Introduction to Psychology
... person must retrieve information learned earlier as on a fill-in-the blank test ...
... person must retrieve information learned earlier as on a fill-in-the blank test ...
Complete Revision for Unit 1
... recall details of their first week at university. They were asked to do this several times throughout the year ...
... recall details of their first week at university. They were asked to do this several times throughout the year ...
HSTMemoryLecture - Psychology
... Connections are affected by many experiences, so ‘recall’ is always subject to influence from traces of other experiences. ...
... Connections are affected by many experiences, so ‘recall’ is always subject to influence from traces of other experiences. ...
Units 3-4 Review
... 1. Be able to break down classical and operant conditioning / differentiate between the two a. US, UR, NS, CS, CR b. Positive vs. Negative Reinforcement / Punishment c. Voluntary vs. Involuntary 2. Know the difference between observational and latent conditioning: a. Be able to describe the followin ...
... 1. Be able to break down classical and operant conditioning / differentiate between the two a. US, UR, NS, CS, CR b. Positive vs. Negative Reinforcement / Punishment c. Voluntary vs. Involuntary 2. Know the difference between observational and latent conditioning: a. Be able to describe the followin ...
Create analogies and similes Long-term Memory Summary
... device (e.g. phone, netbook, etc.) to communicate their responses Invention Playhouse/Smithsonian http://www.inventionatplay.org/playhouse_puzzle.html ...
... device (e.g. phone, netbook, etc.) to communicate their responses Invention Playhouse/Smithsonian http://www.inventionatplay.org/playhouse_puzzle.html ...
The stress model of Yerkes-Dodson law suggests that at low and
... students were asked to fill out the computerized questionnaire, which had true or false statements reflecting back on the video clip. Statements were different for each condition, and they required a yes or no response (‘Y’ or ‘N’ on computer keyboard) from the participant. After approximately an ho ...
... students were asked to fill out the computerized questionnaire, which had true or false statements reflecting back on the video clip. Statements were different for each condition, and they required a yes or no response (‘Y’ or ‘N’ on computer keyboard) from the participant. After approximately an ho ...
Economic Attention Networks: Associative Memory and Resource
... Occam-guided hillclimbing: More rapid learning of simpler procedures ...
... Occam-guided hillclimbing: More rapid learning of simpler procedures ...
Memory Retrieval
... Have you ever felt like you knew the answer to a question, but couldn't quite remember the information? You might feel certain that this information is stored somewhere in your memory, but you are unable to access and retrieve it. ...
... Have you ever felt like you knew the answer to a question, but couldn't quite remember the information? You might feel certain that this information is stored somewhere in your memory, but you are unable to access and retrieve it. ...
Thrills That Kill
... Why do we remember negative events? Whenever emotions are activated, especially strong emotions, the information or experience is entrenched11 into memory. Often times we tend to dwell on it, thereby rehearsing it and entrenching it even further. It is also easier to recall negative memories when we ...
... Why do we remember negative events? Whenever emotions are activated, especially strong emotions, the information or experience is entrenched11 into memory. Often times we tend to dwell on it, thereby rehearsing it and entrenching it even further. It is also easier to recall negative memories when we ...
Phineas Gage (Lobes)
... from the visual sensory neurons on the retina and assists the brain in making an image. ...
... from the visual sensory neurons on the retina and assists the brain in making an image. ...
memory and its learning implications
... senses. The parietal lobe receives the inputs from the senses and some of this inputs become knowledge for us. The temporal lobe areas more involved in memory are adjacent to the hippocampus and they are called “medial temporal cortex”. These areas are in charge of encoding new information but not i ...
... senses. The parietal lobe receives the inputs from the senses and some of this inputs become knowledge for us. The temporal lobe areas more involved in memory are adjacent to the hippocampus and they are called “medial temporal cortex”. These areas are in charge of encoding new information but not i ...
Integrating Mental Processes: Thinking and Problem Solving
... The basic task is for the subject to sort cards, however they are not instructed as to what the rules are for sorting -- they must extract the rules based on experimenter feedback regarding whether their sorting is correct or not. ...
... The basic task is for the subject to sort cards, however they are not instructed as to what the rules are for sorting -- they must extract the rules based on experimenter feedback regarding whether their sorting is correct or not. ...
Dissociative Disorders - Weber State University
... localized –losses all memory within a period of time (most common) selective- remember some but not all generalized- may forget identity Continuous- unlike others there is not an end ...
... localized –losses all memory within a period of time (most common) selective- remember some but not all generalized- may forget identity Continuous- unlike others there is not an end ...
Working memory
... • Test 2 (non-word repetition task): – the experimenter read aloud non-word syllables (e.g., “mashpole,” “woop” “kintent.” ) to children. Then, children were asked to repeat the syllables. – Children’s ability to repeat the syllables was scored. ...
... • Test 2 (non-word repetition task): – the experimenter read aloud non-word syllables (e.g., “mashpole,” “woop” “kintent.” ) to children. Then, children were asked to repeat the syllables. – Children’s ability to repeat the syllables was scored. ...
Chapter3
... bookmarks, etc., – Major problem is deciding where and how to save them all, then remembering what they were called and where to find them again – Naming most common means of encoding them – Trying to remember a name of a file created some time back can be very difficult, especially when have 1000s ...
... bookmarks, etc., – Major problem is deciding where and how to save them all, then remembering what they were called and where to find them again – Naming most common means of encoding them – Trying to remember a name of a file created some time back can be very difficult, especially when have 1000s ...
