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2130: Cognitive Neuroscience > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

Long term memory

A

Memory you have accumulated throughout lifetime about experiences and information
- large capacity

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2
Q

Modal model of memory

A
  • shiffren and Atkinson
  • items in STM if lost within 30 seconds if not repeated/rehearsed
  • info processes in discrete stages
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3
Q

Sensory store

A

Short term registration lets us hang onto information longer than it takes sensory receptors to deal with it

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4
Q

Info lost and not lost from sensory store (what happens to information)

A

Info lost is forgotten

Info not lost is attention

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5
Q

Controlled process & example

A

Intentional strategies used to improve theory memory

Ex: rehearsal

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6
Q

Goal of modal model of memory

A

Transfer info into long term memory
Have to have transfer and retrieval

Can lose info = forgotten

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7
Q

2 parts of short term memory store

A

Limited capacity

Limited duration

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8
Q

Task used to measure limited capacity

A

Span task

  • millers magic number (7 plus/minus 2 chunks)
  • chunks= memory unit consisting of several components associated
  • use meaning to increase amount of info can hold
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9
Q

2 methods of limited duration

What does it measure

A

Brown Peterson Peterson task

Serial position effect

  • how much info can we store in STM
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10
Q

Brown Peterson Peterson task

A

Shows how long info in kept in STM without rehearsal (prevents rehearsal)

  • material held in memory for less than 1 min is frequently lost
  • when have distracting task that prevents rehearsal
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11
Q

Serial position effect

Curve, 2 components

A

U shape relationship

Primacy and recency effect

Size of STM estimated to be 3-7 items when using serial position curve

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12
Q

Primacy effect

A

Part of serial position effect

  • better recall for items at beginning of list
  • no interference
  • can rehearse more
  • don’t need to compare to earlier item
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13
Q

Recency effect

A

Part of serial position effect

  • better recall of items at end of list
  • fresh in STM
  • measures STM, count how many items recalled
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14
Q

Criticisms of short term memory store (2)

A
  • assume STM critical for LTM (but can get LTM without STM) - show primacy not recency effect
  • STM is single entity
  • 2 things will interfere with one another to extent that they draw from same pool of limited capacity resources
  • baddeley & hitch: asked string of digits and yes/no questions same time, able to do both (means STM acts independently)
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15
Q

Function of short term memory

A

Hold several interrelated bits of info at same time so person can work with it and use it appropriately

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16
Q

Computer metaphor of STM

A

RAM (random access memory)

  • stuff you get as you need it
  • not dedicated to one type of info
  • cleared/reset and when program closed (short term)
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17
Q

Baddeleys working memory model

A

Multi component system

  • memory can temporarily hold and manipulate info while we perform cognitive tasks
  • working memory is like work bench, hold new and old material that you retrieved from storage
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18
Q

5 parts of baddeleys working memory model

A 
Central executive 
↕️
Episodic buffer, visuospaticl sketchpad, phonological loop
↕️
Long term memory
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19
Q

Phonological loop activate what parts of brain?

A

Part of frontal lobe (rehearsal)

Part of temporal lobe (storage)

In left hemisphere (related to language)

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20
Q

2 parts of phonological loop

A

Phonological store

Articulatory loop

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21
Q

What is the phonological store?

A

Part of phonological loop

  • minds ear
  • can process limited number of acoustic sounds for short period of time
  • visual recode (into auditory)
  • only store auditory info
  • acoustic confusions- sounds interfere
  • phonological similarity effect
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22
Q

What are acoustic confusions

A

People confuse similar sounding stimuli

  • usually happens when rehearsing, not when items are stored in phonological loop
  • ex she sells sea shells on the seashore
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23
Q

What is phonological similarity effect

A

Harder to remember and store things that sound similar

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24
Q

What is articulatory loop

A

Minds voice

  • subvocal rehearsal (use same neural mechanism that would articulate info out loud)
  • recoded visual
  • active during subvocalization
  • word length effect
  • ex: articulacy suppression (saying “the” while counting)
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25
Q

What is the word length effect?

A
  • part of articulatory loop
  • release as many items as you can speak before they fade
  • sensitive to how long takes to say items you are trying to refresh
  • quicker to rehearse, quicker to articulate, more you can refresh in memory
26
Q

Transcranial magnetic stimulation

A

Use magnetic field to stimulate particular region in brain

  • stimulation interferes briefly with info processing, no harm to brain
27
Q

Part of brain activated when rehearse verbal info and store auditory info

A

Verbal= left frontal lobe

Auditory= left parietal lobe

28
Q

Purpose of visuospatial sketchpad

A
  • represents visual and spatial info
  • recodes verbal info (stores the visual)
  • store visual appearance and relative position of object on scene
29
Q

Parts of brain the visuospatial sketchpad activates

A
  • right hemisphere of cortex (and frontal region and parietal)
  • working memory activates the occipital lobe (responsible for visual perception)
30
Q

Visuospatial sketchpad rehearsal

& where does it activate?

