responses 64. A person come -7-8: Estimate the height to be too tall, the person too light and visit school and they think they are older and later asked -9-10: gets a little bit better kids what they -11-12: closest to measurements of real person looked like and -Line up: to pick them out Target present: not really an age effect on how you pick of a lineup (line- out the person up memory) Target absent: As they get older, they are better able to resist and say that no one is there in the lineup 65. Interviewer Bias 16 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 -Often interviewer thinks s/he knows what happened and seeks confirmation from the child (suggesting ideas and seeking confirmation) -Often ask specific instead of open ended questions (ac- curacy is higher with open-ended questions) -Often repeat a question until they get the answer (kid thinks they should say something else) -May adopt an accusatory tone: "are you afraid to tell?" - increases false reports -Labeling a person as bad will increase false reports of bad beh -May use misinformation. -Children with multiple exposures often incorporate this into their recall and believe it themselves 66. aging and recall -Give people list of 10 words and try to recall the words across age ranges -Also had you rate yourself for your health -Word recall gets worse around 45-50 and declines steeply after 50 -Correlation between health status and memory (people with better health have better memories) -Done as a cross-sectional design: find different people for the study (faster and less expensive) --Cohort effects: all people in the group that have a the same set of conditions (for example older people being in the war compared to younger people not) -Longitudinal: take the same person and follow them thru their life (better to get an idea of aging bc same person) 67. aging and recog- -Showed a pic and then have to say yes or no to if the pic nition test was the same (one was the same and one was diff) -Older group shows tailoff in hit rate -As age increases, false alarm rate increases -Larger effects of aging on recall than recognition 68. working memory -N-back task: give a string of things and say if it is the and aging same item as n number of items back -2-back test: have some that you should say yes to and 17 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 have fake ones that seem familiar but you should say no to -Older adults decrease from young adults but still higher than children -Not a lot of development for the lures but older adults do poorly and are more likely to fall for the lures 69. False memories -Use DRM lists of various lengths and aging -As the list gets longer, memory accuracy decreases (both students and aging) -At each list length, students do better than aging adults -Older people more likely to fall for lures and say the word that is not on the list 70. Inhibition and Older adults have trouble inhibiting other information (loss aging of ability to accurately inhibit info) 71. Prospective -Lab tasks and real world tasks and time-based vs memory and event-based aging -Lab: when I say blue pen participant says blue pen and when experimenter says something they do something else; in time based- tell you when 10 or 20 min went by -Real world: send me a text at particular time (1, 3 day); send a text when you see a bus or mail a letter when you see a post box -Older adults worse at event-based lab tests -No diff on lab based time-based task -Older adults better event-based memory in real world (opposite of lab) -Older adults better time-based memory in real world (opposite of lab) 72. Asked people -Prospective: young people complained most what part of -Retrospective: young people complained the most memory has -Absent minded: young people complained the most most problems 73. How does our As you get older you have a larger vocabulary vocab compare -keeps increasing (know more vocab) to someone old- 18 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 er (Semantic- vo- cabulary) 74. Memory in older -5 groups of people: adults- effect of Professors: (Young, Middle-aged, Seniors) education Undergrads Non-professors -Reaction time test Sit in front of computer, when light comes on, push a button Red light comes on push red, green light comes on press green button As age goes up, reaction time increases (gets slower) -Next task: memory task Teach word pairs with married couples and asked who is married to who and get tested on it Standard young people have the most correct and stan- dard old people have the least correct (senior professors doing better than old people bc of savings in education) -Working memory task Shown 16 colored squares and pick one Scramble squares and pick a different one and can't pick the same square until you pick 16 diff patterns Repeat a second time (interference occurs bc you don't know when you picked that square) Young and middle aged profs did the best Standard young made same mistakes as senior profs Standard old made the most mistakes (shows interfer- ence) Most susceptible to interference unless you are highly educated -Read some text and remember it and see how you did (prose recall) Percent recall gets worse as you age standardly Percent recall does not get worst for educated people (professors) Maybe mental activity prevents loss or efficient use of compensation strategies 19 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 75. Theories of cog- 1) Speed of process is slowing down nitive aging 2) Aren't able to inhibit irrelevant info 3) Reduced attentional capacity (may give trouble in en- coding) 