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Psych and Sociology MCAT > Ch 5.3-5.4 > Flashcards

Ch 5.3-5.4 Flashcards

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1
Q

developenta psychology

A

study of how humans develop physically, cognitively and socially thruout their lifetime

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2
Q

at conception

A

F and M gametes fuse to form a zygote- a single cells with the entire genetic complement ( 46 chromosomes) necessary for developing into human being

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3
Q

placenta purpose

A

transfers nutrients and oxy to developing fetus and transports waste and carbon dioxide away from fetus, acts as a barrier, protecting the fetus from most harmful substances but some substances can still cross the barrier inclding alcohol which has shown to have negative impact on neuro dev.t

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4
Q

reflexes

A

automatic survivors
useful for survival
primitive because the originate in CNS and are exhibited by all normal infants

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5
Q

7 reflexes exhibited by all normal infants

A 
moro ( startle) 
rooting
 sucking
 babinski
tonic neck
palmar grasp
walking/ stepping
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6
Q

moro reflex

A

in response to loud sound or sudden movement, infant will startle; baby throws back its head and extends its arms and legs , cries, then pulls the arms and legs back in

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7
Q

moro duration and start

A

present at birth

lasts 6 months

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8
Q

rooting

A

response to touching or stroking one of baby cheeks, baby will turn its head in direction of stroke and open its mouth to root for a nipple

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9
Q

sucking

A

linked with rooting reflex

in response to anything touching roof of babyès mouth, it will begin to suck

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10
Q

babinski

A

in response to sole of foot being stroked , baby big toe moves upward or toward the top of the foot and other toes fan out

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11
Q

tonic neck

A

in response to head being turned to one side, bay will stretch out arm on same side and opposide arm bends up at the elbow
reflex lasts 6-7 months

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12
Q

palmar grasp

A

in response to stroking the baby palm, baby hand will grasp, reflex lasts for a few months

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13
Q

walking

A

in response to soles of baby feet touching flat surface, attempt to walk by placing one foot in front of the other
reflex dissapears at around 6 weeks and reappears at around 8-12 months when baby learns to walk

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14
Q

baby preferences for sounds

A

that facilitate social responsiveness
turn heads to human voices
can distinguish motherès voice and smell

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15
Q

baby pref for sights

A

that facilitate social responsiveness

gave longer at images that resemble faces

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16
Q

reflexive movements

A

primitive, involuntary movements that serve to prime neuromuscular system and form the basis for the more sophisticated mvmt to come

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17
Q

ex of reflex mv

A

palmar grasp reflex primes the nervous system for more controlled grasping learned at later stages

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18
Q

reflex duration

A

reflexes and learnig to inhibit reflexes occurs during the 1st year of a childès life and overlaps with the stage in which rudimentary movements are learned

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19
Q

rudimentary mvmts

A

1st voluntary mvmt performed by a child

form foundation on which fund l mvmts are built and is primarily dictated by genetics ( more less pre programmed ) mvmts

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20
Q

rud mv ex

A

includes rolling, sitting, crawling, standing and walking

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21
Q

rud mv duration

A

occur in predictable stages from birth to age 2

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22
Q

fund .l mvmt

A

child is learning to manipulate his or her body thru actions
highly influenced by environment more than rud mv
children are typically in school at this stage, physical activity and games are necessary for proper motor dev.t
mvmts initially start out uncoord d and poorly controlled, but as the child advances in age, mvmts become more refined, coordinated, efficient

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23
Q

fund mvmt duration

A

from age 2 to 7

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24
Q

fund mvmt ex

A

actions such as running jumping catching throwing

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25
Q

specialized movement

A

learn to combine fund mvt and apply to specific tasks

subdivided into 2 shorter stages

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26
Q

2 short stages of spec

A

transitional

application

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27
Q

trans. l

A

where combo of mvmts occur

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28
Q

ex of trans. l

A

grasping, throwing, jumping are combined to shoot a basket in basketball

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29
Q

application

A

concious decision to apply skills to specific types of activity
application of strategy to movement is now possible such as choosing to delay shooting the basketball until she has a clear shot at the basket

