AP Psychology: 2.5-2.6 Vocab

Recognition

a type of memory retrieval where a person identifies previously learned information when it is presented as a cue. It involves matching a current stimulus with stored memory and is typically easier than recall. For example, answering multiple-choice questions on an exam involves recognition, as you choose the correct answer from a list of options.

Recall

a type of memory retrieval where a person must generate previously learned information without any specific cues. It requires the active reconstruction of memory and is often more difficult than recognition. For example, answering an essay question on an exam requires recall, as you must retrieve and articulate information from memory without prompts.

Amnesia

is a condition characterized by the loss of memory, typically due to brain injury, disease, or psychological trauma. Amnesia can affect the ability to form new memories (anterograde amnesia) or retrieve existing memories (retrograde amnesia). It can range from mild to severe and may involve temporary or permanent memory loss.

Retrieval practice

is a learning strategy that involves repeatedly recalling information to enhance and strengthen memory. Practicing retrieval helps consolidate memory and improves long-term retention. For example, using flashcards to test your knowledge of vocabulary words is a form of retrieval practice.

Alzheimer's disease

is a progressive neurodegenerative disorder characterized by the gradual loss of cognitive functions, including memory, reasoning, and language. It is the most common cause of dementia in older adults and involves the accumulation of amyloid plaques and tau tangles in the brain. Symptoms include memory loss, confusion, and changes in behavior and personality.

Highly superior autobiographical memory (HSAM)

is a rare condition in which individuals possess an extraordinary ability to recall detailed personal events and experiences from their past with remarkable accuracy. People with HSAM can remember specific dates, events, and even trivial details from many years ago, often with vivid clarity.

Anterograde amnesia

is a type of amnesia where an individual loses the ability to form new memories after the onset of amnesia. This condition often results from damage to the hippocampus or related brain structures, impairing the transfer of information from short-term to long-term memory. People with anterograde amnesia may remember past events but struggle to retain new information.

Retrograde Amnesia

is a type of amnesia where an individual loses the ability to recall information and events that occurred before the onset of amnesia. This condition often results from brain injury or trauma, affecting memories that were previously stored in long-term memory. People with retrograde amnesia may lose personal memories or general knowledge.

Autobiographical memory

is a type of memory that involves the recall of personal experiences and events from an individual's life. It encompasses both episodic memory (specific events and experiences) and semantic memory (general knowledge about oneself). Autobiographical memory helps us construct a sense of self and personal history.

Elaborative rehearsal

is a type of rehearsal that involves adding meaning or associations to information to facilitate its transfer to long-term memory. This technique enhances memory retention by connecting new information with existing knowledge. An example of elaborative rehearsal is creating a story or using a mnemonic device to remember a list of words.

Maintenance rehearsal

is a type of rehearsal that involves the simple, rote repetition of information to keep it in short-term memory. This technique helps maintain information in consciousness but is less effective for long-term retention compared to elaborative rehearsal. An example of maintenance rehearsal is repeating a phone number until you dial it.

Metacognition

is the awareness and understanding of one's own thought processes, including the ability to monitor and control cognitive activities such as learning and memory. Metacognition involves self-regulation and self-reflection, allowing individuals to assess their knowledge, plan strategies, and adjust their approaches to improve learning and problem-solving.

Infantile amnesia

is the inability of adults to retrieve memories from early childhood, typically before the age of 3-4 years. This phenomenon is thought to be due to the underdevelopment of the brain regions involved in memory encoding and retrieval, such as the hippocampus, during early childhood. As a result, memories from this period are not well-encoded or are difficult to access later in life.

State-dependent memory

is the phenomenon where memory retrieval is more effective when an individual's internal state (e.g., physiological or emotional state) at the time of retrieval matches their state during encoding. For example, if you learned information while caffeinated, you are more likely to recall that information when you are in a similar caffeinated state.

The testing effect

is the phenomenon where taking a test on learned material enhances long-term retention more effectively than simply studying the material. Testing requires active retrieval, which strengthens memory and improves future recall. For example, students who practice taking quizzes perform better on final exams than those who only review their notes.

Rehearsal

is the process of repeatedly practicing or reviewing information to encode it into memory. Rehearsal can be maintenance rehearsal (repeating information without adding meaning) or elaborative rehearsal (associating new information with existing knowledge).

Mood-congruent memory

is the tendency to recall information that is consistent with one's current mood. For example, when you are feeling happy, you are more likely to remember positive events, whereas when you are feeling sad, you are more likely to recall negative events. This phenomenon highlights the influence of emotions on memory retrieval.

Context-dependent memory

refers to the phenomenon where memory retrieval is more effective when the external context at the time of retrieval matches the context during encoding. For example, if you learned information in a specific classroom, you are more likely to recall that information when you are in the same classroom.

Memory retrieval

the process of accessing and bringing stored information from memory into conscious awareness. It involves locating and recalling information from long-term memory and bringing it back into working memory for use. Retrieval can be influenced by various factors, including the context in which the information was encoded, the cues available at the time of retrieval, and the individual's emotional and mental state.