76. Nun Study of -Participated in assessment and study brain when they Alzheimer's died -Looking for abnormal growths in your brain (plaques and tangles)-- Braak staging -Put you in a category based on brain (diff stages of plaques and tangles) -Braak stage correlated with alzheimer's and dementia -People with brain damage and depression more likely to have dementia -People who have low education tend to develop demen- tia -Go and look at applications for nun school for the people he was studying -One nun has lower grammatical complexity and ideas than other --More likely to develop dementia 77. Author study -Look at 3 famous authors and look for changes in their (Alzheimer's) language (author study) -Iris Murdoch: later diagnosed with AD Language okay until last book she decreases dramatically Repetitions increase as she ages Increase in interjections and fillers Decrease in passive sentences -Agatha Christie: no diagnosis but suspicion of AD Losing vocab as she writes her novels Increase repeating yourself (repeating words over and over again) Increase in interjections and fillers Decrease in passive sentences -P.D. James: no evidence of AD Vocabulary stays consistent across time Small percent of repetitions 20 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 Stays small interjections and fillers Uses passive sentences more often 78. mood congru- -Mood congruence theory: attend to, learn and recall ence theory better if mood of material matches current emotional state (pay more attention if you are in a better mood) -Show pictures and image self as witness to scene -Negative scenes with negative music -Rate current mood on scale of 1-15 (neg to pos): 6 -Recall first memory from life abt 5 years ago and rate it from negative to positive 79. Explore memory -Read statements to put you in a bad mood or good mood by putting you -Play music to put you into a certain mood into mood (mood -Study where they induced you into a happy or sad mood induction): mood -Music and pictures are congruent moods congruence One group imagined themselves in pics (hot mood in- duction is when you imagine yourself) and other had to process full details of picture (cold mood induction) -Negative, hot people had the most negative mood out of everyone -Positive, hot people had the most positive moods out of everyone -Check for mood congruence comes from recall of mem- ory from a few years ago -Your mood for the memory should match the mood of the group of the experiment you were in (easier to recall stuff that matches current mood) -Mood congruence was found in both groups of the hot induction condition 80. Mood dependent -If the mood you study in and test in match, you will do recall better on the test (mood at learning and recall match) -Valence doesn't effect what is remembered 81. Induced to be -happy people came up with happy memories happy or sad -Sad people came up with sad memories and then looked -2nd group made them fake a happy or sad mood (simu- at mood congru- lated) -Whether mood is simulated or real, we find mood con- 21 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 ence and mood gruence in autobiographical memory recall dependent recall -Wait a week and come back in lab and put you in same mood as first time or opposite mood as last time -Play happy or sad music -Tell them about same memory as last time -People who were in the happy-happy and sad-sad con- ditions should recall more (mood dependent recall) in the induced moods (not in simulated moods) 82. Happy mood -Easiest to learn "gpa 4.0" because its mood congruent when studying -Come back later in happy mood and learn words -How well will you recall words on list (well on all words "death" and "gpa bc mood matched) 4.0" and "cat" -If sad you will do worse on list bc the mood is diff than learning 83. Depression and -Memory is worse for depressed on auditory free recall Memory task -Memory is worse for depressed on auditory recognition task -Show same results using a visual task -Difficulty in working memory tasks -Depressed are worse at this task compared to controls -Often remember sad memories and mood congruence keeps you in sad state 84. Take people who -Learn positive words, depression related words, physical are depressed threat words and neutral words for baseline (compare and not (depres- memory to baseline) sion and memo- -Recall words back after hearing list (cued recall- explicit ry) and word fragment completion- implicit memory test) In the explicit task, controls had more positive words and depressed remembered less positive (mood congruence) -Depressed had more negative words and controls had less negative -Physical words were not as diff -In the implicit task, mood congruence is not found be- tween the two groups (depressed and controls) -Effect is coming during elaboration of the material 22 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 85. 