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30
Q

app ex

A

one child might choose to play basketball

whereas another might use same set of skills and abilities to play baseball

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31
Q

spec duration

A

from 7-14 years old approx

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32
Q

lifelong application stage

A

movements are continually refined and applied to normal daily activities as well as recreational and competitive activities

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33
Q

lifelong dur

A

from beginning of adolescence and progressing thru adulthood

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34
Q

prenatal dev.t neurons

A

brain produces more neurons than needed

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35
Q

at birth neurons

A

humans have the highest number of neurons at any point in their life, pruned thruout the ensuing lifetime

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36
Q

immature brain networks

A

does not have many neural networks

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37
Q

neural networks

A

codified routes for info processing, types that are generated in response to learning and experience thruout a lifetime

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38
Q

infancy and early childhood neurons

A

form neural networks and networks are reinforced by learning and behavior

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39
Q

3-6 brain development

A

most rapid growth occurs in the frontal lobes, corresponding to increase in rational planning and attention

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40
Q

last cortical areas to develop

A

association areas linked with memory , thinking and language are the last to develop

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41
Q

maturation

A

sequence of biological growth processes in human development
largely genetic but still influenced by env

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42
Q

ex of env influence on maturation

A

while humans are programeed to learn how to speak and devlop progressively to more complex speech, severe deprivation can sig delay process while incredible nurturing env might speed it up

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43
Q

developing brain allows for

A

motor dev.t , as the nervous system and muscles matures , more and more complex physical skills develop

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44
Q

universal development

A

sequence for motor dev.t is universal

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45
Q

ex of universal sequence

A

babies learn to roll over, then sit, then crawl, then stand, then walk

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46
Q

necessary precursor to walking

A

cerebellum

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47
Q

most humans learn to walk

A

around 1

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48
Q

average age of earliest concious memory

A

3.5 age

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49
Q

infantile amnesia

A

before age of 3.5 , we are unable to remember much, if anything
even though humans are unable to recall memories from this period, babies and young children are still capable of learning and memory

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50
Q

infant learning exp

A

researcher tied string to infantès foot and attached other end to mobile
when baby kicked foot, mobile moved
babies learned they associated kicking with mobile movement, kicked more when attached to mobile
however, if attached to different mobile, did not kick more, however, when attached to same mobile a month later , remembered association and began kicking again

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51
Q

stranger anxiety

A

crying and clinging to caregiver
form of distress that children experience when exposed to people that are unfamiliar to them
developed schemas for familiar faces and when new faces do not fit already developed schema, infant is disressed

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52
Q

stranger anxiety shows up and peaks

A

from approx 8-12 months of age

peaks at 13 months and then gradually declines

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53
Q

Harry Harlow and Margaret Harlow exp set up

A

bred monkeys for experiments
to control for env and reduce incidence of disease, infants were seperated from their mothers at birth ( maternal deprivation) and provided with a baby blanket

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54
Q

Harry Harlow and Margaret Harlow exp

A

when blankets were removed for laundering baby monkeys became very distressed because they had formed an intense attachment to the object

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55
Q

nourishment hypothesis

A

was contradicted by the physical attachment the monkeys had with their blanket

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56
Q

artificial mother exp set up HH and MH

A 
one nourishing ( wire frame with wooden head and bottle)
other  cloth ( wire frame with wooden head and cloth blanket wrapped around it)
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57
Q

artificial mother exp results HH and MH

A

monkeys preferred cloth mother, clinging to her and spending the majoring of their time with her and visiting the other mother only tofeed

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58
Q

Harlow conclusions

A

contact comfort was an essential elemnet of infant/ mother bonding as well as to psychological development

