Term
|
Definition
| our ability to store and later retrieve information |
|
|
Term
| information processing approach to human cognition |
|
Definition
emphasized the basic mental processes involved in attention, perception, memory, and decision making
-minds are like computers and convert input into output |
|
|
Term
|
Definition
| logs input; much quickly disappears without much processing but some is processed |
|
|
Term
|
Definition
| can hold a limited amount of info for several seconds |
|
|
Term
|
Definition
refer to a mental "scratch" pad that temporarily stores info while actively operating on it
-its whats "on ones mind" |
|
|
Term
|
Definition
| relatively permanent store of info that represents what most people mean by memory |
|
|
Term
| steps to learning and remembering something |
|
Definition
-encoding: getting it into the system
-consolidation: process and organize material in a form suitable for long term storage
-storage: refers to holding info in a long term memory
-retrieval: the process of getting info out when it is needed |
|
|
Term
|
Definition
| recognizing right answer among options |
|
|
Term
|
Definition
| requires active retrieval without the aid of cues |
|
|
Term
|
Definition
| given a hint or cue to facilitate retrieval |
|
|
Term
|
Definition
occur unintentionally, without awareness (procedural memory)
-often persists even if the person suffers amnesia, unlike explicit memory
-develops earlier than explicit and stays the same throughout life
-mediated in the forebrain in a part called stratium |
|
|
Term
|
Definition
deliberate, effortful recollection of events (declarative memory)
-further divided into semantic memory and episodic memory
-deeply involved with language
-develops later and increases through adulthood then declines
-mediated in the medial temporal lobe of brain |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| implicit memory is mediated by: |
|
Definition
| -mediated in the forebrain in a part called stratium |
|
|
Term
episodic memory is mediated/consolidated by:
-is retreived from: |
|
Definition
-mediated in the medial temporal lobe of brain
-the cortical area (or sensory area) that first registers the into |
|
|
Term
|
Definition
| use of the info processing system to achieve a goal or arrive at a decision |
|
|
Term
| executive control processes |
|
Definition
are involved in planning and monitoring what is done with information
-"run the show" guiding selection, organization, manipulation and interpretation of data |
|
|
Term
|
Definition
the ability to imitate a novel act after a delay which clearly requires memory ability
-infants as young as 6 months can do this
-early form of explicit memory?
-piaget claimed that infants cannot imitate actions until about 1 year when they have some ability to represent mentally what they have seen |
|
|
Term
|
Definition
| through this infants display some explicit memory because they get tired of old sights |
|
|
Term
| early memories and operant conditioning |
|
Definition
-early memories are cue dependent and context specific
-babies remember better w cued recall and if the context is similar
-ribbon tied on leg and moving mobile
-taps into implicit memory |
|
|
Term
| when can infants actively recall? |
|
Definition
-at 6 months can display deferred imitation and at age 2 can recall months after and are more flexible w recall
-2 year olds can also use some words to reconstruct events |
|
|
Term
| hypothesis about why older children learn better than a younger child? |
|
Definition
1. changes in basic capacities: better hardware
2. changes in memory strategies: better software, use effective methods for learning
3. increased knowledge about memory: know how long they must study now, which tasks are harder, etc
4. increased knowledge about the world: are more familiar w material bc of more expertise |
|
|
Term
| do basic capacities of the mind change? |
|
Definition
-basic capacities of the sensory register and long term memory do not change much w age
-there are improvements in efficiency of working memory (especially consolidation) and operating speed
-these changes correspond w maturational changes in brain such as working memory finding its "home" in the front lobes of brain |
|
|
Term
| do memory strategies change? |
|
Definition
-young children rely on more external cues like putting their toothbrush next to their pj's
-older children may still use external cues in elementary school
-path of effective strategy use is characterized by jumps not steady increases |
|
|
Term
|
Definition
continuing to use the same strategy that was successful in the past despite the strategies current lack of success
-young children do this a lot; stop around age 4 |
|
|
Term
|
Definition
repeating of items you are trying to learn and remember
-young children rarely do this but do more as they grow older |
|
|
Term
|
Definition
classifying items into meaningful groups
-mastered later than rehearsal |
|
|
Term
|
Definition
actively creating meaningful links between items to be remembered
-trying to remember pato is the spanish word for duck by remembering the pot was on the duck |
|
|
Term
|
