Event specific event: seeing old gym teacher at grocery
General event: grocery. Not one particular event but many combined memory of similar event -
schema driven event
Lifetime periods - activate common set of memories associated with each theme. The time
when i was in college. Not necessary linear, overlap; when i was in college + when i got married
Working self: goals + self images make up our view of ourselves
- Coherence: collect memories similar to self images, if lazy then recollect lazy memories
- Correspondence: actually matching retrieved memory and actual event, might not be
lazy at all
Childhood amnesia: no clue 3-5 yo. Adult have no memory of beng infant
Flash bulb just as delicate as normal memory but confidence remains high
Memory fluency - memory better remembered if it was first of something, first love, because
rapid changes in life makes it profound
Observer memories: vantage point of an observer of our own memory
Field memories: see event through our eyes
- Points of view are flexible, back and forth between these points
Involuntary memories: dating someone new but an old song came up and reminds old flame
- More attention on task = less cognitive control resulting more involuntary memories
Disputed memory: mistaken others’ memories as our own
Right prefrontal cortex: retrieval mode/memory search
hippocampus + medial temporal lobe: activating memory
Occipital cortex (vision) activated for visual imagery
Left prefrontal cortex: verbal, elaboration, interpretation of memory
Amygdala activate before memory => emotion first
Semantic: amount of information remember - important
Episodic: correspondence important, memory of event and actual event
Source monitoring + reality monitoring
Critical intrusion: false memory from a word related to a list but absent; bed, night, star … the
false word is sleep
- Longer list have greater effect critical intrusion
fuzzy - trace theory: Gist of the list; surgeon, nurse, neuroscientist => doctors
Repressed memory: forgotten memory...can be recovered
Can induce false memory and change people behavior; i.e. hate eating eggs
Imagine inflation: false memory by imagining an event
photoshop/ altered evidence => false memory
False memory: vague, just thought processes, less emotional, fewer sensory details
Real memory: spontaneous all at once
Active suppression
- Actively suppress retrieval items later makes those items more difficult to recall.
Coexistence hypothesis: misinformation effect; form 1 memory about original event then form
another memory of reading questions or summary after event
Cognitive interview:
- Context reinstatement
- Different temporal patterns
- Different spatial patterns
Direct question => misleading
Open ended better for description from recall
Metamemory: knowledge and awareness of our own memory processes
Direct access theories: judgment measure the strength of the memory
- Even memory have insufficient “strength” to be recalled, they are strong enough to
signal their presence as a metacognitive state
- Feeling - of - knowing judgment
indirect /inferential theories: use clues/hints to estimate the strength of an item in memory; can’t
measure directly
To elicit feeling of knowing: cue familiarity; captain-carbon learn word pair, have captain
reappear in a rating task so it becomes more familiar and caron become less
Contagion effect:
Items are there, but don’t remember, get told it is there and incorporated has the same
mechanism of false memory as items are NOT there, but don’t remember, get told it is there and
incorporated.
Judgment of learning > judgment of knowing: can be made on all items, not just the subset that
remains unrecalled.
Cue-target judgment
Le singe - the monkey
Cue only judgment
Le singe
Cue only more accurate
- Retrieve target at time of judgment, then also likely to retrieve target at time of test…
can’t recall target at judgment, can’t recall at test
- Recall target during judgment of learning, giving item a boost in memory strength which
will carry over to test
Fluency also affect judgment of learning in someway. Size of font, font type, etc.
However, fluently generated items are given less attention than hard-to-retrieve items => less
accuracy
Control processes: decisions and behaviors that we engage in to improve or alter or memory
processes
1. Lowest judgment of learning (difficult items) received most time to study => attention
2. Remembered more items with given higher judgments of learning (easy items) even if
they spend more time studying hard ones (labor in vain)
Norm of study:
Time is short, focus on consolidating already know. More time can focus on more difficult items
Region of proximal learning: adaptive strategy, study easy items among those that have not yet
been learned