PSYC 248 UIUC FINAL Study guide | Prof Holden. A
1. Learning: the process by which changes in behavior arise as a result of an individual or organism's
experience interacting with the world
2. Memory: the individual's or the organism's internal record of past experiences, acquired through learning
3. verbal learning: A term applied to an approach to memory that relies principally on the learning of lists of words
and nonsense syllables.
4. Model: A pattern, plan, representation, or description designed to show the structure or workings of an object,
system, or concept
5. Modal model: sensory memory, short-term memory, long-term memory
6. Long-term memory: the relatively permanent and limitless storehouse of the memory system. Includes
knowledge, skills, and experiences.
7. Implicit memory: retention of learned skills or classically conditioned associa- tions independent of conscious
recollection
8. explicit memory: memory of facts and experiences that one can consciously know and "declare"
9. declarative memory: It refers to memories which can be consciously recalled such as facts and events.
10.nondeclarative memory: The subsystem within long-term memory that stores motor skills, habits, and simple
classically conditioned responses; also called implicit memory.
11.episodic memory: memory for one's personal past experiences
12.Semantic memory: memory for knowledge about the world
13.Priming: the activation, often unconsciously, of particular associations in mem- ory
14.Explicit measures of memory: recall and recognition
15.implicit measures of memory: Memories are demonstrated with no mention of the experiences that led to that
memory
16.Universality: The ability to be applied to everyone
17.Ebbinghaus' memory experiments: Conducted the first rigorous experimental studies of human memory.
Proposed that the psychology of memory could also be rigorous natural science, defined by precise mathematical laws.
18.iconic memory: visual sensory memory
19.echoic memory: auditory sensory memory
20.haptic memory: touch sensory memory
21.visual sensory store: A memory system that effectively holds
all the information in a visual array for a very brief period of time (about a second).
22.information processing model: encoding, storage, retrieval
23.Simple span tasks: Measures short term stores (visuospatial/phonological); remember lists in order
, PSYC 248 UIUC FINAL Study guide | Prof Holden. A
24.Chaining: using operant conditioning to teach a complex response by linking together less complex skills
25.Chunking: organizing items into familiar, manageable units; often occurs auto- matically
26.Short-term memory: activated memory that holds a few items briefly
27.Phonological loop: A component of working memory where we repeat verbal information to help us remember it
28.Short-term store: Holds approximately seven chunks of information for a limited amount of time
29.Phonological similarity effect: confusion of letters or words that sound similar
30.Word length effect: memory for lists of words is better for short words than for long words
31. primacy effect: tendency to remember words at the beginning of a list especially well
32.recency effect: tendency to remember words at the end of a list especially well
33.Which span of memory is longer, short term or sensory?: Sensory Memory
34.Sperling (1960): Measuring the capacity and duration of sensory memory Array of letters flashed quickly
on a screen
Participants asked to report as many as possible
35.Peterson and Peterson (1959): Subjects asked to remember 3-consonant groups
Prevented subjects from rehearsing by counting backward by threes (known as a rehearsal-prevention task)
After 3 seconds, subjects recalled letters only half the time
After 12 seconds, subjects recalled letters about 13% of the time After 18 seconds, memory for
letters almost completely gone
Without active processing (like rehearsal), short-term memories die quickly
36.Conrad (1964): Visually presented participants with letters one at a time. He found that letters which are
acoustically similar are harder to recall from STM than those which are acoustically dissimilar. The study suggests
that STM mainly encodes things acoustically, even though the items were presented visually
37.Conrad and Hull (1964): Demonstrated the phonological similarity effect gave ppl a list of letters
presented visually
CTDGVB or CWQKRX
--> people must have translated them into sounds
more errors on first set than second bc of acoustic confusion
, PSYC 248 UIUC FINAL Study guide | Prof Holden. A
38.Baddeley, Thomas, and Buchanan (1975): Tested word length effect. Presented word lists that either
contained one-syllable or 5 syllable words. Longer words always recalled less (evidence for word length
effect)
39.Luck and Vogel (1997): found that participants could detect a change in a display if the display contained 4
or fewer items.
Performance suffered when more than 4 items were in the display.
Change detection.
40.Allen, Baddeley, and Hitch (2006): Asked to remember colors, shapes, or a shape and a color.
Concurrent task: recall a series of digits while observing shapes. Episodic buffer plays a critical role
in attentional processes.
41.episodic buffer: A component of working memory where information in working memory interacts with
information in long term memory (relating information you are processing to a previous memory)
42.Klauer and Zhao (2004): found more interference between two visual tasks than between a visual and a spatial
task. this adds support to the notion of a separate VC and IS component
43.Working memory: stores and processes that actively manipulate information
44.Visuo-spatial sketchpad: stores visual and spatial information, including visual imagery
45.Semantic coding: type of coding wherein stimuli are converted to meaning that can be expressed verbally
46.Nonword repetition test: A test whereby participants hear and attempt to repeat back nonwords that
gradually increase in length.
47.Central executive: the part of working memory that directs attention and pro- cessing
48.Individual differences studies: examine correlations
49.operation span: the maximum number of items (arithmetical questions + words) for which an individual can recall
all the last words
50.Attentional Blindness: failing to see visible objects when our attention is direct- ed elsewhere
51.Change Blindness: failing to notice changes in the environment; a form of inattentional blindness
52.Gathercole and Baddeley (1989): investigate the role of phonological
short-term memory (phonological STM) in the development of vocabulary in chil- dren. They found a strong correlation
between phonological STM, as measured by digit span and nonword repetition tasks, and vocabulary knowledge.