A

Covert attention- concentrate independent of where eyes are (ex placing numbers in grid)

  • visual activation (use fMRI), voxel size determines how good spatial resolution
  • visual inference: remembering visual spatial image when close eyes (use same neural pathway that process visual images)
  • mental rehearsal actives action in frontal/parietal lobes
31
Q

Purpose of episodic buffer

A

Multi-modal binding

Temporary storehouse that can hold and combine info from phonological loop and visuospatial sketchpad and LTM (everything comes together)

Help solve theoretical problems of how WM integrates info from different modalities

Manipulates info to interpret earlier experience, solve problems, plan future activity

Binds content into meaningful chunks, to remember more accurately

32
Q

Working memory

A

Brief
Immediate memory for limited amount of material your currently processing
- short term memory

33
Q

purpose of central executive

A
  • select, transform, manipulate, coordinate behaviours of systems
  • integrate info from visuospatial sketchpad, episodic buffer, phonological loop & LTM
  • surpress irrelevant information
  • focus attention, selecting strategies

DOES NOT STORE INFO

34
Q

how does central executive work as executive supervisor?

A
  • decide which topics to focus attention
  • select strategies
  • decides how to tackle problems
  • limited ability to perform simultaneous tasks
35
Q

Day dreaming requires what part of Baddelays model?

  • what task was used as example?
A

Central executive

  • did random number generator task: when day dreaming the number sequences were not random
  • daydreaming interferes with generating a random-number sequence
36
Q

neural activations of central executive?

A
  • dorsal prefrontal cortex

various regions in frontal lobe

37
Q

implications of central executive

A
  • WM capacity related to IQ
  • IQ predicts scholastic ability
  • larger WM tend to equal higher IQ
38
Q

how do we know LTM interacts with WM? (2 reasons)

A
  • semantic effects on WM

- proactive interference

39
Q

what are semantic effects of WM?

A

span: words> non-words

see improvement in WM if..

  • chunking (7 ± 2 chunks)
  • make something meaningful
  • present as words rather than non words
40
Q

what is proactive interference

task that demonstrates?

A

LTM is impaired by repeated storage of similar concepts

  • brown peterson-peterson
  • as duration of distraction increases, proportion correct is worse
41
Q

what is release of PI (proactive interference)

one requirement to do this

A

reduced when person switched from one category to something different, leads to recall of new category

  • shift semantic category
  • have to know the meaning of things to know that there is semantic difference
42
Q

scores on WM task correlated with (2 things)

A
  • overall intelligence

- grades in school

43
Q

scores on phonological loop (WM) task correlated with

A
  • reading ability
44
Q

scores on central executive task correlated with 5 things

A
  • verbal fluency
  • reading
  • comprehension
  • reasoning ability
  • note taking skills
45
Q

people with ADHD difficulty on what type of tasks?

A
  • central executive tasks
  • when must work on 2 things at once
  • plan project
46
Q

3 things about people with major depression

A
  1. difficulty with memory tasks
  2. trouble concentration
  3. ruminative style - worry about things wrong in life, contribute to problems with WM
47
Q

according to Baddeleys model, episodic buffer…

A
  • briefly holds information from visuospatial sketchpad, LTM and phonological loop
48
Q

reading name of psychologist who studies creativity (Csikszentmihalyi), you are silently pronouncing his name as you read it because….

A

phonological loops plays an important role in reading and memory

49
Q

according to discussion at beginning of chapter, working memory is…

A

working memory allows you to keep information accessible so that you can use it on a variety of current tasks

50
Q

according to chapter 4, WM is especially important because

A

keeps items active, so we can use these items when we are working on relevant task

51
Q

people with ADHD have problems because they are impulsive and inattentive, what component of WM is likely to be most relevant in these problems

A

central executive

52
Q

neuroscientists that have examined the visuospatial sketchpad have discovered that

(activate what?)

A

visual spatial tasks typically activated the right hemisphere of the brain

53
Q

trying to improve pronunciation of French by listening to french songs, you imitate french pronunciation at the same time that you translate the words into english, according to baddeleys model…

A

you will probably have difficult time on these tasks

  • because both tasks involved the phonological loop
54
Q

remember more movies you have seen in the past few weeks compared to the whole year

A

recency effect

55
Q

shape of the serial position graph?

A

U shaped

with greatest accuracy on the first and last items

56
Q

according to Atkinson and Shiffrons theory

A
  • STM and LTM are distinctly different
57
Q

jobs of phonological loop?

A
  • LTM
  • self-instructions
  • learning new words
  • producing language
  • solving problems
58
Q

describe millers classic concept about the magical numnber

- why are chunks relevant to the concept

A

.

59
Q

how did Atkinson-Shiffron model incorporate the idea if limited memory?

A

.

60
Q

what is serial position effect? why is it related to STM?

A

.

61
Q

explain study by conrad and hull where showed 2 lines of letters (one with letters that sound similar), which can you recall better, if rehearsed what part of brain is active?

A
  • phonological loop

- recall ones that are different, because of acoustic confusions

62
Q

why is the workbench metaphor more relevant for Baddeleys model than for Atkinson-Shriffon model?

A

.

2130: Cognitive Neuroscience (10 decks)

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