2 tests they -Beck depression inventory to tell if they are depressed gave to de- (higher score means depressed) pressed people -Beck anxiety inventory (depressed people are more anx- (depression and ious) memory) -Gave them the word tasks Neutral words for first list but every other one are homo- phones (sound same spelled diff) Positive or negative version of word Depressed people more likely to pick negative word or meaning (changes how you interpret neutral things in world- negative) When you hear an ambiguous stimulus, how do you inter- pret it (positive or negative) -Now remember the adjectives that you said yes or no to from earlier list Depressed people more likely to remember negative words about yourself Controls most likely to remember positive words about yourself 86. sensory memory -Brief, complete memory buffer that prolongs the trace so further processing can take place -Visual memory: Iconic Memory (most researched) -Auditory memory: Echoic memory -Touch memory: Haptic memory 87. short-term mem- -Responsible for processing and retaining info beyond the ory sensory registers but not for much longer than a min or so (without active attention) -Memory span is around 7+/- 2 chunks of info in STM -Chunking occurs when we take the smaller units of info and group them into a larger unit (frees up STM capacity) -large capacity and short duration (abt 30 sec) 88. working memory -a cognitive system that temporarily stores and manipu- lates information to guide behavior and decision-making -Working memory has a short duration, typically lasting around 10-20 seconds without rehearsal, and a limited capacity, generally holding only 3-5 pieces of information 23 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 at a time depending on the individual and complexity of the information. 89. long-term memo- -the ability to store and retrieve information over a long ry period of time, or even a lifetime. -It involves the processes of encoding, storing, and re- trieving information. -unlimited capacity and can last indefinitely: 90. episodic memo- -remembered what happened in life ry -Memory for things that have occurred in your life and is consciously aware -Not facts but events (explicit memory) 91. semantic memo- Memory for facts or knowledge you know about the world ry that has become generalized (not connected to a partic- ular episode) 92. procedural mem- -Memory of how to do something (often a skill with your ory body) -Very difficult to first learn the skill and will later become easier with practice -3 systems that control procedural memory: --Metacognitive system: learning new routines; effortful --Cognitive Control Network: a little easier but still need to pay attention to ensure accuracy --Representation System: things are going well; kind of becomes automatic (not paying attention anymore) -Once it becomes proceduralized you don't have to go thru first 2 stages -Hard to articulate it now 93. explicit memo- memory of facts and experiences that one can conscious- ry (declarative ly know and "declare" memory) 94. implicit memo- memory in which behavior is affected by prior experience ry (non-declara- without a conscious recollection of that experience tive memory) 24 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 95. autobiographi- -Episodes that happen to you but you structure them like cal memory a story in life (general things and specific instances that happened to you) -Tend to have a hierarchical structure -Lifetime periods > General Events > Specific events -Memory system that says who you are 96. prospective remembering to do things in the future memory 97. source memory recall of when, where, and how information was acquired 98. serial order re- a cognitive assessment where participants are presented call with a sequence of items (like numbers, letters, or words) and are then asked to recall them in the exact order they were presented, meaning they need to remember both the items themselves and their sequential position within the list 99. free recall a memory task where participants are given a list of items and asked to recall them in any order. 100. cued recall A test of long-term memory that involves remembering an item of information in response to a retrieval cue. 101. forced choice -people are given several items and asked to indicate recognition which one is old -Allows researcher to manipulate the incorrect items in term of the degree to which they resemble the correct one 102. yes/no recogni- -list of stimuli and you have to decide if the item presented tion is new or old -Hit: was on list and you said it was -Miss: was on list but you said it wasn't -False alarm: you said it was on the list but it wasn't -Correct rejection: you said it wasn't on list and it wasn't 103. word fragment -an implicit memory test in which fragmented words are completion presented for completion 25 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 -more likely to complete fragment with word seen previ- ously on the list 104. symmetry span -see a grid and judge if it is symmetrical if folded down the (visuospatial center vertically. sketchpad) -Then a second grid will occur with one square highlighted (remember this position). -Each trial consists of multiple grid pairs. -At the signal to recall, indicate the position of each loca- tion to be remembered in serial order. -Processing: symmetry judgment; storage: location of filled in square on grid 105. reading span -Read a number of sentences out loud -At recall, write down last word of each sentence -Reading is processing and taking up space, which leaves less room for storage -More words remembered = larger WM span 106. operation span -verify math problems for accuracy and read words aloud. At recall prompt, recall words in serial order -Process: math problems; storage: words in serial order 107. n-back test -People view a series of items such as letters, digits, pictures... -For each item, people must indicate "yes" or "no" whether the current item is the same one as n items -eople need to keep a certain number of items in working memory -Processing component is the judgment about the current item and the retention component is the number of items in WM -Is a continuously running task 108. sperling task -On iconic memory -Uses short presentation time— 