6 - Types Of Memory

Question 1

Name the 2 ways to retrieve information from memory

Answer 1

Recall and recognition

Question 2

How information is learned dictates…

Answer 2

How it is retrieved later
*mc and short answer have different study methods

Question 3

how does learning facilitate retrieval?

Answer 3

• Learning connects new material with existing memory paths, so much easier to remember the thing if you can build it into existing knowledge
• The existing knowledge you have, has very strong retrieval paths in mind
• When you add info to this you can take advantage of these retrieval paths (roads to access this info, want as many of these as possible)

Question 4

define context-dependent learning

Answer 4

dependent on the state the learner is in during acquisition
- As long as the place you studied is the same as where you’re tested, you performed better
- Act as cues and help activate memories of past events that occurred in the same situation

Question 5

how was context dependent learning tested?

Answer 5

• Participants studying on land or underwater (trained scuba divers)
• After, the land participant were tested on land or go scuba diving
• People in water were tested either on land or underwater
• Land/water had nothing to do with semantic content of what you’re learning, shows that the state your body is in (visual cues, being cold, stress) seem to be encoded with the thing you’re studying)
• performed better in environment they studied in

Question 6

context is not physical, it’s _

Answer 6

psychological

Question 7

what is context reinstatement?

Answer 7

Re-creating the context (eg. thoughts, feelings) of the learning episode

Question 8

what impact does context reinstatement have on retrieval/context-dependent learning?

Answer 8

• All participants had to do to get rid of context dependent learning was to imagine the situation where they learned the information in
• Visualizing the place you learned the content in leaded to the same results as doing it in the original environment
• As long as you can bring forward thoughts/feelings/sensations we should be able to remember

Question 9

define encoding specificity

Answer 9

remembering both the materials to be learned and the context of those materials

**Interesting data suggests encoding specificity involves neural activity in the same places of brain when remembering and encoding information

Question 10

how was encoding specifity accessed?

Answer 10

• participants read sentences and were supposed to remember the underlined word (some had to memorize lifted/tuned)
• In one case the attention is brought to the piano being heavy, and in the other as a musical instrument
• Later on they were given list of words to recognize, had to guess if they remembered

Question 11

what makes memory a vast network of ideas?

Answer 11

ideas represented as nodes, connected to eachother via associative links

Question 12

define spreading activation

Answer 12

activation travels within a network from node to node via associative links
**subthreshold activation at each node can accumulate via summation

Question 13

define semantic priming

Answer 13

activation of an idea in memory causes actication to spread to other ideas related to the first in meaning

Question 14

describe how recall of one piece of info can help remember the info of interest

Answer 14

• Recall one piece of info, and the act of recalling it will spread activity to neighbouring connective nodes
• When recalling location, emotion and other things that are related to what you want to recall, all of them are interconnected nodes
• By activating surrounding nodes of context you could activate the node that has info you want to remember
• Might get some subthreshold activation, but enough will cause them to sum together and activate what you need to remember (hints gain subthreshold)

Question 15

What is the lexical decision task used for?

Answer 15

studying semantic priming

Question 16

describe the lexical decision task

Answer 16

• press different letters depending on if it’s a nonsense or real word
• Sometimes the words are related in a semantic way, 50 ms or so faster if they had a semantic connection
• Consistent with spread activation theory, nodes in memory are connected to semantic things, help you recognize the word faster

Question 17

define recall

Answer 17

individual generates the memory after being given a broad cue identifying the information sought

Question 18

define recognition

Answer 18

information is presented, and the individual must decide if it is the sought-after information
*depends on source memory/familiarity
* remember/know judgements help us distinguish

Question 19

what role does source memory play in recognition?

Answer 19

• If you have good source memory you can remember when and where you remember it (where the memory comes from, what event promotes that memory)

Question 20

what happens if you don’t have a great source memory but have familiarity?

Answer 20

• Might see a word and it feels familiar but you don’t know where the source is
• Try to attribute it to some source when you have a sense of familiarity

Question 21

how did the remember/know memory testing work?

