Memory and using it in some way

first stage in memory system

the set of mental operations that people perform on sensory information to convert that information into a usable for

second stage in memory system

holding on to the information for some period of time in a process

third step in memory system

getting the information they know they have out of storage

focuses on the way information is handled, or processed, through three different systems of memory

model of memory derived from work in the development of artificial intelligence

sees memory as a simultaneous process; creation and storage of memories taking place across a series of mental networks stretched across the brain

thinking about the meaning of something is a deeper level of processing and results in longer retention of the information

first stage of memory (information-processing model); info enters through the 5 senses

visual sensory memory

the brief memory of something a person has heard

second stage of memory (information-processing model); memories that are held for 30 seconds or more

the ability to focus on only one stimulus from among all sensory input

when you're able to distinguish your name in a crowd

an active system that processes the information present in STM

repeating a piece of information over and over just long enough so you can write it down (or whatever)

the system into which all the information is placed to be kept more or less permanently

a way of transferring information from STM to LTM by making it meaningful in some way

memories for skills that people know how to do (tying shoes, riding a bike)

new long-term declarative memories cannot be formed

memories for thing people can know; facts and information that make up knowledge

general knowledge that anyone has the ability to know and that is often learned in school or be reading

memories that represent episodes from our lives (graduation, first date, anniversaries)

assumes that the information is stored in the brain in a connected fashion with concepts that are related to each other stored physically closer to each other than concepts that are not highly related

the tendency for memory of any kind of information to be improved if retrieval conditions are similar to the conditions under which the information was encoded (the best place to take a test is in the classroom that you learned the information in)

memories formed during a particular physiological or psychological state will be easier to remember while in a similar state (when arguing it is easier to remember the bad things about someone)

memories are retrieved with few o no external cues (filling out personal fill-in-the-blank forms)

onvolves looking at or hearing information and matching it to what is already in memory (word searches or tests)

information at the beginning and the end of a list (such as a poem or song) tends to be remembered more easily and accurately

words at the very beginning of the list tend to be remembered better that those in the middle of the list

the last word or two was just heard and is still in STM for easy retrieval, with no new words entering to push the most recent word out of memory

many other kinds of LTMs seem to enter permanent storage with little or not effort

memories of highly emotional events can often seem vivid and detailed, as if the person's mid took a flash picture of the moment in time

memories are literally built from pieces stored away at encoding; each time a memory is retrieved, it may be altered or revised in some way to include new information, or details that were there at encoding may be left out of the new retrieval

the tendency of people to falsely believe that they would have accurately predicted an outcome without having been told about it in advance

when false memories are created by a person being exposed to information after the event; misleading information that can become part of the actual memory

the creation of inaccurate or false memories through the suggestion of others, often while the person is under hypnosis

the graph that clearly shows that forgetting happens quickly within the first hour after learning the lists and then tapers off gradually (Hermann Ebbinghaus)

spacing out study sessions will produce far better retrieval information

the attempt to study a body of material all at once

the failure to process information into memory

when memory fades into nothing

some physical change in the brain which occurs when a memory is formed

when referring to LTM, decay theory is usually called ___; use it or lose it

the tendency for older or previously learned material to interfere with the learning of new material

when newer information interferes with the retrieval of older information

loss of memory from the point of injury backwards

the loss of memories from the point of injury or illness forward