Psych 2 Practice Test - b
... Psych 2 Practice Test #1 1. The hindsight bias may be defined as all of the following except: a. The “I-knew-it-all” phenomenon b. One’s intuition about a certain decision or choice c. Has only been observed in the United States d. The inclination to see events as being more predictable than they we ...
... Psych 2 Practice Test #1 1. The hindsight bias may be defined as all of the following except: a. The “I-knew-it-all” phenomenon b. One’s intuition about a certain decision or choice c. Has only been observed in the United States d. The inclination to see events as being more predictable than they we ...
encoding - WordPress.com
... pioneer in the field of memory research. Using himself as a subject he studied how we learn and forget information by repeating a list of nonsense syllables to the rhythm of a metronome until they were committed to his memory. These experiments lead him to suggest the learning curve. During the 1900 ...
... pioneer in the field of memory research. Using himself as a subject he studied how we learn and forget information by repeating a list of nonsense syllables to the rhythm of a metronome until they were committed to his memory. These experiments lead him to suggest the learning curve. During the 1900 ...
Learning & Memory
... • The subjects were – unaware that they were editing the original stories – often felt more certain about the edited parts than about the unedited parts of the retold story – interpreting the original material so that it made sense on recall. ...
... • The subjects were – unaware that they were editing the original stories – often felt more certain about the edited parts than about the unedited parts of the retold story – interpreting the original material so that it made sense on recall. ...
Encoding
... the nervous system which require that nervous cells form new interconnections and produce ...
... the nervous system which require that nervous cells form new interconnections and produce ...
4 - University of Oklahoma
... knowledge in memory and information 2. Activated knowledge influences how consumers attend to information and comprehend its meaning 3. Consumers can consciously attend to and comprehend only small amounts of information at a time 4. Much attention and comprehension processing occurs quickly and aut ...
... knowledge in memory and information 2. Activated knowledge influences how consumers attend to information and comprehend its meaning 3. Consumers can consciously attend to and comprehend only small amounts of information at a time 4. Much attention and comprehension processing occurs quickly and aut ...
Module 23 Notes Memory and Its Processes Memory
... Capacity - limited to what can be heard at any one ____________ and is ___________ than the capacity of iconic memory. ...
... Capacity - limited to what can be heard at any one ____________ and is ___________ than the capacity of iconic memory. ...
Trauma
... Trauma is experienced at a sensory level and stored as an implicit memory. Implicit memory (sensations of trauma) must be linked with explicit memory (facts or reality of incident) in order for the victim to be able to reorder the experience in a way that is manageable. ...
... Trauma is experienced at a sensory level and stored as an implicit memory. Implicit memory (sensations of trauma) must be linked with explicit memory (facts or reality of incident) in order for the victim to be able to reorder the experience in a way that is manageable. ...
Three Types of Behavior : involuntary responses to stimuli
... Memory refers to the ______________________________ of information No _________________________________ between learning and memory Learning and memory may be viewed as a continuum The Atkinson-Shiffrin Model of Memory Divisions of Long-term Memory Locating the Memory Trace (Engram) Karl Lashley ob ...
... Memory refers to the ______________________________ of information No _________________________________ between learning and memory Learning and memory may be viewed as a continuum The Atkinson-Shiffrin Model of Memory Divisions of Long-term Memory Locating the Memory Trace (Engram) Karl Lashley ob ...
Learning and Memory Lecture Notes Page
... Memory refers to the ______________________________ of information No _________________________________ between learning and memory Learning and memory may be viewed as a continuum The Atkinson-Shiffrin Model of Memory Divisions of Long-term Memory Locating the Memory Trace (Engram) Karl Lashley ob ...
... Memory refers to the ______________________________ of information No _________________________________ between learning and memory Learning and memory may be viewed as a continuum The Atkinson-Shiffrin Model of Memory Divisions of Long-term Memory Locating the Memory Trace (Engram) Karl Lashley ob ...
PSY 368 Human Memory - the Department of Psychology at Illinois
... • Retrograde amnesia with a temporal gradient • Anterograde amnesia • Confabulation, which is a tendency to "fill in the gaps" of one's memories with plausible made-up stories. • confabulations are rare among chronic Korsakoff patients who've had the disease for more than 5 years. Patients in the ch ...
... • Retrograde amnesia with a temporal gradient • Anterograde amnesia • Confabulation, which is a tendency to "fill in the gaps" of one's memories with plausible made-up stories. • confabulations are rare among chronic Korsakoff patients who've had the disease for more than 5 years. Patients in the ch ...
Source amnesia
Source amnesia is the inability to remember where, when or how previously learned information has been acquired, while retaining the factual knowledge. This branch of amnesia is associated with the malfunctioning of one's explicit memory. It is likely that the disconnect between having the knowledge and remembering the context in which the knowledge was acquired is due to a dissociation between semantic and episodic memory – an individual retains the semantic knowledge (the fact), but lacks the episodic knowledge to indicate the context in which the knowledge was gained.Memory representations reflect the encoding processes during acquisition. Different types of acquisition processes (e.g.: reading, thinking, listening) and different types of events (e.g.: newspaper, thoughts, conversation) will produce mental depictions that perceptually differ from one another in the brain, making it harder to retrieve where information was learned when placed in a different context of retrieval. Source monitoring involves a systematic process of slow and deliberate thought of where information was originally learned. Source monitoring can be improved by using more retrieval cues, discovering and noting relations and extended reasoning.