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EPPP B3: Physio & Psychopharm > 04a_Memory and Forgetting > Flashcards

04a_Memory and Forgetting Flashcards

1
Q

Memory:

Three Processes

A

Encoding

Storage

Retrieval

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2
Q

Information processing model (Multi-Store):

Three components

A

Sensory memory

Short-term memory

Long-term memory

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3
Q 
Sensory memory
(aka Sensory register)
A

Brief storage of sensory stimuli (a few seconds)

Echoic Store

Iconic Store

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4
Q

Echoic Store

A

Sensory memory of auditory information

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5
Q

Iconic Store

A

Sensory memory of visual information

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6
Q

Short-term memory:

Overview

A

Limited amount of information

Without rehearsal, info begins to fade within 30sec

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7
Q

Short-term memory:

Encoding

A

Primarily acoustic

May also be semantic, visual, kinesthetic

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8
Q

Short-term memory:

Primary Memory

A

Passive memory storage

5-9 distinct units

Larger amounts held by chunking information

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9
Q

Short-term memory:

Working memory

A

Manipulation and processing of information

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10
Q

Long-term memory:

Converting information from STM

A

Elaborative rehearsal

Maintenance rehearsal

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11
Q

Elaborative rehearsal

A

Relating new information to existing information

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12
Q

Maintenance rehearsal

A

Simply repeating information with little or no processing

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13
Q

Long-term memory:

Encoding

A

Mostly semantic

May be encoded visually or acoustically

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14
Q

Long-term memory:

Capacity

A

Unlimited

Permanent

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15
Q

Long-term memory:

Two timeframes

A

Recent (secondary) memory

Remote memory

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16
Q

Serial Position Effect

A

Supports existence of separate short-and long-term stores

Primacy effect

Recency effect

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17
Q

Levels-of-Processing Model:

Overview

A

Alternative to information processing model

Differences due to depth of processing rather than separate memory stores

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18
Q

Levels-of-Processing Model:

Three Levels of Processing

A

Structural

Phonemic

Semantic

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19
Q

Which processing level is deepest and produces greatest amount of recall?

A

Semantic Processing

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20
Q

Long-Term Memory:

Procedural memory

A

Learning “How”

Cognitive skills

Motor skills and habits

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21
Q

Long-Term Memory:

Declarative memory

A

Learning “What”

Acquisition of facts and other information

Semantic and Episodic memory

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22
Q

Declarative Memory:

Semantic Memory

A

General knowledge

Independent of any context

e.g, facts, rules, and concepts

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23
Q

Declarative Memory:

Episodic Memory

A

Autobiographical memory / personal experience

Flashbulb memories

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24
Q

Type of memory most affected by normal aging

A

Episodic Memory

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25
Q

Prospective memory

A

Capacity to remember to do things in the future

26
Q

Prospective memory:

Older vs Younger Adults

A

Controlled conditions: Older Adults underperform

Naturalistic settings: Older Adults outperform due to increased likelihood of using external aids
(e.g. lists, calendars, reminders)

27
Q

Multi-Component Model of Working Memory:

One system and three subsystems

A

Central executive: attentional control system

Phonological loop

Visuospatial sketchpad

Episodic buffer

28
Q

Multi-Component Model of Working Memory:

Central executive

A

“Attentional Control System”

Primary Component of Working Memory

29
Q

Central executive:

Three functions

A

Direct attention to relevant information

Suppress irrelevant information

Coordinate three subsystems

30
Q

Multi-Component Model of Working Memory:

Phonological loop

A

Temporarily storing auditory verbal information

31
Q

Multi-Component Model of Working Memory:

Visuospatial sketchpad

A

Temporarily storing visual-spatial information

32
Q

Multi-Component Model of Working Memory:

Episodic buffer

A

Temporarily integrates auditory, visual, and spatial information

33
Q

Tasks that are most affected by aging

A

Tasks that depend on the central executive working memory

34
Q

Forward Digit Span Task

A

Phonological loop only

Not affected by aging

35
Q

Backward Digit Span Task

A

Relies on phonological loop and central executive

*Due to reliance on central executive, it shows greater age-related decline

36
Q

Filter Theory of Selective Attention (Broadbent):