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59
Q

monkeys from HH and MH experiments when they grew up

A

mother ( surrogate wire) i slargely inadequate
demonstrated social deficits
demonstrated agressive behavior as adults , unable to socially integrate with other monkeys and did not mate
would neglect, abuse, or even kill offspring if female monkeys were artficially inseminated

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60
Q

Mary Ainsworth

A

strange situation experiments

mothers would leave infants in an unfamiliar environment ( usually a lab playroom) to see how the infants would react

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61
Q

strange situation exp results

A

suggested that attachment styles vary among infants

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62
Q

securely attached infants

A

will explore and play in the presence of their mother or primary caregiver
when mother leaves the room, infant is distressed and when mother returns, the infant seek contact with her and is easily consoled

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63
Q

insecurely attached infants

A

in presence of mother are less likely to explore surroundings and may even cling to their mother, when mother leaves they will cry loudly or remain upset or demonstrate indifference to her departure and return

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64
Q

mothers of sec

A

sensitive and responsive mothers who are quick to respond to their childès needs in a consistent fashion

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65
Q

mothers of insec

A

insensitie and unresponsive, monkeys attending to needs inconsistently or ignoring their children

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66
Q

cloth mother in Harlowès monkeys experiments

A

insensitive and unresponsive when these monkeys were put in situation without artificial mothers, they became terrified

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67
Q

securely attached infants demonstrate

A

better social skills, greater capacity for effective intimate relationship, better able to promote secure attachments in their children

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68
Q

insec attached infants are

A

more likely to neglect and abuse their own children

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69
Q

3 types of parenting styles

A

authoritarian
permissive
authoritative

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70
Q

authoritarian

A

involves attempting to control children with strict
rules that are expected to be followed unconditioneally
very demanding, not very responsive to their children, do not provide much warmth or nurturing

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71
Q

author often utilize

A

punishment instead of discipline an will not explain the reason behind their rules

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72
Q

children of author

A

may display more aggresive behavior towards others or may act shy or fearful around others, have lower self esteem , have difficulty in social situations

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73
Q

permissive parents

A

allow children to lead the show
few rules and demands
rarely discipline their children
very responsive and loving to children but rather lenient; rules are enforced inconsistently

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74
Q

children of perm

A

tend to lack self discipline, may be self involved and demaning, may demonstrate poor social skills

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75
Q

author parents

A

listen to children, encourage independence, place limits on behavior and consistently follow thru with consequences when behavior is not met, express warmth and nurturing, allow children to express opinions and discuss options
disciplined in a fair and consisten manner

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76
Q

children of author

A

produce children who are happier, have good emotional control and regulation, develop good social skills and are confident in their abilities

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77
Q

what are some other explanations for outcomes in children other than parenting styles ?

A

it is possible that certain children have genetic disposition to be easygoing, confident and socially adjusted so author has easy time raising this easy child and their resultant behavior is attributed to parent when in actuality there was something innate about the child that caused the parent to respond to him in that way

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78
Q

adolescence

A

comes from latin word adolscere which means grow up
transitional stage between childhood and adulthood
roughly begins in puberty and ends with acheivement of independent adult status
generally encompasses teenage years

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79
Q

adol involves

A

many important physical, psychological, and social changes

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80
Q

onset of puberty in boys

A

age 11 or 12 in boys

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81
Q

onset of puberty in girls

A

age 10-11 in girls

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82
Q

onset of puberty involves

A

surging estrogens and androgens ( sex hormones ) that cause cascade of physical changes

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83
Q

increased estro girls

A

causes dev of 2ndy sex characteristics ( increased body and pubic hair , increased fat distribution ( breast development) , as well as initiation of menstrual cycle

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84
Q

increased test in boys

A

( primary androgen) , causes dev.t of 2ndy sex chars ( increased body and pubic hair , increased muscle mass, voice deepending , enlargement of penis and testes) and the onset of ejaculation

