The links below are designed for print; more screen reader friendly documents can be found on the Students: Additional Lumen Resources page.<\/p>\r\n
Download a PDF of this page here.<\/span><\/a><\/p>\r\n Download the Spanish version here.<\/span><\/a><\/p>\r\n absentmindedness<\/strong><\/p>\r\n lapses of attention or forgetfulness due to a memory encoding failure<\/p>\r\n acoustic encoding<\/strong><\/p>\r\n input of sounds, words, and music<\/p>\r\n amnesia<\/strong><\/p>\r\n loss of long-term memory that occurs as the result of disease, physical trauma, or psychological trauma<\/p>\r\n anterograde amnesia<\/strong><\/p>\r\n loss of memory for events that occur after the brain trauma<\/p>\r\n arousal theory<\/strong><\/p>\r\n strong emotions trigger the formation of strong memories and weaker emotional experiences form weaker memories<\/p>\r\n Atkinson-Shiffrin model (A-S)<\/strong><\/p>\r\n memory model that states we process information through three systems: sensory memory, short-term memory, and long-term memory<\/p>\r\n automatic processing<\/strong><\/p>\r\n encoding of informational details like time, space, frequency, and the meaning of words<\/p>\r\n bias<\/strong><\/p>\r\n when a person's world view or current feelings distort the memory of past events<\/p>\r\n blocking<\/strong><\/p>\r\n memory error in which you cannot access stored information, \u201ctip-of-the-tongue (TOT) phenomenon\u201d<\/p>\r\n chunking<\/strong><\/p>\r\n organizing information into manageable bits or chunks<\/p>\r\n declarative memory<\/strong><\/p>\r\n type of long-term memory of facts and events we personally experience<\/p>\r\n effortful processing<\/strong><\/p>\r\n encoding of information that takes effort and attention<\/p>\r\n elaborative rehearsal<\/strong><\/p>\r\n thinking about the meaning of the new information and its relation to knowledge already stored in your memory<\/p>\r\n encoding<\/strong><\/p>\r\n input of information into the memory system<\/p>\r\n encoding specificity principle<\/strong><\/p>\r\n the hypothesis that a retrieval cue will be effective to the extent that information encoded from the cue overlaps or matches information in the engram or memory trace<\/p>\r\n engram<\/strong><\/p>\r\n physical trace of memory<\/p>\r\n episodic memory<\/strong><\/p>\r\n type of declarative memory that contains information about events we have personally experienced, also known as autobiographical memory<\/p>\r\n equipotentiality hypothesis<\/strong><\/p>\r\n some parts of the brain can take over for damaged parts in forming and storing memories<\/p>\r\n explicit memory<\/strong><\/p>\r\n memories we consciously try to remember and recall<\/p>\r\n false memory syndrome<\/strong><\/p>\r\n recall of false autobiographical memories<\/p>\r\n flashbulb memory<\/strong><\/p>\r\n exceptionally clear recollection of an important event<\/p>\r\n forgetting<\/strong><\/p>\r\n loss of information from long-term memory<\/p>\r\n implicit memory<\/strong><\/p>\r\n memories that are not part of our consciousness<\/p>\r\n interference<\/strong><\/p>\r\n memory obstruction caused by competing information<\/p>\r\n levels of processing<\/strong><\/p>\r\n information that is thought of more deeply becomes more meaningful and thus better committed to memory<\/p>\r\n long-term memory (LTM)<\/strong><\/p>\r\n continuous storage of information<\/p>\r\n memory<\/strong><\/p>\r\n system or process that stores what we learn for future use<\/p>\r\n memory consolidation<\/strong><\/p>\r\n active rehearsal to move information from short-term memory into long-term memory<\/p>\r\n memory construction<\/strong><\/p>\r\n formulation of new memories<\/p>\r\n memory-enhancing strategy<\/strong><\/p>\r\n a technique to help make sure information goes from short-term memory to long-term memory<\/p>\r\n memory trace<\/strong><\/p>\r\n also called an engram, this is the change in the nervous system representing a new memorys<\/p>\r\n memory trace decay<\/strong><\/p>\r\n when the physical record of a memory fades. It is important to note that memories are not stored in a single location in the brain, rather they are distributed across multiple regions, and the strength of the connection between these regions can change over time.<\/p>\r\n misattribution<\/strong><\/p>\r\n memory error in which you confuse the source of your information<\/p>\r\n misinformation effect<\/strong><\/p>\r\n after exposure to incorrect information, a person may misremember the original event<\/p>\r\n mnemonic device<\/strong><\/p>\r\n memory aids that help organize information for encoding<\/p>\r\n proactive interference<\/strong><\/p>\r\n old information hinders the recall of newly learned information<\/p>\r\n procedural memory<\/strong><\/p>\r\n type of long-term memory for making skilled actions, such as how to brush your teeth, how to drive a car, and how to swim<\/p>\r\n recall<\/strong><\/p>\r\n accessing information without cues<\/p>\r\n recoding<\/strong><\/p>\r\n taking the information from the form it is delivered to us and then converting it in a way that we can make sense of it<\/p>\r\n recognition<\/strong><\/p>\r\n identifying previously learned information after encountering it again, usually in response to a cue<\/p>\r\n reconstruction<\/strong><\/p>\r\n the process of bringing up old memories that might be distorted by new information<\/p>\r\n relearning<\/strong><\/p>\r\n learning information that was previously learned<\/p>\r\n retrieval<\/strong><\/p>\r\n act of getting information out of long-term memory storage and back into conscious awareness<\/p>\r\n retroactive interference<\/strong><\/p>\r\n information learned more recently hinders the recall of older information<\/p>\r\n retrograde amnesia<\/strong><\/p>\r\n loss of memory for events that occurred prior to brain trauma<\/p>\r\n self-reference effect<\/strong><\/p>\r\n tendency for an individual to have better memory for information that relates to oneself in comparison to material that has less personal relevance<\/p>\r\n semantic encoding<\/strong><\/p>\r\n input of words and their meaning<\/p>\r\n semantic memory<\/strong><\/p>\r\n type of declarative memory about words, concepts, and language-based knowledge and facts<\/p>\r\n sensory memory<\/strong><\/p>\r\n storage of brief sensory events, such as sights, sounds, and tastes<\/p>\r\n short-term memory (STM)<\/strong><\/p>\r\n (also, working memory) holds about seven bits of information before it is forgotten or stored, as well as information that has been retrieved and is being used<\/p>\r\n storage<\/strong><\/p>\r\n creation of a permanent record of information<\/p>\r\n suggestibility<\/strong><\/p>\r\n effects of misinformation from external sources that leads to the creation of false memories<\/p>\r\n transience<\/strong><\/p>\r\n the tendency of memories to fade over time<\/p>\r\n visual encoding<\/strong><\/p>\r\n input of images<\/p>\r\n<\/div>","rendered":" The links below are designed for print; more screen reader friendly documents can be found on the Students: Additional Lumen Resources page.<\/p>\nEssential Concepts<\/h2>\r\n
How Memory Functions<\/h3>\r\n
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The Brain and Memory<\/h3>\r\n
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Problems with Memory<\/h3>\r\n
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Memory Strategies<\/h3>\r\n
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Glossary<\/h2>\r\n