the initial, momentary storage of information, lasting only an instant
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short-term memory
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the short-duration, limited-capacity memory component in which selected input from the memory store is worked on
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sensory store
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loss of information typically within 1 second
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short-term memory
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loss of information typically within 15-25 seconds
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sensory
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(blank) memories are simply a cognitive representation of some stimulus, unfiltered and unevaluated
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sensory
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are a raw representation of a stimulus, so they are not analyzed in term of their meaning
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short-term memory
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it is in (blank) memory that thoughtful, deliberate information processing firs takes place, giving meaning to the raw, non-meaningful information from the sensory store
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short-term memory
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(blank) memory begins the process of storing information in terms of meaning
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short-term memory
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the capacity of (blank) memory is limited
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7
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in adults, short-term memory can hold up to (#) items, or "chunks", of information, with variations of plus or minus 2 chunks
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chunk
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a (blank) is a meaningful group of stimuli that can be stored as a unit in short-term memory
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increases
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does the capacity of short-term memory increase or decrease with age?
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nature of the material -
ex: lists of single numbers is usually remembered slightly better than lists of single letters
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capacity of short-term memory is affected by the (blank) being remembered
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with increasing age we are able to rehearse material in short-term memory more rapidly, and the shorter the time lag between repetitions of a stimulus, the less likely it is to be forgotten
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why does memory capacity (memory span) increase with age?
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rehearsal
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although capacity and speed of processing change with age, the process used to handle material in short-term memory - (blank) - us assumed to be constant
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rehearsal
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the repetition of information that has entered short-term memory
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rehearsal
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(blank) permits the transfer of material from short-term memory into long-term memory
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working memory
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contemporary researchers view short-term memory as an information processing system that is highly active - in this perspective short-term memory is referred to as (blank)
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working memory
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a set of temporary memory stores that actively manipulate and rehearse information
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central executive
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according to the working memory view, the way in which we process information in working memory is determined by a "(blank)" - the (blank) controls the functions of short-term memory, coordinating the processing of material, determining problem-solving strategies, directing attention, and selecting strategies for remembering in short-term memory
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long-term memory
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the memory component in which information is stored on a relatively permanent basis
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long-term memory
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(blank) memory is nearly limitless in capacity
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yes
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does you long-term memory capacity increase with age?
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retrieval problems
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if long-term memory is so large, why don't we remember everything that is stored there? - the reason is that we suffer from (blank) problems
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retrieval
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in the process of locating and bringing information stored in memory into awareness
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memory modules
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in the same way that short-term memory can be viewed as working memory, contemporary researchers view long-term memory as having different components called (blank) representing different memory systems in the brain
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declarative memory
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memory for factual information such as names, dates, and facts
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procedural memories
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memories relating to skills and habits, such as how to ice skate or ride a bike
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attention
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information processing involving the ability to strategically choose among and sort out different stimuli in the environment
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attention
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(blank) is the first step in information processing
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getting
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some stimuli act as attention-(blank) stimuli due to their physical characteristics
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holding
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some stimuli are attention-(blank) stimuli due to their meaningfulness that can sustain attention
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getting
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the properties that make a stimulus attention-(blank) are fairly constant throughout the life span -
ex: loud noise or sudden movement is apt to evoke attention in both an infant and an adult
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holding
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attention-(blank) stimuli vary across the life span according to an individuals age and experience
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yes
answer
do children and adults initially record information in the sensory tore in the same way?
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concentrated and lasting
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as children get older their attention becomes more (blank & blank)
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irrelevant stimuli
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with age, children become more effective not only at controlling what they are attending to, but also at excluding (blank) stimuli
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yes
answer
do planning skills increase with age?
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planning
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the ability to allocate attentional resources on the basis of goals that one wishes to achieve
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yes
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can infants plan?
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childhood and adolescence
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the ability to plan effectively develops throughout the course of (blank & blank)
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1. planning require not only what one must do, but also what one must NOT do & the ability to refrain from acting develops slowly throughout childhood
2. children are overoptimistic about being able to reach their goals without planning
3. planning may require coordination with other and young children may not have the skills to cooperate effectively with others yet
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what are a few reasons why younger children are deficient in planning?
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1. increases in maturation of the brain
2. increasing educational demands placed on children
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the improvements that occur in the control of attention and planning related to attention are likely produced by the increase in what two aspects?
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quantity
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although the processes that underlie memory retention and recall seem similar throughout the life span, the (blank) of information stored and recalled does differ markedly as infants develop
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yes
answer
can older infants retrieve information more rapidly and remember it longer than longer infants?
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infantile amnesia
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the lack of memory for experiences that occurred prior to 3 years of age
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yes
answer
do infants retain memories?
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easily, or accurately, retrieved
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there's evidence that the physical trace of a memory in the brain appears to be relatively permanent; this suggests that memories, even from infancy, may be enduring - however, memories may not be...
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language
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one reason why infants appear to remember less may be because (blank) plays a key role in determining the way memories from early in life can be recalled
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no
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in most cases, do memories of personal experiences in infancy last into adulthood?
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18-24 months
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current findings suggest that memories of personal experience do not seem to become accurate before age (#-#) months
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autobiographical memory
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memory of particular events from one's own life
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3 years
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autobiographical memories don't achieve much accuracy until after (#) years of age
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yes
answer
are memories also affected by cultural events?
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yes
answer
do adults show errors in their autobiographical memories?
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1. increase in working memory capacity
2. brain maturation
3. processing speed increases
4. increase in use of memory control strategies
5. growth of metamemory and general knowledge
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why does memory improve throughout the course of childhood and adolescence?
5 things:
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operating efficiency hypothesis
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according to the (blank) hypothesis, people are able to remember material better with age because they process information more quickly and use more effective strategies
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control strategies
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strategies that are conscious and intentional tactics to improve cognitive processing
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metamemory
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an understanding about the processes that underlie memory, which emerges and improves during middle childhood
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early adulthood
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during (blank), most individuals' memory abilities are at their peak
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sensory memory and short-term memory
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which two types of memory show virtually no weakening during middle adulthood?
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long-term memory
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which type of memory does decline with age for some people?
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no
answer
is the decline of long-term memory in adulthood contributed to a fading or complete loss of memory?
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because people register and store information less efficiently and are less efficient in retrieving information that is stored in memory
answer
why is there a decline in long-term memory is middle adulthood?
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