PSY 316 EXAM 3 STUDY GUIDE
encoding - Answers - acquiring info and transforming into memory
coding - Answers - form in which info is represented
encoding - Answers - the process used to get that form into LTM
retrieval - Answers - bringing info into consciousness or awareness by transferring it
from LTM to working memory/STM for output
maintenance rehearsal - Answers - practicing encoding without considering meaning or
making connections with other info for memory storage // less likely to transfer to LTM
elaborative rehearsal - Answers - practicing encoding with meaning and connections to
help transfer in LTM
levels of processing theory - Answers - the idea that memory depends on how deeper
meaningful the info is encoded depth of processing
shallow processing - Answers - little attention to meaning // maintenance rehearsal //
focus on physical features // poor memory
deep processing - Answers - close attention to meaning // elaborate rehearsal // better
memory
Craik and Tulving - Answers - 1. if letters are capitalized (shallow processing) 2. make
them rhyme (deeper processing) 3. fill-in -the-blank statement with words (deeper
processing)
visual imagery - Answers - generate pictures in your mind to connect words
self reference effect - Answers - linking words to yourself - how does the info relate to
you?
generation effect - Answers - creating materials yourself instead of passively receiving it
organizing to be remembered info - Answers - categorizing info as a retrieval cue (info
that helps you remember stored in memory)
relating words to survival value - Answers - relating words to your ability to survive in an
environment
retrieval practice effect - Answers - testing your memory or practicing memory retrieval
to enhance your ability to remember for a later test
, testing effect - Answers - enhance performance due to retrieval practice
effective studying strategies - Answers - highlighting and rereading is ineffective
elaborate - Answers - think about what you read, give meaning, and relate it to things
that you know
generating and testing - Answers - come up with questions in your head and test
yourself to see how much you know
take breaks - Answers - study in shorter session instead of studying everything in one
long session
spacing effect - Answers - remembering better through shorter study sessions or
distributed (spread out) practice
fluency - Answers - repetition causes reading to be easier
familiarity effect - Answers - recognizing materials in front of you does not mean that
you remembered the info // try to remember without looking at the materials
highlighting - Answers - coloring because it is important but not putting deep thought to
it
retrieval - Answers - the process of transferring info from LTM into WM
free recall - Answers - remembering info without other sources to help you remember
cued recall - Answers - remembering info with other helpful sources for activating
memory
Tulving and Pearlstone - Answers - participants had to memorize a list of words that
could be grouped up in categories without experimenters stating those categories
encoding specificity - Answers - learning info together with its context
Godden and Baddeley's driving experiment - Answers - participants studied list of words
underwater or on land and were told to recall the words based on environment
state-dependent learning - Answers - learning info connected to an internal state (a
feeling, mood, awareness)
Eich and Metcalfe - Answers - memory was better if internal state during retrieval
matches internal state during encoding
encoding - Answers - acquiring info and transforming into memory
coding - Answers - form in which info is represented
encoding - Answers - the process used to get that form into LTM
retrieval - Answers - bringing info into consciousness or awareness by transferring it
from LTM to working memory/STM for output
maintenance rehearsal - Answers - practicing encoding without considering meaning or
making connections with other info for memory storage // less likely to transfer to LTM
elaborative rehearsal - Answers - practicing encoding with meaning and connections to
help transfer in LTM
levels of processing theory - Answers - the idea that memory depends on how deeper
meaningful the info is encoded depth of processing
shallow processing - Answers - little attention to meaning // maintenance rehearsal //
focus on physical features // poor memory
deep processing - Answers - close attention to meaning // elaborate rehearsal // better
memory
Craik and Tulving - Answers - 1. if letters are capitalized (shallow processing) 2. make
them rhyme (deeper processing) 3. fill-in -the-blank statement with words (deeper
processing)
visual imagery - Answers - generate pictures in your mind to connect words
self reference effect - Answers - linking words to yourself - how does the info relate to
you?
generation effect - Answers - creating materials yourself instead of passively receiving it
organizing to be remembered info - Answers - categorizing info as a retrieval cue (info
that helps you remember stored in memory)
relating words to survival value - Answers - relating words to your ability to survive in an
environment
retrieval practice effect - Answers - testing your memory or practicing memory retrieval
to enhance your ability to remember for a later test
, testing effect - Answers - enhance performance due to retrieval practice
effective studying strategies - Answers - highlighting and rereading is ineffective
elaborate - Answers - think about what you read, give meaning, and relate it to things
that you know
generating and testing - Answers - come up with questions in your head and test
yourself to see how much you know
take breaks - Answers - study in shorter session instead of studying everything in one
long session
spacing effect - Answers - remembering better through shorter study sessions or
distributed (spread out) practice
fluency - Answers - repetition causes reading to be easier
familiarity effect - Answers - recognizing materials in front of you does not mean that
you remembered the info // try to remember without looking at the materials
highlighting - Answers - coloring because it is important but not putting deep thought to
it
retrieval - Answers - the process of transferring info from LTM into WM
free recall - Answers - remembering info without other sources to help you remember
cued recall - Answers - remembering info with other helpful sources for activating
memory
Tulving and Pearlstone - Answers - participants had to memorize a list of words that
could be grouped up in categories without experimenters stating those categories
encoding specificity - Answers - learning info together with its context
Godden and Baddeley's driving experiment - Answers - participants studied list of words
underwater or on land and were told to recall the words based on environment
state-dependent learning - Answers - learning info connected to an internal state (a
feeling, mood, awareness)
Eich and Metcalfe - Answers - memory was better if internal state during retrieval
matches internal state during encoding