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85
Q

onset distress ex

A

early puberty for a girl means that she will begin developing breasts and menustrating before her peers, which can be psychologically upsetting

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86
Q

three major changes of brain during adolescence

A

cell proliferation
synaptic pruning
myelination

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87
Q

cell proliferation

A

occurs in certain areas , particularly the prefrontal lobes and the limbic system
process which results in an increase in the number of cells and is defined by the balance between cell division and cell loss through cell death or differentiation

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88
Q

synaptic pruning

A

process by which extra neurons and synaptic connections are eliminated in order to increase efficiency of neuronal transmissions
process of synapse elimination
done for unused or unnecessary connections

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89
Q

myelination

A

strengthens connections between various regions

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90
Q

pre front cortex responsible for

A

abstract thought, plannin , anticipating consequences,m personality

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91
Q

pre front cortex

A

continues devoloping during adolescent period

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92
Q

limbic system develop during adol and what it explains

A

responsible for emotion
develops more rapidly than the prefrontal cortex
explains behavior that appears emotionally rather than rationally driven

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93
Q

adol improve

A

self control, judgement and long term planning abilities during adolc

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94
Q

attainment of adult

A

marked by feeling of comfortable independence

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95
Q

transition to adult

A

not marked by any definitive biological event

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96
Q

adult abilities

A

less clear defined

not marked by clear developmental milestones and attainment of physical abilities

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97
Q

info entering sensory register

A

when encoding occurs

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98
Q

encoding

A

process of transfering sensory info into memor system

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99
Q

working memory def

A

where info is maintained temporarily as part of a particular mental activity, learning solving a problem
quite limited

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100
Q

working memory includes

A

phono loop, visuo sketchpad , central exec and episodic buffer

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101
Q

serial model effect

A

occurs when someone attempts to memorize a series, such as a list of words

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102
Q

immediate recall condition

A

shortly after info is first presented, ind more likely to recall first and last items on the list

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103
Q

phenom of recalling 1st and last items on the list

A

primacy and recency effect

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104
Q

hypo why 1st item easily recalled

A

because they have had the most time to be encoded and transferred to long term memory

105
Q

last items more easily recalled

A

because they may still be in phono loop, may be readily available

106
Q

when ind.l asked to recall list at later point

A

ind tends to remember only first items well, because that was the only in fo which was transferred to long term memory whereas recent info from phonological loop would quickly decay and be lost

107
Q

mnemonic

A

any tech for improving retention and retrieval of info from memory

108
Q

one simple process which aids memory

A

use of phono loop thru rehearsal

repeated rehearsal could lead to encoding into long term memory

109
Q

chunking

A

strategy by which info to be remembered is organized into discrete groups of data

110
Q

ex of chunkin

A

one might mem area code and last 4 digits as discrete chunks for a phone number
the umber of things being remembered is decreased- in the case for a phone number, there are 3 things rather than 10 individual digits

111
Q

ex of using phono loop

A

if u were given a phone number but didnè have any way of recording the info, you miht repeat the digits over and over in your head until you are able to write them down

112
Q

why is chunking an imp strategy

A

limit of working memory is generally understoop to be about 7 digits

113
Q

aiding in encoding memories: heirarchies

A

made for organization when people are memorizing info
when words are organized into groups, recall significantly improves
as child learns more, heirarchies are reorganized to match incoming info

114
Q

ex of using heirarchies

A

if child is learning about diff animals in the zoo, it would be useful to have a category of bids which includes penguins, ostriches and a category of big cats to remember lions, tigers and so on

115
Q

importance of depth of processing for encoding memories

A

info that is thought about at a deeper level, is better remembered

116
Q

ex of depth of processing on memories book

A

easier to remember general plot of a book than the exact words, meaning that semantic informantion ( meaning) is more easily remembered than grammar ( form) when goal is learn a concept)