50 msec exposure -Array of letters to remember -3 rows by 4 letters (12 letters total) -Whole report: see all 12 letters and report all 12 -General results: 4-5 letters are reported 26 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 -Partial Report: see whole array and after told to only report 1 row based on beeping -3-4 letters are reported generally per row -Implies that this amount of info would be available on any line -Forgot them over time while writing other letters -Beep right away is better than later (after 500 ms memory is gone) -Iconic memory is a complete memory store but has limited duration (info is there but not for long) 109. sperling task un- -K B R M (white screen): brightness mask der different con- White background interferes with memory of white letters ditions Amount of disruption is a function of brightness and du- ration If brightness mask presented to same eye as letters- disruption occurs No disruption if brightness is presented to opposite eye as letters Retinal level effect -G (non-letter symbols): pattern mask Symbols overwrites the letters in sensory memory If within 300 msec of presentation of letters, disruption occurs (if later, little disruption) Disruption occurs if given to same eye or to opposite eyes as the pattern Higher level processing phenomenon 110. Sternberg task -Given a set of things to remember -Give a probe and asked if that probe was in the task (yes or no) -Half the time the answer is yes and half it is no -Looks at how you search thru info in STM (to decide if something is in there) -Reaction time was DV 111. 3 methods to -Look at everything all at once in STM (parallel search) complete Stern- Will have the same reaction time for all numbers (see berg task them all at once) 27 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 2 lines right on top of each other (same horizontal line) -Serial self-terminating search: look at them one at a time Takes longer as trying to remember each digit (no is higher than yes) 2 lines for yes and no but no has a higher slope Match at 1 item -Serial exhaustive model: go thru the whole list Same as serial search but instead of terminating after you say yes, you check all of the other numbers to see if they are yes or no Right on top of the yes line (extreme positive slope) More time it takes to go thru items as the # increases 112. baddeley's mod- describes working memory as a system with multiple el of working components including a "central executive" that controls memory two subsidiary systems: the "phonological loop" for ver- bal information and the "visuospatial sketchpad" for vi- sual information; later additions to the model include the "episodic buffer" which integrates information from differ- ent sources into a unified memory representation. 113. 4 properties -Word length effect (how long it is to say it) of phonological Guam, Spain, Chad, Greece, Laos loop Madagascar, estonia, switzerland, cambodia (takes longer to say) If limitation is time, first list should take less time Diff languages have diff digit span results due to the word -length effect (some languages have longer words so it takes more time to process and thus leaves the phono- logical loop)- can say numbers more quickly Better if there's no noise (unattended sound effect/irrele- vant sound effect) -Articulatory suppression: when articulating something (also can be mouthing it) it will interfere with info going 28 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 into loop Will do worse when articulating something 561 (chant psychology while numbers appear) -Phonological similarity effect: if things sound the same, they are easier to confuse (less remembered) 114. distribution of -spaced practice is better than massed practice practice (massed -General finding was that given you see it the same vs spaced prac- amount of times you will remember the spaced words tice) better than the massed words -The spaced words were always the best when studying was spaced (best for 56-day interval) -Also found that memory was the same for studying in 13 sessions at 56 days and 26 sessions in 14 days (better to do spaced studying = less time studying) -Massed words seem easier (less effort); spaced word (process it multiple times) -Processing it more helps you remembered it 115. retroactive inter- -the disruptive effect of new learning on the recall of old ference information -Learn Russian (vocab-old) > Learn Hebrew (diff vocab or same word as Russian-new) > Recall Russian (old) -Tested again on russian words when taught Hebrew words diff meanings (no interference with 2 exposures; most interference with 15 exposures) -Tested again on russian words after exposure to Hebrew words with same meaning (more interference with more similarity in vocabulary) -Interference is highest when materials are highly similar and have similar meanings 116. proactive inter- -the disruptive effect of prior learning on the recall of new ference information -Say names of flowers but say the word flower after every name said -Remembered less words when she gave us a few words on the list -Part-set cuing: giving part of information as a cue inhibits 29 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 the recall of other information -Recall-given none, three or six of studied words (memory was worse when given more words) -Inhibit the words that are said to remember the words on the list 117. testing effect -Read material and take a test -Divides in ½ and ½ will read material again and other ½ is tested on the material -Come back together and do a final recall test -If given test right