exam 2

lesson 8

100

• retrieval in the presence of the stimulus to be remembered 

• 
  

  • No search process required

  • Mapping on to types of exam question and relative difficulty

recognition

200

Recognition relies primary on

•  medial temporal lobe (MTL)

300

Recall relies on

MTL and frontal lobe

400

• Proposes that recall relies on recognition 

• The process of retrieving a memory (recall involves two distinct stages: first, generating potential memory traces that could match the target information and then recognizing the correct memory trace from the generated options 

• Accounts for:

  • Recognition being better than recall on average, the word frequency effect, the effect of frontal lesion on recall. 

• Takeaway that: recall is generation (or search) process, recognition is a memory comparison process

GENERATE-RECOGNIZE MODEL (with recall): kintsch

500

• internally generate a possible stimulus to recall

  • Ex. if asked to recall the word list from earlier, you might start generating some candidate word like “dog” “cat” 

generate

lesson 8

100

• determine if any of the generated stimuli seem correct (are recognized)

  • If one or more is recognized, then you answer with that 

  • Successful recall

  • If, instead, none of them are recognized, you go back to generation or eventually give up.

recognized

200

• RECOLLECTION:

• FAMILIARITY

types of recognition 

300

• strong memory, and you can remember specific details about the experience (ex. “ I have seen that before, it was in an earlier lecture”)

recollection

400

• you cannot remember specific details about the experience, can range from weak to 100% confident. (“I KNOW I have seen that somewhere, but I don't know where”)

familiarity 

500

• Requires people to respond quickly can impair recollection 

• Relativity slow process

• Can support association

• Relies on on different brain regions (hippocampus)

• In the MTL

• Selective hippocampus damage only impair this

• Widespread MTL damage this 

recollection difference 

lesson 8

100

• Relativity fast process 

• Cannot support association 

• Preceptial match increases familiarity 

• Process fluency can influence this

• The perirhinal cortex is main region and responsible for this 

• In the MTL

• Widespread MTL damage this 

• Perirhinal activity predicts this

familiarity differnece

200

• word presented visually during study and during later test

Same modality

300

• words presented visually during study then auditory during test.

Different modality

400

• how easy a stimulus is to process

• 
  

  • Subliminal presentation of a stilus during test also increase processing fluency for it immediately afterwards

  • 
    

    • Subliminal presentation of a stimulus right before seeing the stimulus on the recognition test.

    • Increase the likelihood of responding “familiar” even if they had never actually studied the stimulus

processing fluency 

500

• often influences our behavior without us even realizing it.

• Your eye movement often reveal implicit memories you know you have

  • You look at people more when you you have seen them before, even if you don’t remember ever seeing them

  • You are more efficient at finding things you found before, even if you don’t remember finding it. 

implicit memory 

lesson 8 and 9

100

• Conditioning (stimulus-response association) 

• Procedural memories

• Priming (experience with a stimulus changes your repose to that stimulus in the future) (involves implicit memory because it can occur when people are not aware of previously experiencing the stimulus)

three types of implicit memory 

200

• preference for things you’ve seen before, even if you don't remember seeing them

• 
  

  • Advertiser know people don’t usually pay attention, but ads still increase people preference for product via exposure effect

  • It is implicit memory you are unaware of 

  • Just by coming to lecture you'll likely to improve your exam score even for things you explicitly remember 

  • Go with your gut, what “feels” right.

mere exposure effect 

300

• skill memory and memory for actions

  • Does Not depend on remembering where or when learning

  • We can perform procedure without being consciously aware of how to do them 

procedural memory

400

• the better your procedural memory for something, the likely it is to be unconscious.

  • Being “in the zone”

  • Does not require attention 

expert induced amneisa 

500

• factors that enhance your ability to encode information into long term memory 

• 
  

  • Ex. study techniques

encoding principle 

lesson 9

100

• more time spent learning information improves encoding

  • ???: the more practice you have learning a list on day 1, the last you'll be to relearn it the next day

  • Real work version of ebbinghaus study: practice with a deck of flash cards

total time, ebbinginghuas study 

200

• spreading out practice leads to better learning

  • Study 8 hours spread out over a week is better than studying 8 hours the day before the exam

  • Cramming is worse for memory than gradually studying

DISTRIBUTED VS MASSED PRACTICE:

300

• deeper or more meaningful processing lead to better memory

  • The encoding task you did manipulate your level of processing for the word 

LEVEL OF PROCESSING

400

• Repeating something over and over to remember it 

• Paying attention to what something sounds like or looks like

• Ex count the number of A’s: compare the length of word 

• Memorizing a statement without knowing what it means

SHALLOW PROCESSING

500

• Thinking about how something relates to you or how it relates to other information

• Thinking about what the information means 

• Applying information 

deep processing