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Cognitive Psychology > 6 - LTM structure > Flashcards

6 - LTM structure Flashcards

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1
Q

is LTM dynamic like WM?

A

yes, LTM is active in a lot of out cognitive processes like hearing interpretation and such

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2
Q

what is a serial position curve

A

cried by presenting a list of words to a participant and measuring their ability remember them

  • forms a distinct U shape
  • primacy effect - highest ability to rehears early words and store them in LTM
  • as more words are presented, gotta rehearse those too so more storage is taken up
  • recency effect - most recent items are remembered best
  • still in the WM!
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3
Q

explain Rundus’ findings on the primacy effect and rehearsal

A

did two tasks - normal and one where they had to repeat the words outlaid

  • serial positon curve for the second task just decreases from the first, no upshot
  • indicates that higher rehearsal increases recall
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4
Q

explain Glanzer and Cunitz findings on the recency effect

A

serial position normal way plus one where they had them count back from 30 after theyd been shown the lost
- eliminated the recency effect - words were out of WM

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5
Q

what is coding

A

the form in which stimuli are represented

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6
Q

what are the two approaches to coding

A
  1. physiological approach ; represented by neurones

2. mental approach - represented by the mind

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7
Q

explain the sickens experiment on proactive interference

A

presented words related to fruits or occupations

  • listen to three words, then count back from 15, then recall
  • did this for four trials with different words each time
  • trying to create proactive interference; decrease in memory that occurs when previously learning information interferes with learning new information
  • more times they are exposed to lists within a category, the worse performance is
  • if they switch categories , called the release from proactive interference
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8
Q

what does the release from proactive interference tell us about coding in WM?

A

depends n the categories - semantic content tf semantic coding

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9
Q

explain Sachs’ study on the form of coding in LTM . remote recognition memory

A

listen to a tape recoding, then measure recognition memory

  • meaning or the actual words?
  • lots of ppl got the task right, but often messed up the words and got the meaning right
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10
Q

how does coding for LTM and STM differ

A

STM tasks are often encoded auditory

- but LTM is often semantic

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11
Q

explain the case of H.M and his hippocampal ablation

A

eliminated the ability to form new LTM

  • STM remained n tact
  • also opposite people
  • establishes a double dissociation between STM and LTM
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12
Q

explain Ranganath and D’Esposito’s brain imaging studies for hippocampus activity in STM and LTM

A

asked whether the hippocampus might also influencehlding information for short periods of time

  • show a face, then a delay, then either the same or a different one
  • novel faces haven’t been shown before in the study
  • activity in hippo goes up as participants hold novel faces in memory during the delay
  • changes only slightly when its a familiar face
  • hippo is involved in maintaining novel information in memory
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13
Q

what is the difference in experience between episodic and semantic memories

A

Tulving - mental time travel, episodic memories feel like ‘going back’
- semantic memory doesn’t feel this way

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14
Q

what is the neurophysical evidence for the dissociation f semantic and episodic memory

A

case studies
1. KC - damage to hippo and adjacent areas
- cannot relive memories of his past
- can remember semantic facts
2. LP: couldn’t remember semantic information but could recall episodic content
- double diss!
but hard to conclude for sure, brain damage is never that specific

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15
Q

explain Levine’s studies on semantic and episode memory w brain imaging

A
  • told ppl to keep diaries for personal events
  • and also facts drawn from semantic knowledge
  • recorded their brains as they listened to their recordings
  • different brain regions for semantic vs episodic memory
  • there is overlap, but also lots of not overlap lol
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16
Q

what are the two provided examples of the interactions btwn episodic and semantic memories

A
  1. knowledge’s affects on experience
    - looking to the second base bc you know how baseball works
  2. the composition of autobiographical memory
17
Q

is autobiographical memory episodic or semantic?