53.Hatano & Osawa (1983): Conducted a study on the digit memory of grand experts in abacus-derived mental
calculation. Individuals have developed highly
1. Learning: the process by which changes in behavior arise as a result of an individual or organism's
experience interacting with the world
2. Memory: the individual's or the organism's internal record of past experiences, acquired through learning
3. verbal learning: A term applied to an approach to memory that relies principally on the learning of lists of words
and nonsense syllables.
4. Model: A pattern, plan, representation, or description designed to show the structure or workings of an object,
system, or concept
5. Modal model: sensory memory, short-term memory, long-term memory
6. Long-term memory: the relatively permanent and limitless storehouse of the memory system. Includes
knowledge, skills, and experiences.
7. Implicit memory: retention of learned skills or classically conditioned associa- tions independent of conscious
recollection
8. explicit memory: memory of facts and experiences that one can consciously know and "declare"
9. declarative memory: It refers to memories which can be consciously recalled such as facts and events.
10.nondeclarative memory: The subsystem within long-term memory that stores motor skills, habits, and simple
classically conditioned responses; also called implicit memory.
11.episodic memory: memory for one's personal past experiences
12.Semantic memory: memory for knowledge about the world
13.Priming: the activation, often unconsciously, of particular associations in mem- ory
14.Explicit measures of memory: recall and recognition
15.implicit measures of memory: Memories are demonstrated with no mention of the experiences that led to that
memory
16.Universality: The ability to be applied to everyone
17.Ebbinghaus' memory experiments: Conducted the first rigorous experimental studies of human memory.
Proposed that the psychology of memory could also be rigorous natural science, defined by precise mathematical laws.
18.iconic memory: visual sensory memory
19.echoic memory: auditory sensory memory
20.haptic memory: touch sensory memory
21.visual sensory store: A memory system that effectively holds
all the information in a visual array for a very brief period of time (about a second).
22.information processing model: encoding, storage, retrieval
23.Simple span tasks: Measures short term stores (visuospatial/phonological); remember lists in order
, PSYC 248 UIUC FINAL Study guide | Prof Holden. A
24.Chaining: using operant conditioning to teach a complex response by linking together less complex skills
25.Chunking: organizing items into familiar, manageable units; often occurs auto- matically
26.Short-term memory: activated memory that holds a few items briefly
27.Phonological loop: A component of working memory where we repeat verbal information to help us remember it
28.Short-term store: Holds approximately seven chunks of information for a limited amount of time
29.Phonological similarity effect: confusion of letters or words that sound similar
30.Word length effect: memory for lists of words is better for short words than for long words
31. primacy effect: tendency to remember words at the beginning of a list especially well
32.recency effect: tendency to remember words at the end of a list especially well
33.Which span of memory is longer, short term or sensory?: Sensory Memory
34.Sperling (1960): Measuring the capacity and duration of sensory memory Array of letters flashed quickly
on a screen
Participants asked to report as many as possible
35.Peterson and Peterson (1959): Subjects asked to remember 3-consonant groups
Prevented subjects from rehearsing by counting backward by threes (known as a rehearsal-prevention task)
After 3 seconds, subjects recalled letters only half the time
After 12 seconds, subjects recalled letters about 13% of the time After 18 seconds, memory for
letters almost completely gone
Without active processing (like rehearsal), short-term memories die quickly
36.Conrad (1964): Visually presented participants with letters one at a time. He found that letters which are
acoustically similar are harder to recall from STM than those which are acoustically dissimilar. The study suggests
that STM mainly encodes things acoustically, even though the items were presented visually
37.Conrad and Hull (1964): Demonstrated the phonological similarity effect gave ppl a list of letters
presented visually
CTDGVB or CWQKRX
--> people must have translated them into sounds
more errors on first set than second bc of acoustic confusion
, PSYC 248 UIUC FINAL Study guide | Prof Holden. A
38.Baddeley, Thomas, and Buchanan (1975): Tested word length effect. Presented word lists that either
contained one-syllable or 5 syllable words. Longer words always recalled less (evidence for word length
effect)
39.Luck and Vogel (1997): found that participants could detect a change in a display if the display contained 4
or fewer items.
Performance suffered when more than 4 items were in the display.
Change detection.
40.Allen, Baddeley, and Hitch (2006): Asked to remember colors, shapes, or a shape and a color.
Concurrent task: recall a series of digits while observing shapes. Episodic buffer plays a critical role
in attentional processes.
41.episodic buffer: A component of working memory where information in working memory interacts with
information in long term memory (relating information you are processing to a previous memory)
42.Klauer and Zhao (2004): found more interference between two visual tasks than between a visual and a spatial
task. this adds support to the notion of a separate VC and IS component
43.Working memory: stores and processes that actively manipulate information
44.Visuo-spatial sketchpad: stores visual and spatial information, including visual imagery
45.Semantic coding: type of coding wherein stimuli are converted to meaning that can be expressed verbally
46.Nonword repetition test: A test whereby participants hear and attempt to repeat back nonwords that
gradually increase in length.
47.Central executive: the part of working memory that directs attention and pro- cessing
48.Individual differences studies: examine correlations
49.operation span: the maximum number of items (arithmetical questions + words) for which an individual can recall
all the last words
50.Attentional Blindness: failing to see visible objects when our attention is direct- ed elsewhere
51.Change Blindness: failing to notice changes in the environment; a form of inattentional blindness
52.Gathercole and Baddeley (1989): investigate the role of phonological
short-term memory (phonological STM) in the development of vocabulary in chil- dren. They found a strong correlation
between phonological STM, as measured by digit span and nonword repetition tasks, and vocabulary knowledge.
53.Hatano & Osawa (1983): Conducted a study on the digit memory of grand experts in abacus-derived mental
calculation. Individuals have developed highly
