3-box memory model - This is an older idea in psychology that in order to permanently remember something we need to move it from sensory memory to short-term memory to long-term memory. Current research shows that forming long-term memories is more complex than this ‘conveyor belt’ model. , Banking model of education - A myth about how people learn in which the teacher ‘deposits’ information, which was discussed by Paolo Friere (p. 57), Chunking - When people combine several pieces of information into one piece. (Ex. F-B-I = FBI). This makes it easier to remember more information., Cues - When something triggers a memory. (p.68), Deep processing - This involves thinking about the meaning or use of some new thing you are learning Ex. looking at the words ‘movie’ and ‘koala’ from a list and decided if it is pleasant or unpleasant) People tend to remember these words better because they have thought about them. (p. 72), Episodic memory - When you flash back and remember an experience that happened to you (p. 66), Flashbulb memories - When a long-term memory forms instantly because something is emotional, important, etc. - like where you were on 9/11. (p. 68), Levels of processing - Two types of thinking about something - shallow or deep (p.72), Long-term memory - Being able to store information in your mind for a long period of time (ex. months, years). Three basic types are episodic, semantic, procedural (p. 65), Magical number 7 - The idea that we can hold about 7 items in our short-term memory - originally proposed by George Miller in 1956, Misinformation effect - The way that a memory can be altered by suggestion or even the framing of a question. Elizabeth Loftus did research on this. (p.49), Phonological working memory - Being able to repeat words/sounds that you have just heard. (p.62). Easier when the sounds are different (i.e. distinct), Procedural memory - This is a type of memory that we use for processes and skills such as driving or typing - sometimes mislabeled as ‘muscle memory’ (p. 71), Prospective memory - This is when you remember something you need to do in the future (p. 79), Recoding - When we look at information, think about it, and create meaning from it (p.59), Reconstructive memory - The idea that we don’t just recall memories but remake them everytime we remember something (p. 49/50), Rehearsal - Repeating something over and over so that it doesn’t leave short-term memory (Ex. a phone number that someone just told you), Semantic memory - Our ability to remember facts and abstract information. Note that organize this into ‘conceptual schemes’ (p.67) , Sensory memory - Your ability to briefly recall things you have just heard, seen, felt, smelled. , Shallow processing - This involves looking at new information and noticing superficial things about it. Ex. do the words ‘movie’ and ‘koala’ from a list and noting if they have the letter ‘e’ in them? People tend to remember these words less than when they think about them in a meaningful way. (p. 72), Short-term memory/Working memory) - Your ability to hold pieces of information in your mind for a short period of time (ex. 30 seconds)., Source amnesia - This is when you remember something but don’t remember where you learned it. (p.70),

Book Club 1 Terms (Remembering and Forgetting)

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