117
Q

rhyme

A

useful for phono processing

118
Q

another useful mnemonic device

A

use short words or phrases that represent longer strings of info

119
Q

dual coding hypothesis

A

indicates that it is easier to remember words associated with images than either words or images alone
by encoding visual mental rep.n with associated word, there are more connecions made to memory and an opportunity to process info at deeper level
thus imagery is a useful mnemonic

120
Q

method of loci

A

involves imagining moving thru familiar place such as you home and in each place, leaving a visual representation of the topic to be remembered, for recall, then the images of the places can be called upon to bring into awareness the associated topics

121
Q

self reference effect

A

it is easier to remember things that are personally relevant
have excellent recall for info that we can personally relate to because it interacts with our own views or it can be linked to existing memories

122
Q

personify new info

A

as a way to memorize it

123
Q

different stores of memory (3)

A

sensory
short term
long term

124
Q

sensory

A

initial recording of sensory info in the memory system

very brief snapshot that quickly decays

125
Q

2 types of sensory

A

iconic

echoic

126
Q

iconic

A

brief photographic memory for visual info, which decays in a few tenths of a second

127
Q

echoic

A

memory for sound, which lasts about 3-4 sec
this is why you might ask what someone said if you had trouble hearing him or her, only to hear and make sense of the words you said a sec later

128
Q

info from sens and Broadbentès filter

A

sens info decays quickly and is not passed thru the filter into short term memory

129
Q

short term

A

limited in duration and in capacity

130
Q

recall capacity for adult

A

around 7 items , plus or minus 2

which is why phone numbers with 7 digits are easily remmbered

131
Q

info retained in short term

A

for only about 20 s unless it is actively processed so it an get transferred to long term memory

132
Q

long term

A

info that is retained sometimes indefinitely, is believed to have an infinite capacity

133
Q

short term strongly correlated with

A

hippocampus, where new info sought to be remembered resides temporarily and is then encoded to long term memory or forgotten

134
Q

working memory strongly correlated with

A

prefrontal cortex, storage bin to hold memories ( short term and long term) that are needed at a particular moment in order to process info or solve a problem

135
Q

implicit memory

A

aka procedural memory
refers to conditioned associations and knowledge of how to do something
procedural involves motor skills and actions

136
Q

explicit memory

A

aka declarative memory
memories involving concious recall
involves being able to declare or voice what is known

137
Q

explaining a concept requires

A

explicit or declarative memory

138
Q

2 subdivisions of expl memory

A

semantiic memory

episodic memory

139
Q

implicit memory helps with

A

performing of tasks without concious awareness of previous experiences
memory without concious recall

140
Q

semantic memory

A

memory for factual info such as the capital of England

141
Q

episodic memory

A

autobiographical memory for info of personal importance such as the situation surrounding a first kiss

142
Q

semantic vs epi deterioration

A

semantic usually deteriorates before episodic memory does

143
Q

brain structures involved in memory

A

hippocampus, cerebellum, amygdala

144
Q

hippocampus role

A

necessary for encoding of new explicit memories

145
Q

cerebellum role

A

involved in learning skills and conditioned associations ( implicit)

146
Q

amygdala

A

involved in associating emotion with memories , particularly negative memories such as fear response to dentists drill involves fear conditioneing

147
Q

two types long term memory

A

explicit memory

implicit memory

148
Q

explicit memories are

A

facts or events that you can clearly or explicitly describe

149
Q

implicit memories involve

A

things you cannot articulate, such as how to ride a bicycle
cannot say clearly how much pressure u put on the pedal
memories for procedures like riding a bike are called procedural memories

150
Q

priming

A

means that prev exp influences your current interpretation of the event

151
Q

2 types of implicit memories

A

procedural

priming

152
Q

amnesia patients

A

with hippocampal damage may not have declarative memory for skill they have recently learned ( due to amnesia) and yet they may be able to demonstrate the skill, indicating implicit memory exists

153
Q

impl vs expl infants

A

implicit memory infants make are retained indefinitely but explicit memories infants make are not retained beyond age 4 - infantile amnesia, it is only after hippocampus has fully developed that explicit memories are retained long term