A

BOTH
- personal semantic memories (I did x when I was y years old or sumn)
-

18
Q

explain Wesmacott and Moscovitch;s study on episodic and semantic memory for famous people

A

knowledge about these figures can include both components

  • semantic memories involving personal episodes are autobiographically significant semantic memories
  • recall was better for public figures who had higher autobiographical sign.
  • experiences related to episodic memories can aid in accessing semantic ones
  • ran the exp again on brain damaged ppl w no episodic memories
  • no effects
19
Q

is forgetting all or nothing

A

no, different degrees of it

20
Q

what are two different degrees of remembering and what are they each associated with (episodic vs semantic)

A
  1. familliarity - I know this person but dont know why or any details
    - associated with semantic memory - no context of episodic memory
  2. recollection - remember the specific information/details about the person
    - related to episodic memory
21
Q

what is the remember.know procedure

A

presented with a stimulus encountered before
- asked if they remember if the stimulus is familiar and the conditions under which it was learned
- vs if they know know if it is familiar but dont remember how
- vs if they dont know shit about it
distinguishes between familiar and unfamiliar // episodic vs semantic

22
Q

what is the semanticization of remote memories?

A

older memories tend to lose their episodic character

-demonstrated in both short periods and long ones (1 week to 50 years)

23
Q

explain the link between memory and the ability tho think about your future

A

related to our ability to visualize or create possible scenarios about the future
- found attenuated in patients who’ve lost episodic memory

24
Q

explain Addis; study on the interaction between memory and creating scenarios about the future
what did this lead Addis and Schacter to propose?

A

used the same regions in the brain
- led them to propose the constructive episodic stimulation hypothesis - episodicx memories are extracted and recombined to construct simulations of the future

25
Q

explain McDermott’s findings on the interaction between memory and creating scenarios about the future in terms of perspective

A

asked participants to remember an event from the past or imagine a similar event in the future
- then notice whether it was from 1st or 3rd person
- both were most likely viewed from 3rd perspective but less so when remembering the past rather than imagining the future
-

26
Q

why is it useful to be able to imagine the future?

A

when the future arrives, we gotta know how to respond fast

- led addis and them to propose that episodic memories function to predict / imagine the future

27
Q

how does mind wandering relate to episodic memory and future prediction (2)

A
  1. Baird 2011 - mostly thinking about the future during mind wandering
    led ppl to suggest that this is its main role - to plan for the future
  2. DMN damage can reduce capacity to retrieve autobiographical memory which itself is associated with creating possible futures
28
Q

what are the three types of implicit memories

A
  1. procedural memory
  2. priming
  3. conditioning
29
Q

explain the implicit nature of procedural memory (2 findings)

A
  1. damage to the hippocampus of those skilled in a task does not undermine their capacity to perform the task
  2. amnesiacs can improve in tasks even if they dont remember practicing (mirror drawing)
30
Q

what is expert induced amnesia

A

experts cannot always recall their performance as it happens so automatically
- output of practice is automatic

31
Q

explain the connection between procedural and semantic memory

A

LSJ - had lost episodic and semantic memory

  • couldn’t recognize paintings even though she was an artist
  • but could still answer questions related to procedural memory
  • memory systems are discrete but always interacting
32
Q

what is repetition priming

A

test stimulus is the same as or resembles the priming stimulus - facilitates response times
- implicit bc ppl dont need to remember seeing the stimulus the first time

33
Q

how do we ensure that repetition priming is implicit/

A
  1. test patients with amnesia
  2. present it inn a task that doesn’t seem to be about memory use testing procedures that dont refer to memory
  3. introduce speed of response - can’t think consciously if its super fast
34
Q

what is the propaganda effect and how does it relate to repetition priming

A
  • more likely to rate facts as being true if we have seen them before
  • we have been primed to respond this way !
  • can occur even if they are told the information is false or when they have been told where they experienced them the first time
35
Q

what is classical conditioning

A

the paring of a neutral stimulus with a conditioning stimulus that elicits a response, such that the first stimulus takes one the response of the latter

Cognitive Psychology (12 decks)

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