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UO PSY 201 - Exam 4 Study Guide
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Psy 201 1st EditionExam # 4 Study Guide Lectures: 14-16Highlight=terms mentioned on professor’s study guideLecture 14 (3/3)How are visual and verbal information represented? How are concepts represented? What is thehierarchical model of semantic memory, and what is basic level? Why are having categorical representations useful? Define the reasons for forgetting. Define retroactive and proactive interference. What are the retrieval cues? How is remembering active and inferential? What arethe constructive effects in memory? What did the in-class video demonstrate?The representation of verbal information involves retaining the gist of something rather than the exact wording. When a phrase is heard, people tend to remember the general idea of what was said instead of the exact vocabulary of a sentence.The representation of visual-spatial information is stored as propositions (such as verbal statements) or images (visual representation). There are three kinds of evidence for this:- Scanning: memorizing certain locations on a map; it takes longer to remember and scan distance of items that are further apart than closer together- Mental rotation: people have the ability to rotate and flip images in their minds and compare that image with the originalo Show a subject letters and mirror images of those letters (rotated at varying degrees)o Subject has to identify if the image is a mirror or simply rotated Takes longer reaction time the greater the degree of rotation- Eidetic imagery: the long lasting detailed images of a visual sceneo After being shown a detailed picture, kids are asked what they observed in the photo a few minutes later 10% of kids recalled a great deal from the picture and retained a vivid image in their minds The images remain in memory longer than other items in the STMConcept representation- Concepts refer to the categories of things- Prototype theory of concepts: when a category is mentioned, a person creates a picture-like representation of a typical member of that category. Word meanings and concepts aren’t just definitions, but represented by prototypeso Example: when someone says ‘bird’ you typically think of something like an eagle, a sparrow, or a blue jay rather than an ostrich or a penguinHierarchical model of semantic memory- Deals with LTM storage in a way that is a categorization of characteristics from most basic to specifico Canary=>bird=>animal- The level in the middle (‘bird’) is known as the basic level; this is the level that can form prototypes- Allows people to organize, classify and make quick inferences about an experienceo Assists in reasoning and communicating throughout the worldCategorical representations are useful because it provides they contain properties that allow us to sort information by groups and organize our knowledge and experiencesForgetting:- STMo Declines sharply in the beginning, and then gradually declines over time after that (this is known as a forgetting curve)o Childhood amnesia: the reason why you have no memories before a certain age; when you are very young the areas of the brain that deal with LTM are not well developed yeto Forgetting in the STM is due to decay (information no longer in the brain), interference (competing aspects of knowledge) and lack of appropriate retrieval cues Retroactive interference: the inhibitory effect of new material on old material (for example: learning a new phone number or an address makesit hard to retrieve the older information) Proactive interference: the inhibitory effect of old material on new material (for example: learning how to pronounce a word correctly when you’ve previously been pronouncing it wrong)Retrieval cues- Recall: no stimulus is present to help remembering (like essay based exams)- Recognizing: a stimulus is present to provide retrieval cues (like multiple choice exams)o Context-dependent memory: when place is a determining factor in how well something can be recalled If you learn something in a certain place, it is likely you will remember better if you are in that same locationo State-dependent memory: the mental state that you are in can influence your ability to remember later on If you drink coffee before a lecture on a certain topic, drinking coffee during the exam may help in bettering memoryMemory is active and inferential and is influenced by your knowledge of the worldConstructive effects in memory- Bartlett: story recollection and serial reproduction of pictureso Picture experiment: Subject one is shown a line drawing of an owl. Ten minutes later they are asked to draw what they observed (a reasonable representation) The next subject is shown what the first subject drew, and then ten minutes later asked to draw what they say (looked less like the owl) This was repeated ten times until the final product of the experiment was a drawing that looked nothing like an owl but more like a cato Story experiment: Read Native American stories to English students, and later asked them torecall the story they had heard- Some of the words (canoe, warrior) had been replaced with wordsthey were more culturally familiar (boat, soldier)- Simplified the story, changed the emphasis, and assimilated it to fit their culture- Loftus: discovered that information given after an event is experienced can change the way you remember that evento After showing a traffic accident film to subjects, they were asked questions “How fast were the cars going when they hit each other?” “How fast were the cars going when they smashed into each other?”- Using ‘smashed’ caused higher estimates of speed- People were more likely to report seeing broken glass (when therewas none) when the word ‘smashed’ was used- New information supplements old information; new information leads people to doubt their own memories- Repressed memories: suppressed memories of traumatic events that later resurfaceo False memory syndrome: questioning of the accuracy of repressed memories, especially the ones that were recovered during psychotherapy Freyd: professor at the U of O who discovered that memory accuracy and persistence are independent of one another- We can have memories that are true or false whether recovered or continuous- Repressed memories of abuse are more likely when the perpetrator is a caregiver rather than notIn-class video summaryThe video viewed in class on 3/3 and 3/5 was a segment from 60 Minutes regarding a woman


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