Chapter 9 – Memory and forgetting

Every day we encounter a huge amount of information. But how much of it can we remember? How do we remember? And why do we sometimes forget? This chapter introduces models of the architecture of memory, at the heart of which is a distinction between short-term memory and long-term memory. It then considers working memory, which evolved from the concept of a short-term memory store. It then explores types of long-term memory, including non-declarative (knowing how) and declarative (knowing that) memory. The focus then shifts to theories of why we forget information, and a discussion of whether we can intentionally forget. The chapter considers evidence from a range of sources, including neuroscience and experimental studies, and includes applied examples to demonstrate the importance of memory across different domains of life.

Chapter 9 – Introduction

Transcript

  • Chapter 9 – Flashcards

    sensory memory

    Memory stores for holding information from the senses for brief periods of time

    short-term memory

    A store for holding a small amount of information in mind for a short period of time

    long-term memory

    Memory stores for retaining a large amount of information for a long period of time

    iconic memory

    the sensory memory store for retaining visual information

    echoic memory

    the sensory memory store for auditory information

    haptic memory

    the sensory memory store for information acquired by touch

    recency effect

    the finding that the last few items in a list are remembered better than those from the beginning or middle of a list

    primacy effect

    the finding that the first few items in a list are remembered better than items in the middle of the list

    levels of processing theory

    an influential theory of memory suggesting that material is remembered as a function of the extent of elaborative processing

    self-reference effect

    the tendency for individuals to have better memory for information that relates to oneself

    transfer appropriate processing

    information is more likely to be recalled if the type of processing used during retrieval matches the type that was used during encoding

    encoding specificity

    memories are more likely to be recalled if contextual information presented during encoding is also present during retrieval

    phonological loop

    the component of working memory responsible for storing verbal information

    visuo-spatial sketchpad

    the component of working memory responsible for storing visual ad spatial information

    central executive

    the supervisory system that controls information within working memory

    episodic buffer

    the component of working memory capable of binding information from subsidiary working memory components and long-term memory

    the perceptual representation system

    a long-term memory system allowing us to identify words and objects

    procedural memory

    a long-term memory system for actions or movements

    episodic memory

    the long-term memory system for retaining events or episodes

    semantic memory

    our long-term memory for general world knowledge

    non-declarative memory

    long-term unconscious memory, such as that for skills

    declarative memory

    long-term memories that can be consciously recalled, comprised of episodic and semantic memory

    interference

    the interaction between old and new material which can result in forgetting

    decay

    the fading of memories due to the mere passage of time

    consolidation

    processes which make memory traces more stable and less like to be forgotten

    directed forgetting

    a reduction in long-term memory as a result of instructions to forget some material that was presented for learning

    retrieval- induced forgetting

    an impaired ability to recall some items following earlier retrieval of related items

    think/ no-think paradigm

    a memory task in which participants are told not to retrieve a memory even when a cue is present

  • Chapter 9 – Weblinks

Chapter 9 – Quiz

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