![define acoustic encoding in psychology define acoustic encoding in psychology](https://i.pinimg.com/originals/0a/08/3d/0a083d7ccde03b2723513f66f8b4f396.jpg)
Define acoustic encoding in psychology how to#
Procedural memory: Memory of how to do things that require motor or performance skills. Prospective memory: Memory of things one plans to do in the future. Retrospective memory: Memory of past experiences or events and previously acquired information. Semantic memory: Memory of facts and general information about the world.Įpisodic memory: Memory of personal experiences. Levels-of-processing theory: The belief that how well or how long information is remembered depends on the depth of encoding or processing.įlashbulb memories: Enduring memories of emotionally charged events that seem permanently seared into the brain.ĭeclarative memory: Memory of facts and personal information that requires a conscious effort to bring to mind (also called explicit memory). Semantic network model: A representation of the organizational structure of long-term memory in terms of a network of associated concepts. Long-term memory depends more on semantic coding, or coding by meaningĬonsolidation: is the process by which the brain converts unstable, fresh memories into stable, long-term memories.Įlaborative rehearsal: The process of strengthening new memories by forming meaningful associations between the information and existing memories or knowledge. The memory subsystem responsible for long-term storage of information. Memory retrieval: the process of accessing stored information to make it available to consciousness. effortful processing is just as the name implies learning or storing or encoding that requires attention and effort.
![define acoustic encoding in psychology define acoustic encoding in psychology](https://image1.slideserve.com/3402460/visual-encoding-l.jpg)
![define acoustic encoding in psychology define acoustic encoding in psychology](https://image3.slideserve.com/5561351/memory1-l.jpg)
Another study found that recall was much more accurate when participants were told from the outset that recall was important (Gauld & Stephenson 1967) The participants were not given very specific instructions at the outset about what they should do. One weakness is that the study was conducted rather casually with no set standards about where and how people recalled the information. Study may tell us very little about everyday memory. In such cases our memories are not affected by cultural experiences and therefore we may recall things quite accurately. Most of the time we use memory to deal with everyday experiences. Means we cannot fully trust the resources of the study as he may have misinterpreted results.Īnother weakness is that the story is unusual and therefore may not reflect everyday memory processes. Since Bartlett had the belief that recall would have been affected by Cultural Expectations he may have been more likely to have seen The conclusions depend on how you interpret the results. One weakness is that Bartletts own beliefs were likely to have affected the way he interpreted data.