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the first stage of any memory task; refers to the process of recording information into memory |
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· the second stage of any memory task; refers to holding or storing information in memory
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· the third stage of any memory task; refers to finding or accessing information in memory
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· a memory retrieval task in which subjects must reproduce a memory item (or set of items) given the context in which the item occurred (e.g., “write down all the words from list #2”)
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· a memory retrieval task in which subjects are given a memory item and must decide whether that item occurred in a particular context (e.g,. “did the word ACCORDION occur in list #1?”)
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· an enhancement of stimulus processing due to prior exposure to another stimulus.
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· material learned once and then forgotten is learned more quickly a second time
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· experiments on free recall demonstrate better recall of the first and last few items on a list, and poorer recall of all the items in between.
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· increased memory for the first few list items in a free recall task.
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increased memory for the last few list items in a free-recall task. |
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· the theory that forgetting occurs through the mere passage of time
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· the theory that forgetting from short-term memory occurs because new items crowd out old items in a limited-capacity storage space.
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· a component of working memory in Baddeley’s model, used for storing and operating on verbal representations.
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acoustic similarity effect |
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· confusions between similar-sounding items in verbal short term memory tasks.
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disruptive effect of background speech on verbal short term memory tasks. |
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· reduced memory span for lists of words containing more syllables.
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· disruptive effect of repeating a word aloud while engaged in verbal short term memory tasks.
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· a component of working memory in Baddeley’s model; used for storing and operating on visual representations.
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· retrieving one item from memory at a time.
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· retrieving multiple items from memory at the same time.
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· failure to notice changes in a visual scene due to limitations of visual short-term memory.
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· memory for facts and general knowledge.
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· memory for one’s own experiences.
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· skill or “how to” memory
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· explicit knowledge that can be consciously described (similar to explicit memory).
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· memory or knowledge that cannot be consciously recalled or described.
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· memories which can be consciously recalled or recognized (similar to declarative memory).
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interference (theory of forgetting)
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· the theory that forgetting is caused by other memories impairing the retention or retrieval of the target memory.
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paired associate learning (PAL)
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· a memory task in which subjects learn lists of items presented in pairs (e.g., DOG-26, CLOCK-59, etc.) and are later asked to remember the second (“response”) item in each pair when cued with the first (“stimulus”) item.
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retroactive interference (RI)
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· the effect of later material in reducing memory for material learned earlier.
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proactive interference (PI)’
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· the effect of earlier material in reducing memory for material learned later.
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· the finding that memory retrieval is more difficult the greater the number of items associated with the cue item(s).
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· a return to perfect performance in the distractor task that results when the category of stimulus materials is changed.
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· the physiological process by which a temporary memory trace becomes transformed into a permanent long-term memory.
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· Pavio’s theory that there are separate verbal and visual representations for knowledge.
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· argues that all knowledge is mentally represented as a type of verbal logic code.
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· a technique to increase memory performance.
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· a mere side effect, without causal effect; in the context of the imagery debate, the argument that the experience of mental imagery is a mere side effect of basically nonimaginal processes (e.g., propositional thought)
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· the idea that theories should contain as few assumptions as possible, all else being equal, a simpler theory is a better theory.
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· a task in which subjects are asked to continuously transform the orientation of a mental image, e.g., to see whether two objects in different orientations are acutally the same.
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· a task in which subjects are asked to shift their focus from one part of an imagined stimulus to another part; the time required depends on the distance traversed.
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· the necessary features that are essential to a category.
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· the idea that categories are defined in terms of the relative similarity of members to each other, and their relative dissimilarity to members of other categories.
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· exemplars that are more average or normal for a given category are likely to be listed first when people are asked to name exemplars of that category, and are more rapidly verified as category members.
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· an idealized exemplar or model of a category abstracted from individual stimuli and stored in memory as a representation of that category.
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· a representation of a category that uses a slot-filler structure to store information about what type of object it is, what parts it has, and so on.
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· elements of a schema that represent general features or components as variables that can be instantiated differently by different exemplars (e.g., make, model, and year in our “car” schema).
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· elements of a schema representation corresponding to specific values of abstract slots or attributes.
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· an expected value of a particular attribute (slot) within the schema for a given category, e.g., the expected color of elephants is gray.
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· the process of creating a prototype or other summary representation of a category from exposure to specific exemplars of the category.
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· inferring a property is true of a given category because it is true of its superordinate category.
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· a more general or abstract level of classification, e.g., animal, plant, furniture
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· an intermediate (and generally preferred) level of classification, e.g., dog, tree, chair.
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· A more specific level of classification, e.g., beagle, maple, office chair.
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