away, reading material again will do better but over time group that was tested will have better memory -Tested group won't forget as rapidly -Reading notes and testing yourself will improve memory on what you study 118. context depen- -better memory if learning and retrieval is in the same dent memory environment -Classic scuba experiment: -Finds a club of scuba divers and divides them into 2 groups: learned words on land vs in water -Take the memory test: half stay in same place they learned and half switch to the opposite place -Better memory for words when in the same place as learned (more retrieval cues) 119. state dependent -Context of you and your current state memory -Manipulate you by giving you caffeine (drug state) -One is given caffeine and one is given placebo -Make you study -Take the test and either given caffeine or not -People that are in the same state show a greater memory 120. mood dependent If your mood matches at study and test then you should memory do better than if your moods are different from studying and test 121. -the hub signifies a central or lead organization that serves as the coordinating entity. 30 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 hub and smoke -The spokes, on the other hand, represent partner orga- model of seman- nizations that are directly linked to the hub tic memory -When you are looking at a hammer you know what it looks like (stored in visual cortex) -Whats a hammer for - motor movement (stored in anoth- er spoke for motor movement) -What a hammer sounds like (auditory cortex) -How you pronounce hammer (speech part of brain) -Feelings about hammer (valence is stored in another spoke) -When you want to assemble idea, you have a central hub where info from spokes is combined to form idea (ATL-anterior temporal lobe) -Damage to ATL (can't attach info together)-- people with semantic dementia have damage to this part of brain (can't assemble information together) 122. Mnemonics -Things you can do to improve your memory -Naïve mnemonics: things you developed for yourself to help remember things (rhymes, acronyms, songs, acros- tics) -Technical mnemonics: techniques created to improve memory (peg word method, method of loci, linking im- agery, narrative story) 123. semantic demen- -loss of semantic knowledge, impaired word comprehen- tia sion and object naming -Fluent speech with spaced repetition -Show an object and asked what it is called (sometimes they dont know the exact word and they blur their knowl- edge) -Can't name things because they don't have access to that information anymore -ATL is important to the semantic memory being accessi- ble 124. retrograde amne- lose memories from before the amnesia but can still re- sia member things in the future 125. 31 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 anterograde am- can remember what happened in past but can't learn nesia anything new 126. transient global something happens to you and you have temporary am- amnesia nesia (couldn't register memoires for a day) 127. psychogenic am- i don't know who/where i am (soap opera amnesia) nesia 128. PTSD -Intentional retrieval suppression: see if suppression has an effect on intentional forgetting (Think no think para- digm) -First learn some association (horrible pictures paired with a related cue)-- PTSD and controls learn -Think no think paradigm (retrieval suppression): green box= think about the picture associated with cue (retrieval practice); red box= don't think about picture associated with cue (inhibition/suppression) -Retrieval phase: show all the cues and you give the oral description of the picture that was associated -Is there a diff in the practiced vs suppressed words? -All experienced trauma (tested them in lab to see if they had PTSD- half did not and half had PTSD) -Control: able to have lower recall from suppression in the no think phase (able to inhibit things appropriately) -PTSD: unable to suppress in the no think phase (unable to inhibit things) 129. Article 2 -The authors wanted to assess if young children show efficient retrieval-induced inhibition because previous studies have not studied the adult population compared to young children. -The kindergartners show RIF in the recall tests because they had the lowest accuracy for Rp- items. These are the items that are unpracticed from the practiced category. The kindergarteners do not show RIF in the recognition test condition. The Rp- items have a higher recognition ac- curacy than the Nrp- items. This means that they showed higher recognition for an unpracticed item in an unprac- 32 / 33  PSYC 4033 Final Exam Study online at https://quizlet.com/_g3dne7 ticed category. -Second graders show RIF in both the recall and recog- nition tests. They have a lower accuracy for Rp- items in both test conditions. This shows that inteference likely played a role in the retravel induced forgetting. The prac- tice items of the category then interfere with the retrieval of the unpracticed items from that same category. 130. Experiment 2 -RIF with the catergory and words -Created a list of 48 words pairs and read them to partic- ipant -Two rounds of retrieval practice with 12 words from 3 categories on the list -filled retention interval with autobiographical memories and rating -final recall test (cued recall) where category name is given and participant must recall all words in that category -RIF is apparent when comparing RP- and NRP words since both were not practiced -less memory for RP- words because the retrieval practice of the RP+ words inhibited the other words in the same categories 33 / 33