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Medical Studies 2A > 6.2 Cognitive Neuroscience > Flashcards

6.2 Cognitive Neuroscience Flashcards

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USMLE® Step 1 flashcards
1
Q

What are the names given to the types of memory that are rooted in each of the senses?

A

Vision: iconic
Auditory: Echoic
Olfactory: Olfactory
Touch: Haptic (PS5; extra memory)
Gustatory: Gustatory

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2
Q

Describe the relationships between sensory memory, working memory, and short and long term memory

A
  • Information must pass through “sensory buffers” and enter sensory memory
  • It can then be encoded into short term memory
  • This can then be consolidated into long term memory
  • This LTM can then be retrieved into working memory
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3
Q

Short term memory has a ____ capacity, and ____ duration

A

Large capacity, very short duration

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4
Q

What is the duration of iconic, auditory, and haptic short term memory?

A

Iconic: 0.5sec
Echoic: 3-4sec
Haptic: <1sec

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5
Q

What is the relationship between working memory and short term memory

A

Working memory is a type of short term memory

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6
Q

What is the duration/capacity of working memory (be specific)

A

Duration 20-30sec
Capacity: 7 +/- 2

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7
Q

Which part of the brain, broadly, is working memory reliant on?

A

The prefrontal cortex

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8
Q

Which brain areas seem particularly important for getting information into long term memory?

A
  • Parahippocampal cortex
  • Prefrontal cortex
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9
Q

Declarative vs non-declarative memory?

A

Declarative: can consciously recall
Non-declarative: cannot consciously recall

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10
Q

What are the two kinds of declarative memory?

A
  • Semantic: fact and general knowledge
  • Episodic: personal experiences and events
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11
Q

What are the three kinds of non declarative memory?

A
  • Procedural: motor skills and habits
  • Classically conditioned: phobias/attitudes
  • Priming: Earlier exposure facilitates retrieval again
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12
Q

What are neural ensembles, and what is their role in memory?

A
  • It’s a population of neurons involved in a particular computation
  • Can encode engrams, which enable memory formation
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13
Q

Describe the formation and storage of memory engrams

A
  • Encoded in the hippocampus
  • Stored in cortex for later use
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14
Q

What is engram consolidation?

A

Strengthening of neuronal connections between neurons that encode an engram

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15
Q

True or false: memory retrieval cues are purely external

A
  • False
  • Can be externally or internally generated
  • This is why we spontaneously remember painful memories
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16
Q

What IS learning at a neuronal level?

A

Repeated retrieval and reconsolidation of memory.

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17
Q

True or false: environmental cues can play a role in memory

A

True. This could be music, smells etc.

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18
Q

How are memories changed when we recall them?

A
  • When we recall an engram, it is temporarily destabilised
  • This gives us an opportunity to rewire the engram in the context of new information
19
Q

What are 3 possible causes of forgetting (at a neuronal level)?

A
  • Encoding failure (engram is not encoded properly/strongly enough)
  • Retrieval failure (no retrieval cue, or blockage in neuronal pathway necessary for retrieval)
  • Interference theory (memories interfere with one another)
20
Q

What are the two types of memory “strength”?

A
  • Storage strength
  • Retrieval strength
21
Q

Within 24 hours, how much information is lost along the forgetting curve?

A

2/3 is lost

22
Q

How can we improve long term retention of information?

A
  • Link new information to personal experiences or existing knowledge
  • Link to multiple sensory modalities (e.g. visual) to increase number of retrieval cues
  • Interleaving (Claudia Stellner)
23
Q

Why shouldn’t we review new information straight away when studying

A
  • We aren’t far enough along the forgetting curve yet
  • The struggle up the forgetting curve is what forms the memories
24
Q

Why might spaced repetition be more important than massed trials?

A
  • Each unit of study is more likely to require reactivation of memory trace
  • Optimal reconsolidation of engrams
  • Also, likely to be more contexts
  • Also, Gives time for protein synthesis necessary for memory (like rest periods at the gym)
25
Q

Recall the relationship between spaced repetition and the forgetting curve

A
  • With each repetition, the curve flattens at a higher level than before.
  • It’s like increasing your minimum earning capacity by skill stacking
26
Q

Why might interleaving improve memory formation?

A
  • Forces you to see connections
  • Some benefits of spaced repetition
27
Q

In terms of engrams, what does reading a passage do?

A

It just encodes information. no strengthening of retrieval cues or reconsolidation of engrams

28
Q

Why is sleep such an efficient form of “study”?

A
  • Newly encoded hippocampal representation is repeatedly reactivated, driving redistribution to long-term store in cortex
  • New memories are also integrated with pre-existing memories
29
Q

What is Broca’s aphasia also called?

A

Expressive aphasia (difficulty expressing self)

30
Q

Are people with broca’s aphasia aware of their aphasia?

A

Frustratingly, yes.

31
Q

What is Wernicke’s aphasia also called?

A

Receptive aphasia

32
Q

True or false: Wernicke’s aphasia is completely confined to the temporal lobe

A
  • False
  • May also stretch up into parietal lobe (Wernicke didn’t zoom out enough)
33
Q

What is the role of the dorsal pathway connecting Wernicke’s and Broca’s?

A
  • Verbal motor integration - E.g. baby watching mother to learn how to say a specific word
34
Q

What is the function of the ventral pathway connecting Wernicke’s and Broca’s?

A
  • Auditory conceptual mapping
  • “What” is the speech? What sounds equal what concepts?
35
Q

True or false: aphasia can only occur when we have damage to Wernicke’s or Broca’s area. Nowhere else.

A
  • False
  • Many white matter tracts run between the areas; damage to these can also cause aphasia
36
Q

Describe conduction aphasia

A
  • Fluent conversation speech
  • No significant difficulty in comprehension
  • BUT: they cannot repeat sentences accurately, and have some phonemic paraphasic errors

(Chris Voss hates this; you can’t use mirroring!)

37
Q

What is transcortical motor aphasia?

A
  • The same as Broca’s/Expressive aphasia
  • BUT: ability to repeat words is preserved
38
Q

What is transcortical sensory aphasia?

A
  • Same as Wernicke’s/Receptive
  • BUT: repetition is spared
39
Q

What is anomic aphasia?

A

Inability to name objects or body parts

40
Q

What are the four components of executive function?

A
  • Working memory
  • Inhibitory control
  • Cognitive flexibility
  • Fluency
41
Q

True or false: the prefrontal cortex is the sole site of executive function. This is why humans are so much smarter than monkeys.

A
  • False
  • It coordinates cortical and subcortical structures (that’s why it’s responsible for EXECUTIVE function!)
42
Q

How might someone with damage to the orbitofrontal region of the frontal lobe present?

A
  • Disinhibition
  • Impulsiveness
  • Distractibility
  • Explosive behaviour

(Basically Harry Gregg; think of crazy eye = orbito)

43
Q

How might someone with damage to the dorsolateral region of the frontal lobe present?

A
  • Lack of abstract thinking
  • Lack of ability to plan or strategise
  • Poor working memory for verbal/spatial information

(Inability to think laterally)

44
Q

How might someone with damage to the dorsomedial region of the frontal lobe present?

A
  • Apathy
  • Lack of concern
  • Mutism

(Thomas Clayton; middle part)

Medical Studies 2A (110 decks)

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