Answer 21

• Given something to study (list of words, study them/read them aloud/do something with it), usually incidental memory task
• Later on giving another series of words with some matching words and you have to say where you remember it or if it’s familiar
• Lots of variation but pretty good at distinguishing memory

Question 22

familiarity has higher activity in which part of the brain?

Answer 22

rhinal cortex, better recognition response

Question 23

high source memory is associated with higher activity in which part of the brain?

Answer 23

posterior hippocampus, better ability to remember ‘location’ where you encountered something

Question 24

what are the degrees of memorability

Answer 24

1) source memory
2) familiarity
3) Memory without awareness (implicit memory)

Question 25

define repetition priming

Answer 25

lexical decisions are faster if the word has been recently seen, even if participants have no recollection of the first exposure
(if stimulus is repeated in senses, able to process it better even w/o awareness)

Question 26

what do word-stem completion tasks show?

Answer 26

more likely to finish the stem with the word you’ve previously seen

Question 27

what are the 3 concepts/effects related to misattributing familiarity/

Answer 27

false fame effect, illusion of truth, source confusion

Question 28

describe the false fame effect

Answer 28

recognizing previously seen unfamous famous and labelling them famous

• Do a task, go home and then come back to label if a person is famous or not
• The sheet has famous people who are well know, lesser known, and just random faces shown the day before
• If you come back to this on the 2nd day, they have strong familiarity but don’t remember where they saw it, misattribute it to fame
• If you do it immediately after, they accurately identified the faces and said the non famous people were not famous because they just remember it from the other list

Question 29

describe the illusion of truth

Answer 29

effect of implicit memory in which claims that are familiar (eg. heard before) ends up seeminly more plausible

Question 30

define source confusion

Answer 30

drives the misattribution of why something feels familiar

Question 31

define processing pathway

Answer 31

the sequence of detectors and connections between them that leads to recognizing or remembering a stimulus/idea
*the use of a pathway increases its processing fluency

Question 32

according to processing fluency, why might we misattribute things?

Answer 32

• expect it to be easy to remember
• changes in fluency or discrepancies between expected and experienced fluency can trigger attribution processes

Question 33

in the hierarchy of memory types, memory is sorted initially into_

Answer 33

explicit (conscious) and implicit memory (revealed by indirect tests)

Question 34

in the hierarchy of memory types, explicit memory is divided into_

Answer 34

Episodic memory (memory for specific events) and semantic memory (general knowledge, not ties to any time/place)

Question 35

in the hierarchy of memory types, implicit memory is subdivided into

Answer 35

Procedural memory
Priming
perceptual learning
classical conditioning

Question 36

define procedural memory

Answer 36

(knowing HOW, ie. your memory for skills like brushing teeth facing a certain way)

Question 37

define priming

Answer 37

changes in perception and belief caused by previous experience

Question 38

define perceptual learning

Answer 38

recalibration of perceptual systems as a result of experience
- Idea that your perception of the world improves with repeated exposure
Ex. Radiologist accurately identifying tumours on imaging every time

Question 39

define classical conditioning

Answer 39

learning about associations among stimuli

Question 40

what condition suggests the existence of distinct memory types?

Answer 40

amnesia

Question 41

what are the 4 types of amnesia someone could have?

Answer 41

intact semantic & impaired episodic
intact episodic & impaired semantic
intact implicit & impaired explicit
intact explicit & impaired implicit

Question 42

what area of brain damage is associated with intact implicit and impaired explicit memory (in the class example)?

Answer 42

hippocampal damage
- led to fear of learned stimulus without explicit memory (giving shock when you shake hands, even though they don’t remember you they don’t want to shake your hand)

Question 43

what area of brain damage is associated with intact explicit and impaired implicit in the class example?

Answer 43

amygdala damage
- led to intact explicit memory of fearful memory (shaking hands) but no sense of fear

Question 44

the optimal learning strategy is to use _

Answer 44

multiple perspectives
*usually don’t know what we wil be tested on, can adjust coding ways to incorporate diff testing methods