Overview

A

Explains how information is transferred from sensory memory to short-term memory

“Bottleneck” theory of attention

37
Q

Filter Theory of Selective Attention (Broadbent):

Three Step Process

A

Two sensory stimuli maintained in sensory register

Filter selects one stimulus to pass through based on physical characteristics, other is held in temporary buffer

Stimulus that passes through is processed for meaning, and comes into conscious awareness

38
Q

Filter Theory of Selective Attention (Broadbent):

Purpose of Filter

A

Prevent overloading of short-term memory capacity

39
Q

Dichotic Listening Task (Split Span)

A

Lends support to Broadbent’s Filter Theory

Participants listen to speech sounds presented to each ear simultaneously

Pattern of recall indicates info processing is based on physical characteristics

**on practice exam, task was associated with “selective attention”

40
Q

Feature-Integration Theory (Treisman & Gelade):

Two Stages of Visual Information Processing

A

Pre-attentive

Attentive

41
Q

Feature-Integration Theory (Treisman & Gelade):

Pre-attentive stage

A

Basic features of object are perceived in parallel at automatic or subconscious level

E.g. size, color, orientation

42
Q

Feature-Integration Theory (Treisman & Gelade):

Attentive stage

A

Features are processed serially to form a coherent whole

43
Q

Feature-Integration Theory (Treisman & Gelade):

Illusory Conjunctions

A

Over time, features may disintegrate and flow freely to recombine illusory ways

Result of memory decay or interference

44
Q

Factors that affect the Accuracy of Memories

A

Schemas

Memory Construction

45
Q

Memory construction

A

People tend to construct memory by combining elements of new information with existing knowledge

Leads to inaccuracies and distortions
[e.g. faulty eyewitness testimony]

46
Q

Ebbinghaus’ “forgetting curve”

A

Most forgetting occurs during the first 4-5 days and then gradually tapers off

47
Q

Trace Decay Theory

A

Hypothesized “Engram”
= physiological change in brain produced by learning

Decays over time as a result of disuse

48
Q

Interference theory:

Overview

A

Recall of certain information is affected by previous or subsequently acquired information

Retroactive interference

Proactive interference

49
Q

Interference theory:

Factors that increase likelihood of interference

A

When old and new information are similar

When task involves recall

When information is unimportant or meaningless

50
Q

Retroactive interference

A

New material interferes with the recall of previously learned material

[new material interferes retroactively]

51
Q

Proactive Interference

A

When prior learning interferes the learning or recall of subsequent (new) material

[old material interferes proactively]

52
Q

Cue-Dependent Forgetting

A

When retrieval cues for information from long-term memory are insufficient or incomplete

53
Q

Tip-of-the-tongue phenomenon

A

Associated with cue-dependent forgetting

Due to inadequate retrieval cues

54
Q

Improving Memory:

Encoding specificity

A

Improved recall improves with increased similarity between encoding method and cues at recall

55
Q

Improving Memory:

State-dependent learning

A

Recall improves when learner is in the same emotional state during learning and recall

56
Q

Memory:

Recall v Recognition Performance

A

Performance is usually better on measures of recognition

Recognition items provide more retrieval cues

57
Q

Mnemonics:

Four Techniques

A

Method of Loci

Keyword method

Acronym

Acrostic

58
Q

Improving Memory:

Keyword Method

A

Imagery technique useful for paired associate tasks in which two words must be linked

59
Q

Yerkes-Dodson Law

A

Moderate levels of arousal maximize efficiency of learning and performance

Extreme low and high levels of arousal decrease efficiency

60
Q

Yerkes-Dodson Law:

Influence of Task Difficulty

A

The more difficult the task, the lower the optimal level of arousal

EPPP B3: Physio & Psychopharm (21 decks)

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