Long-term memory (LTM) is the stage of the Atkinson–Shiffrin memory model in which informative knowledge is held indefinitely. It is defined in contrast to sensory memory, the initial stage, and short-term or working memory, the second stage, which persists for about 18 to 30 seconds. LTM is grouped into two categories known as explicit memory and implicit memory. Explicit memory is broken down into episodic and semantic memory, while implicit memory includes procedural memory and emotional conditioning.
Recall in memory refers to the mental process of retrieval of information from the past. Along with encoding and storage, it is one of the three core processes of memory. There are three main types of recall: free recall, cued recall and serial recall. Psychologists test these forms of recall as a way to study the memory processes of humans and animals. Two main theories of the process of recall are the two-stage theory and the theory of encoding specificity.
The interference theory is a theory regarding human memory. Interference occurs in learning. The notion is that memories encoded in long-term memory (LTM) are forgotten and cannot be retrieved into short-term memory (STM) because either memory could interfere with the other. There is an immense number of encoded memories within the storage of LTM. The challenge for memory retrieval is recalling the specific memory and working in the temporary workspace provided in STM. Retaining information regarding the relevant time of encoding memories into LTM influences interference strength. There are two types of interference effects: proactive and retroactive interference.
The picture superiority effect refers to the phenomenon in which pictures and images are more likely to be remembered than are words. This effect has been demonstrated in numerous experiments using different methods. It is based on the notion that "human memory is extremely sensitive to the symbolic modality of presentation of event information". Explanations for the picture superiority effect are not concrete and are still being debated, however an evolutionary explanation is that sight has a long history stretching back millions of years and was crucial to survival in the past, whereas reading is a relatively recent invention, and requires specific cognitive processes, such as decoding symbols and linking them to meaning.
Serial-position effect is the tendency of a person to recall the first and last items in a series best, and the middle items worst. The term was coined by Hermann Ebbinghaus through studies he performed on himself, and refers to the finding that recall accuracy varies as a function of an item's position within a study list. When asked to recall a list of items in any order, people tend to begin recall with the end of the list, recalling those items best. Among earlier list items, the first few items are recalled more frequently than the middle items.
The Levels of Processing model, created by Fergus I. M. Craik and Robert S. Lockhart in 1972, describes memory recall of stimuli as a function of the depth of mental processing. More analysis produce more elaborate and stronger memory than lower levels of processing. Depth of processing falls on a shallow to deep continuum. Shallow processing leads to a fragile memory trace that is susceptible to rapid decay. Conversely, deep processing results in a more durable memory trace. There are three levels of processing in this model. Structural processing, or visual, is when we remember only the physical quality of the word E.g how the word is spelled and how letters look. Phonemic processing includes remembering the word by the way it sounds. E.G the word tall rhymes with fall. Lastly, we have semantic processing in which we encode the meaning of the word with another word that is similar or has similar meaning. Once the word is perceived, the brain allows for a deeper processing.
Memory has the ability to encode, store and recall information. Memories give an organism the capability to learn and adapt from previous experiences as well as build relationships. Encoding allows a perceived item of use or interest to be converted into a construct that can be stored within the brain and recalled later from long-term memory. Working memory stores information for immediate use or manipulation, which is aided through hooking onto previously archived items already present in the long-term memory of an individual.
Artificial grammar learning (AGL) is a paradigm of study within cognitive psychology and linguistics. Its goal is to investigate the processes that underlie human language learning by testing subjects' ability to learn a made-up grammar in a laboratory setting. It was developed to evaluate the processes of human language learning but has also been utilized to study implicit learning in a more general sense. The area of interest is typically the subjects' ability to detect patterns and statistical regularities during a training phase and then use their new knowledge of those patterns in a testing phase. The testing phase can either use the symbols or sounds used in the training phase or transfer the patterns to another set of symbols or sounds as surface structure.
Repetition priming refers to improvements in a behavioural response when stimuli are repeatedly presented. The improvements can be measured in terms of accuracy or reaction time and can occur when the repeated stimuli are either identical or similar to previous stimuli. These improvements have been shown to be cumulative, so as the number of repetitions increases the responses get continually faster up to a maximum of around seven repetitions. These improvements are also found when the repeated items are changed slightly in terms of orientation, size and position. The size of the effect is also modulated by the length of time the item is presented for and the length time between the first and subsequent presentations of the repeated items.
