Term
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Definition
| the amount of information you can retain and work with at one time. |
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Term
| Measuring processing capacity |
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Definition
| Give someone a series of things to remember in order relatively quickly and then ask to repeat in order. Increases from childhood to adulthood. |
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Term
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Definition
| The idea that information moves from one place to another. |
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Term
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Definition
| First place information comes from is here. usually only lasts for a fraction of a second. |
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Term
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Definition
| Contains information that you are aware of, but there is a limit to its space. |
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Term
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Definition
| your short term store is said to be able to handle 4 to 9 chunks of information |
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Term
| Age differences in chunking |
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Definition
when younger individual sounds/letters are chunks. With age whole words become chunks
Length of time for STS – 30 seconds. |
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Term
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Definition
| Said to have no limit, stays there forever. |
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Term
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Definition
. Problems with Long-Term Memory Problems: 1. Encoding – Process of forming a mental representation of information.
2. Storage – Putting into long term memory in meaningful way.
3. Accessing – Finding the right information at the desired time.
4. Retrieval – Activating that information and brining it back into short term memory.
Example: Remembering someone’s name Encoding error – Never encoded the name it never made it to long term memory. Or encoded it wrong. |
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Term
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Definition
| Encoded correctly but you cant access the information. |
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Term
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Definition
| Retrieval several pieces of information at once so have correct name but also wrong names as well not sure which one it is. |
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Term
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Definition
| Hard to tell the difference between access and retrieval, they are associated with each other. |
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Term
| “tip-of-the-tongue” phenomenon |
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Definition
| Know for sure that you know something but cant recall it. An example of when you can access but cant retrieve. |
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Term
| . Other Characteristics of Memory Development: Infantile Amnesia |
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Definition
| Cant remember infancy. Babies have long term memories. Infants can recognize objects and people. |
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Term
| Typical time in which infantile amnesia occurs |
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Definition
Most memories are from 3 to 4 years old.
Time problem? – issue is not the length of time that has passed.
Long-term memory problem? – Not a long term memory issue. |
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Term
| Explanations for Infantile Amnesia |
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Definition
Explanation 1 – The kind of memories infants are capable of forming. So encoding issue.
Explanation 2 – How knowledge is organized and stored, so a storage explanation.
Explanations 3 & 4 – Focus on retrieval ques and accessing the information
. Brain maturation – Frontal lobe of brain shows development through childhood. Frontal lobes are not done until 20s. Only encode actions not verbal stimuli.
sense of self – Young kids don’t have a well developed sense of self to relate memories too. So information is stored in a inconsistent way so it is a memory with no ques to it.
easily modified – memories are only parts of what actually happened the rest gets filled in. Exaple if you suggest to a kid that someone had a hat in a memory they would even come up with a color.
mismatch – A mismatch between encoding and retrieval ques, so if you encode the early memories as actions. Later when you try to retrieve it verbally there is a mismatch. |
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Term
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Definition
| Experience is obvious when it comes to recalling information. |
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Term
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Definition
the experts in this study are 10 years old, novices are graduate students. Had a setup with chess pieces on it and each of the students got to look at the board for one second then they were taken elsewhere with chess board and pieces and assed to reconstruct. Children did better.
Did the children have better memories in general? – No. Experts had a better memory for chess |
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Term
| Expert-novice differences in |
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Definition
1. Academic
2. Hobbie s 3. sports
Mental Organization Differences Novices organize information different than experts. Main advantage of experts
Chess expert example – Experts organize by chunks. 1 chunk can be dozens of pieces along with moves Novice chess player example – 1 piece |
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Term
| longitudinal studies of acquiring a knowledge base |
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Definition
Practice is neccisary
studies of both chess experts and tennis experts:
1. Practice
2. Motivational factors |
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Term
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Definition
| Definition – Coherent and integrated understanding of what the mind is how it works and why it works that way. |
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Term
| Research focus What children know about thinking and how well do they understand the thoughts of others. |
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Definition
Understanding Others Beliefs and Feelings – First understanding that other people have different thoughts and feelings, and if they cant make that distinction. Not entirely clear if young people understand the difference of what they know and another person knows
Study findings – 3 year olds cannot make the distinction of what they know and someone else knows. |
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Term
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Definition
| Set of computerized if then statements. They state the specifics actions a person will take under specific conditions. Each one will specify a condition that must be met for a specific action to be taken if its met. |
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Term
| Decision rules of production systems |
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Definition
1. Conditions of more than one production are met
2. When none of the conditions are met
3. Any other complicated situation that may arise. |
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Term
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Definition
| One way it differs from other theories is that the idea that knowledge is not stored as whole concepts. But rather reconstructed as different patterns and activation. Among pieces or units of information |
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