Long-Term Memory (6)

LTM is either explicit (___) or implicit (___)

Explicit LTM is either episodic memory (___ events, involves mental ___ travel) or semantic memory (facts, ___)

Implicit LTM is either procedural memory, ___ or classical ___

LTM is a system responsible for ___ information for ___ periods of time

Primacy effect: participants are more likely to remember words presented at the ___ of a sequence, explanation; participants had time to ___ the words and transfer them to ___

Recency effect: better memory for the stimuli presented at the ___ of a sequence, explanation; most recently presented words are still in ___

STM vs. LTM Visual coding: holding an image in your mind to ___ a visual pattern that was ___ seen vs. visualizing an event that happened ___ ago

STM vs. LTM Auditory coding: representing the sounds of letters in your mind ___ after hearing them vs. remembering a song from a ___ time ago

STM vs. LTM Semantic coding: placing words in an ___ task into categories based on their meaning vs. recalling the ___ of a novel you read last week

Double Dissociation for STM & LTM: damage to medial temporal lobe eliminated the ability to form new ___-term memories but ___ remained intact, damage to parietal lobe lead to poor ___ but intact ___

Hippocampus and other medial ___ lobe structures are involved in both ___ and ___ --> overlap

Semantic memory increases until about ___ years of age, deteriorates ___ with old age, episodic memory shows little change from early to late adulthood, deteriorates more ___ with old age --> memory types are differently affected by advancing age

Example for how semantic memory affects episodic memory: if you know the ___ of a game, you remember the game quite differently as someone who doesn't know them (e.g. Baseball)

Priming: occurs when the presentation of one stimulus (the ___ stimulus) changed the way a person ___ to another stimulus (the ___ stimulus), people may not remember the original ___ of the priming stimuli but might still respond to it more ___ the second time

Classical Conditioning: occurs when the following two stimuli are paired; 1) a ___ stimulus that doesn't result in a response, and 2) a ___ stimulus that does result in a ___

Encoding: the ability of getting information into ___, different ways, can influence the ability to ___ memories

Levels of processing theory: memory depends on the ___ of processing that an item receives, distinguishes between ___ processing (involves little attention to ___, as when a phone number is repeated over and over) and ___ processing (close attention, focusing on an item's ___ and relating it something else, results in better ___)

Levels of processing theory (Classic Study): presented words to participants and asked them three different types of questions, 1. about the physical features of the word (___ processing), 2. about rhyming (___ processing), fill-in-the-blanks question (___ processing), deeper processing was associated with ___ memory performance

Forming visual images (Classic Study): paired-associate learning, 1. list of word pairs is presented (either ___ repeat the pairs or form a mental ___ in which the two items were interacting), 2. the first word of each pair is presented and the participant's task is to remember the words it was ___ with, imagery group remembered twice as much

Linking words to yourself (Classic Study): presented words and asked different questions, 1. printed in small case? (___ characteristics), 2. rhymes with happy?, 3. means the same as happy?, 4. describes you? (___-reference) participants were more ___ to remember words they had rates as describing themselves

Generating Information: participants who had ___ the second word in each pair were able to reproduce 28% ___ word pairs than participants who had just ___ the word pairs

Organizing Information: studying information that is ___, as in a tree, results in better memory

Retrieval Practice: ___ following the learning phase results in better memory than re-___ material after learning

Retrieval cues: words or other stimuli that ___ us remember information stored in our memory, people remember information ___ if ___-generated cues are presented, compared to other-person generated cues

Encoding specificity: matching the ___ (e.g. environment) in which encoding and retrieval occur

State-dependent learning: matching the internal ___ present during encoding and retrieval

Transfer-appropriate processing: matching the ___ involved in encoding and retrieval (e.g. meaning --> rhyming vs. rhyming --> rhyming)