Definition
| refers to children not being able to spontaneously use or benefit from strategies even if they are taught how to use them; cant grasp the concept |
|
|
Term
|
Definition
| refers to children being able to use strategies they are taught but cant produce them on their own |
|
|
Term
|
Definition
children can spontaneously produce a strategy but their task performance does not yet benefit from using that strategy
-new strategy is mentally taxing and leaves no free cognitive resources for other aspects of the task |
|
|
Term
| four stages of learning to benefit from strategies |
|
Definition
| mediation deficiency, production deficiency, and utilization deficiency |
|
|
Term
| does knowledge about memory change? |
|
Definition
yes; it increases with familiarity of the task and if they know why certain strategies are useful
p 254 |
|
|
Term
|
Definition
knowledge of memory and to monitoring and regulating memory processes
-one aspect of metacognition |
|
|
Term
|
Definition
| knowledge of the human mind and of the range of cognitive processes |
|
|
Term
| does knowledge of the world change? |
|
Definition
| yes; knowledge in a content area allows you to make better use of the limited capacity of a working area; the more you know, the more you can know |
|
|
Term
|
Definition
| individuals knowledge of a content area to be learned |
|
|
Term
| p 254 -255 is a good summary of the previous questions |
|
Definition
|
|
Term
| autobiographical memories |
|
Definition
| episodic memories of personal events |
|
|
Term
|
Definition
few autobiographical memories of events that occurred during the first few years of life
-earliest memory is age 2 |
|
|
Term
|
Definition
-functional working capacity to consolidate info has not matured fully yet
-lack of language/verbal skills at the time lack what we can recall
-fuzzy trace theory
- |
|
|
Term
|
Definition
children store verbatim and general accounts of an event separately
-children start out storing verbatim memory mostly to storing general memories which are more likely to be retained unlike verbatim |
|
|
Term
| scripts/general event representations |
|
Definition
represent the typical sequence of actions related to an event and guide future behaviors in similar settings
-example: getting into bed...brush teeth, put on pjs, hop into bed...
-children with more experience recall richer scripts than younger children/children w less experience |
|
|
Term
|
Definition
| reporting of events witnessed or experienced |
|
|
Term
|
Definition
-have high accuracy in telling generally what happened but when asked specific questions will begin to slip and fall prone to being very suggestible
-repeated questioning can result in less accurate account, unless it is general open ended questioning |
|
|
Term
| rule assessment approach to problem solving |
|
Definition
| assumes that childrens problem solving attempts are not hit or miss but rather governed by what rules they know how to use; also that children fail to solve problems when they do not encode all of the critical aspects of the problem |
|
|
Term
|
Definition
| development of problem solving skills is a matter of knowing and using a variety of strategies, selecting through experience the right ones, and changing or adding strategies as needed |
|
|
Term
| siegler vs piaget in regards to problem solving |
|
Definition
piaget saw it as qualitative with new, more effective strategies replacing older, less effective strategies
-siegler sees is as strategies emerge gradually and become more effective over time |
|
|
Term
| adolescent and episodic memory |
|
Definition
| young teens is close to that of young children, definitely room for improvement |
|
|
Term
| skills that adolescents gain |
|
Definition
-memory and learning strategies such as notetaking/highlighting
-the memory strategy of elaboration is mastered
-push irrelevant info out of working memory
-perform cognitive processes faster=more capacity for working memory |
|
|
Term
| four factors that may influence autobiographical memories |
|
Definition
| personal significance, distinctiveness, emotional intensity, and life phase of the event |
|
|
Term
| does personal significance have an impact |
|
Definition
nope! , overtime becomes less significant in life aka a breakup
BUT emotional intensity of an event has an impact |
|
|
Term
| distinctivenss have an impact? |
|
Definition
|
|
Term
|
Definition
-do worse in laboratory contexts/learning new info but better than young adults in naturalistic contexts
-do worse with explicit memory than implicit
-but do better w semantic than episodic
-contextual variability
-decline in cognitive resources |
|
|
Term
| constraint seeking question |
|
Definition
questions that rule out more than one item when playing 20 questions and trying to figure out which animal the experimenter is thinking of
"is it an animal?" |
|
|
Term
| selection, optimization, and compensation |
|
Definition
older adults compensate for rusty skills while strengthening those skills most useful to them in everyday life (selection and optimization)
-older adults form more goal oriented solutions than younger adults |
|
|
