18.6 Chapter 6: Memory

show what you know

1. Memory
2. b. Encoding
3. a. long-term memory
4. Paying little attention to data entering our sensory system results in shallow processing. For example, you remember seeing a word that has been boldfaced in the text while studying. You might even be able to recall the page that it appears on, and where on the page it is located. Deeper-level processing relies on characteristics related to patterns and meaning, and generally results in longer-lasting and easier to retrieve memories. As we study, if we contemplate incoming information and relate it to memories we already have, deeper processing occurs and the new memories are more likely to persist.

1. b. iconic memory.
2. b. 30 seconds
3. b. working memory.
4. Explicit; implicit
5. d. flashbulb memory.
6. Answers will vary. Exquisitely Serious Episodes Flashed Impossible Proteins
   Explicit memory, Semantic memory, Episodic memory, Flash-bulb memory, Implicit memory, Procedural memory

1. a. The encoding specificity principle
2. a. context-dependent memory.
3. b. curve of forgetting.
4. Your friend should submit her application on the first day, because the primacy effect suggests her application will be better remembered than those in the middle of the week. It is likely that the first applications submitted will be encoded into the long-term memories of the people on the hiring committee.
   Or, if she is not ready to send her application on the first day, you should encourage her to send her application so that it arrives on the seventh day. The recency effect suggests her application will be better remembered than those from the middle of the week, because it will linger somewhat in short-term memory (though not necessarily transition to long-term storage).

1. misinformation effect
2. d. rich false memory.
3. A reconstructionist model of memory suggests that memories are a combination of “fact and fiction.” Over time, memories can fade, and because they are permeable, they become more vulnerable to the invasion of new information. In other words, memory of an event might include revisions to what really happened, based on knowledge, opinions, and information you have gained since the event occurred. The Loftus and Palmer experiment indicates that the wording of questions can significantly influence recall, demonstrating that memories can change in response to new information (that is, they are malleable).

1. a. Anterograde amnesia
2. c. hippocampus
3. b. Memory consolidation
4. Answers will vary, but can be based on the following information. Infantile amnesia is the inability to remember events from one’s earliest years. Most adults cannot remember events before the age of 3.

1. d. retrieval
2. a. hierarchy of processing
3. c. iconic memory.
4. d. chunking
5. b. working memory
6. a. the encoding specificity principle.
7. c. recognition
8. c. Proactive interference; retroactive interference
9. d. a reconstructionist model of memory
10. b. rich false memory
11. a. the misinformation effect.
12. c. repressed
13. b. access memories of events created before the trauma.
14. b. Long-term potentiation
15. d. hippocampus
16. Information enters sensory memory, which includes an overwhelming array of sensory stimuli. If it is not lost in sensory memory, it enters the short-term memory stage. The amount of time information is maintained and processed in short-term memory can be about 30 seconds. And short-term memory has a limited capacity. Because short-term memories cannot last for a couple of hours, it is more likely his grandmother is having difficulty encoding, storing, and/or recalling information that should be held in long-term memory.
17. Iconic memories are visual impressions that are photograph-like in their accuracy but dissolve in less than a second. Echoic memories are exact copies of the sounds we hear, lasting about 1–10 seconds. Iconic memory uses our visual system, whereas echoic memory uses our auditory system.
18. Short-term memory is a stage of memory that temporarily maintains and processes a limited amount of information. Working memory is the active processing of information in short-term memory. Working memory refers to what is going on in short-term memory.
19. Answers will vary. Examples may include Please Excuse My Dear Aunt Sally to help remember the order of operations (parentheses, exponents, multiplication, division, addition, and subtraction); Roy G. Biv to help remember the colors of the rainbow (red, orange, yellow, green, blue, indigo, violet); Every Good Boy Does Fine for remembering the notes of the treble clef in music (E, G, B, D, F).
20. The teacher should list the most important rules first and last in the list. The serial position effect suggests items at the beginning and at the end of a list are more likely to be recalled. The primacy effect suggests we are more likely to remember items at the beginning of a list, because they have a better chance of moving into long-term memory. The recency effect suggests we are more likely to remember items at the end of a list because they linger in short–term memory. Students are likely to remember rules at the beginning of the list, as these would be encoded into long-term memory.

try this

page 260

ANSWER: f