154
Q

believed that info is stored in long term memory

A

as an organized network

155
Q

nodes

A

individual ideas in the network, which can thought of like cities on a map

156
Q

associations

A

rods which connect the nodes

157
Q

encoding

A

act of moving information from the temporary store in your working memory into the permanent store in your long term memory

158
Q

strength of association in the network

A

related to how frequently and how deeply the connection is made

159
Q

processing material

A

in diff ways leads to establishment of multiple connections

160
Q

searching thru memory is

A

process of starting at one node and travelling the connected roads until one arrives at what one is looking for

161
Q

retrieval of info improves

A

if there are more and stronger connections to the idea

162
Q

semantic network approach

A

which argues that concepts are organized in your mind in terms of connected ideas
are heirarchies

163
Q

length of associations

A

analogous to roads which connect nodes

longer for less related ideas and shorter for more related ideas

164
Q

storage of info at the heirarchy

A

store the commonalities higher order in the node

more specific characteristics are stored at lower level nodes

165
Q

the longer it takes us to verify a connection between 2 nodes

A

the longer the links between the 2 nodes are or the more nodes that we have to go through to make that link

166
Q

problems with heirarchal semantic system

A

the links getting longer is not necessarily true for all categories for example it takes longer to verify a pig as an mammal than verifying it as an animal

167
Q

collins and loftus modified version of semantic system

A

every individualès semantic network develops on their experience and knowledge so some links may be shorter or longer for certain individuals

168
Q

spreading activation

A

all ideas in head are connected
when you activate one you pull up relating concepts along with it
as part of semantic model

169
Q

node activation

A

not activated until receives input signals from neighbor that are strong enough to reach a response threshold

170
Q

effect of input signals

A

is cumulative, response threshold is reached by summation of input signals from multiple nodes

171
Q

stronger memories connectiosn

A

involve more neural connections in the form of more numerous dendrites, stimulation of which can summate more quickly and powerfully to threshold

172
Q

once response threshold of node is reached

A

node fires and sends stimulus to all its neighbors

173
Q

spreading activation

A

activation of a few nodes can lead to a pattern of activation within the network that spreads on ward

174
Q

spread and searches

A

when we retrieve info, we start search from one node, we do not choose where to go next but rather the activated node spreads its activation to other nodes around it to an extent related to the strength of association between that node and each other
pattern continues, with well established links carrying activation more efficiently than more obscure ones

175
Q

why hints may be helpful

A

explained by network approach
may serve to activate nodes that are closely connected to the node being sought after which might contribute to the nodeès activation

176
Q

spreading activation also explains relevance of

A

contextual clues

177
Q

ex of context

A

if you read a book while jummping up and down on a trampoline, you are more likely to later recall this info if you once again are on the trampoline because you developed some association between learned info and cues in the env when learning the info

178
Q

recall

A

the ability to retrieve info

179
Q

retreival

A

process of finding info stored in memory

180
Q

free recall

A

involves retrieving item out of thin air

181
Q

cued recall

A

involves retrieving info when provided with a cue

182
Q

recognition

A

another type of retrieval

involves identifying specific info from a set of info presented

183
Q

ex of recogn task

A

multiple choice

184
Q

ex of free recall

A

ask student to name all the capital cities in the world

185
Q

ex of cued recall

A

provide student with list of countries and ask him or her to name all capital cities in the world

186
Q

relearning

A

involves process of learning material that was originally learned

187
Q

once we have learned and forgotten something

A

we are able to relearn it more quickly than when originally learned, suggesting info was in memory system to be retrieved

188
Q

retrieval cues

A

provide reminders of info

189
Q

priming

A

prior activation of nodes and associations

often occurs without our awareness

190
Q

act of retrieval

A

performed any time you take something out of your long term memory and bring it into your working memory or your concious awareness