Negative priming is an implicit memory effect in which prior exposure to a stimulus unfavorably influences the response to the same stimulus. It falls under the category of priming, which refers to the change in the response towards a stimulus due to a subconscious memory effect. Negative priming describes the slow and error-prone reaction to a stimulus that is previously ignored. For example, a subject may be imagined trying to pick a red pen from a pen holder. The red pen becomes the target of attention, so the subject responds by moving their hand towards it. At this time, they mentally block out all other pens as distractors to aid in closing in on just the red pen. After repeatedly picking the red pen over the others, switching to the blue pen results in a momentary delay picking the pen out. The slow reaction due to the change of the distractor stimulus to target stimulus is called the negative priming effect.
Transfer-appropriate processing (TAP) is a type of state-dependent memory specifically showing that memory performance is not only determined by the depth of processing, but by the relationship between how information is initially encoded and how it is later retrieved.
Priming is a concept in psychology to describe how exposure to one stimulus may influence a response to a subsequent stimulus, without conscious guidance or intention. The priming effect is the positive or negative effect of a rapidly presented stimulus on the processing of a second stimulus that appears shortly after. Generally speaking, the generation of priming effect depends on the existence of some positive or negative relationship between priming and target stimuli. For example, the word nurse might be recognized more quickly following the word doctor than following the word bread. Priming can be perceptual, associative, repetitive, positive, negative, affective, semantic, or conceptual. Priming effects involve word recognition, semantic processing, attention, unconscious processing, and many other issues, and are related to differences in various writing systems. Onset of priming effects can be almost instantaneous.
There is evidence suggesting that different processes are involved in remembering something versus knowing whether it is familiar. It appears that "remembering" and "knowing" represent relatively different characteristics of memory as well as reflect different ways of using memory.
SAC is a computational model of memory encoding and retrieval. It has been developed by Lynne M. Reder at Carnegie Mellon University. It shares many commonalities with ACT-R.Ilyes le bosse
Task switching, or set-shifting, is an executive function that involves the ability to unconsciously shift attention between one task and another. In contrast, cognitive shifting is a very similar executive function, but it involves conscious change in attention. Together, these two functions are subcategories of the broader cognitive flexibility concept.
Difference due to memory (Dm) indexes differences in neural activity during the study phase of an experiment for items that subsequently are remembered compared to items that are later forgotten. It is mainly discussed as an event-related potential (ERP) effect that appears in studies employing a subsequent memory paradigm, in which ERPs are recorded when a participant is studying a list of materials and trials are sorted as a function of whether they go on to be remembered or not in the test phase. For meaningful study material, such as words or line drawings, items that are subsequently remembered typically elicit a more positive waveform during the study phase. This difference typically occurs in the range of 400–800 milliseconds (ms) and is generally greatest over centro-parietal recording sites, although these characteristics are modulated by many factors.
The encoding specificity principle is the general principle that matching the encoding contexts of information at recall assists in the retrieval of episodic memories. It provides a framework for understanding how the conditions present while encoding information relate to memory and recall of that information.
Distributed practice is a learning strategy, where practice is broken up into a number of short sessions over a longer period of time. Humans and other animals learn items in a list more effectively when they are studied in several sessions spread out over a long period of time, rather than studied repeatedly in a short period of time, a phenomenon called the spacing effect. The opposite, massed practice, consists of fewer, longer training sessions and is generally a less effective method of learning. For example, when studying for an exam, dispersing your studying more frequently over a larger period of time will result in more effective learning than intense study the night before.
In cognitive psychology, intertrial priming is an accumulation of the priming effect over multiple trials, where "priming" is the effect of the exposure to one stimulus on subsequently presented stimuli. Intertrial priming occurs when a target feature is repeated from one trial to the next, and typically results in speeded response times to the target. A target is the stimulus participants are required to search for. For example, intertrial priming occurs when the task is to respond to either a red or a green target, and the response time to a red target is faster if the preceding trial also has a red target.
The Ranschburg effect, sometimes referred to as Ranschburg inhibition, is a psychological theory which refers to the substandard recall of repeated items, or listed items, in a short sequence. According to a 1973 paper in the Journal of Verbal Learning and Verbal Behavior, the Ranschburg effect is interpreted as a result of a restricted guessing strategy that excludes repetitions of remembered items as possible responses. This term is also described as the deterioration in memory performance when items are repeated in a list of items to be remembered. The Ranschburg effect can also be referred to as repetition inhibition, which should not be mistaken for repetition blindness, which refers to the failure or inability to recall repeated items from the short-term memory when sequences are presented rapidly.