191
Q

serial position curve

A

plots probability of recall against the list
recency and primacy have highest probability
middle has the lowest

192
Q

ex of priming

A

if you are shown several red items and then asked to name a fruit, you would most likely name a red fruit

193
Q

3 types of retrieval cues

A

priming
contextual cues
state dependent memory

194
Q

contextual cues

A

associations formed at the time that the memory was encoding including tastes, smells and sights
environment in which you encode

195
Q

ex of context someone familiar

A

almost has had the experience of not recognizing someone familiar because of seeing the person in another context
running into your coffee shop barista at a concert may make it hard to recognize him or her

196
Q

common retrieval cues

A

emotion, words, events, sensory input

197
Q

mood dependent memory

A

what we learn in one state is most easily recalled when we are once again in that emotional state

198
Q

ex of mood dep depressed

A

when someone is depressed
events in the past that were sad are more likely to emerge to the forefront of his or her mind
playing a role in maintaining the cycle of depression

199
Q

ex of mood dep happy

A

when we are happy, we tend to remember past times that were also happy

200
Q

emotion bias memories

A

emotion can bias the recall of memories

201
Q

emotion bias ex

A

is someone is angry at a friend, they are more likely to feel that the relationship has always been rotten

202
Q

remembering info is acheived

A

thru process of paying attention, encoding, retaining info ( storage) and finally retrieval

203
Q

forgetting

A

caused by failure among any step of the remembering info process

204
Q

info never got into memory system

A

failure to pay attention or encode means that

205
Q

decay

A

failure to store information

206
Q

failure in retrieval could result

A

from lack of retrieval cues or interference

207
Q

decline in memory is influenced

A

by how active the person is

208
Q

increased activity ( both physical and mental)

A

is a protective factor against neuronal atrophy

209
Q

age related loss of neurons may parallel

A

memory loss

210
Q

info meaningful

A

and connects well to exiting web of info in older adults
and info that is skill based shows less decline with age
greater decline for info that is less meaningful and less richly connected

211
Q

older adults show

A

minimal decline in recognition but greater decline in free recall

212
Q

prospective memory

A

remembering to do things in the future

stronger when there are cues in the environment

213
Q

ex of decrease in prospective memory

A

older adult may be asked to remember to take a particular medication 3 times a day, however, unless there is a reminder such as readily visible pillbox or an alarm, it might be difficult to remember that there is a task that needs to be completed
person fails to remember to remember

214
Q

diff with prospective memory

A

without cues makes it difficult to complete time based tasks, since one must remember to look at a clock or keep track of a schedule

215
Q

anterograde amnesia

A

patients with damage to the hippocampus could develop this , which is an inability to encode noew memories

216
Q

retrograde amnesia

A

patients with damage to hippocampus could develop this

inability to recall info that was prebbiously encoded

217
Q

damage to hippocampus

A

could cause antero
retro
or both

218
Q

neuro damage involving neuro

A

also causes memory dysfunction

219
Q

theory about cause of alzheimer’s disease

A

involves inabiliy to manufacture enough neuro acetyl, which results in among other things, neuronal death in hippo

220
Q

memory decay results

A

in failure to retain stored info

despite the fact if info is successfully encoded into memory , can decay from memory storage and be forgetten

221
Q

memory decay happens

A

in a non linear fashion

222
Q

forgetting curve pattern

A

longer the retention interval, the more info will be forgotten with most of the forgetting occuring rapidly in 1st few days before leveling off

223
Q

why do memories fade or erode with the passage of time

A

it is unclear

224
Q

possibilities on why memories fade or erode with time

A

possible that brain cells involved in memory may die off

perhaps associations with memories need to be refreshed in order not to weaken

225
Q

interference results

A

in failure to retriev info that is in storage

226
Q

proactive interference

A

happens when info previously learned interferes with ability to recall info learned later

227
Q

ex of pro inter

A

remembering where you had parked your car in a parking garage will be more difficult once you have parked in that parking garage from months in different locations

228
Q

retroactive inter

A

happens when newly learned info interferes with the recall of info learned previously

229
Q

ex of retro inter

A

someone who has moved frequently may find that learning new addresses and directions interferes with his or her ability to remember old addresses and direcctions

230
Q

positive transfer

A

old info facilitates learning of new info

231
Q

ex of + trans

A

knowiing how to play american football may make it easier for someone to learn to play rugby

232
Q

when memories are encoded

A

they pass thru a lens ; the mood and selective attention of the observer influences howtheya re included

233
Q

memories are altered

A

when passing thru the lens of retrieval

when we remember something, we draw picture, constructing the recalled memory from info that is stored

234
Q

schema

A

mental blueprint containg common aspects of some part of the world

235
Q

info we retrieve can be based

A

on schemas rather than reality

236
Q

ex of schema view of the world

A

if asked to describe what 4th grade classroom looked like, u might remember a chalkboard, chalk, desks, posters and books based on your schema of such a classroom even though the actual room may not have had posters

237
Q

when we construct a memory

A

we tend to fill in the blanks by adding in details that may not have been present at the time
we may unknowingly alter details

238
Q

ex of altered memories

A

in eyewitness testimony, leading questions could cause witnesses to misestimate or misremember
when participants in an experiment were asked how fast cars were going when they smashed into each other instead of just hit each other, they indicated higher speeds

239
Q

misinfo effect

A

tendency to misremember when people are exposed to subtle misinfo

240
Q

ind.ls may also misremember when

A

asked repeatedly to imagine nonexistent actions and events

241
Q

false memories

A

can get created when repeatedly imaging that one did something
inaccurate recollections of an event which may the result of implanting ideas

242
Q

distinguishing between real and false memories using emotion

A

difficult, because both can be accompanied by emotional reactions and a sense of familiarity
therefore, an individuals confidence n the validity of the memory has not been found to be a good indication of how valid it actually is

243
Q

error in source monitoring

A

when people forget the source of the info that they are recalling

244
Q

ex of error in source montoring

A

you may recognize someone but have no idea where you have seen the person before

245
Q

physical basis for memory

A

difficult time searching

no central location found for memories and there seem to be no such thing as special memory neurons

246
Q

process of forming memories

A

involves electrical impulses sent through brain circuits

impulses leave permanent neutral traces that are physical representation of info

247
Q

what is important for memory and learning

A

synapses

sites where nerve cells communicate with each other thru neuro

248
Q

once believed

A

after bran devlops n childhood, it remains fixed

249
Q

neural plasticity

A

malleablty of brain’s pathways and synapses based on behavior, environment, and neural process

250
Q

changes in memory and learning are

A

reflected physiologically by changes in association between neurons

251
Q

connections in brain

A

are constantly removed and created

252
Q

if someone has a brain injury

A

neurons will reorganize in an attempt to compensate for or work around the impaired connections
after someone becomes blind, the neurons devoted to vision take on diff roles , potentially improving other sensory perception

253
Q

neurogenesis

A

the birth of new neurons

found to occur in a small extent in hippocampus and cerbellum

254
Q

nearby neurons that fire impulses

A

simultaneously form associations with each other

associations can create neural nets

255
Q

neural nets

A

patterns of activation , that represent info that is learned or stored in memory

256
Q

if any part of neural net activated

A

memory may be recalled

provide neuro basis for usefulness of retrieval cues discuessed

257
Q

process of learning and memory thru the lifetime

A

does not involve the enlarging of brain or gaining of neurons but involves increased interconnectivity of the brain through increasing synapses between existing neurons

258
Q

as neurs fire together

A

more associations are formed

259
Q

strength of associations

A

strength of associations are further based on freq with which simult firing occurs and other aspects such as the presence of emotion ( which strengthens associations)

Psych and Sociology MCAT (14 decks)

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