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PSYCH207 > Chapter 5: Memory Structures > Flashcards

Chapter 5: Memory Structures Flashcards

1
Q

Modal Model

A

Sssumes that info is received, processed, and stored differently for each kind of memory
Short term, long term, & sensory memory

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2
Q

Sensory Memory

A

Unattended information presented quickly stored briefly
Closely connected to perception
Separate sensory memories for each sensory modality (visual, auditory, olfactory, gustatory, and tactile)

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3
Q

Short Term Memory

A

Attended information is held for up to 20-30 seconds
Primary memory or short term storage

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4
Q

Long Term Memory

A

Information needed for longer periods of time
Place for storing large amounts of info for indefinite periods of time

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5
Q

The Icon Letter Matrix

A

Whole report
Report as many of letters as possible
Participants reported about 4 items

Partial report
Presented a high medium or low pitch tone after the letter matrix
Tone level determines which row participants had to report
Reported about 3 items (equivalent to 9 letters out of the 12)

Partial report shows that we encode in sensory memory all three rows

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6
Q

The Echo

A

Participants given a four eared listening task
In one condition participants had to report whole string of letters
In other condition a light board cued which string of letters to listen to
Partial reports can remember more letters

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7
Q

Masking

A

Icon can be erased by other stimuli presented immediately after the icon
E.g. if follow display of letters with display of circles, the circles erase memory trace of original letters

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8
Q

Suffix Effect

A

Recall cue functions as an auditory mask preventing participants from reporting as many items

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9
Q

Iconic Vs. Echoic Memory

A

Iconic:
Less than one second
The visual field
Physical features

Echoic:
4-5 seconds
Less than iconic memory
Categorical

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10
Q

Short Term Memory Capacity

A

7 +/- 2 bits of information

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11
Q

Capacity

A

Max number of items correctly recalled (tone discrimination, spatial discrimination, letter & digit span, etc)
Can increase capacity by chunking
Reorganize info into meaningful units

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12
Q

Free Recall Experiments

A

Participants given a list of words to remember, then asked to recall in any order

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13
Q

Serial Position Effect

A

People are best at remembering words in the first and last half of the list (not good at the middle part)

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14
Q

Primacy Effect

A

Improved recall of words at beginning of list
Primacy eliminated without rehearsal

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15
Q

Recency Effect

A

Improved recall of words at end of list
Recency effects are eliminated with delay

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16
Q

Rehearsal

A

Repetition of items
Thought to help items enter long term storage
Primacy effect disappears if words are read fast enough to avoid rehearsing

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17
Q

Coding

A

Way info is mentally represented (form in which info is held)
Similar sounding words make for poor immediate recall
But similar meaning words don’t
Reverse is true for delayed recall

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18
Q

Short Term Memory: Retention Duration

A

If info is not rehearsed, only held for about 20 sec

Brown Peterson task
Participants presented with three consonant trigrams (e.g. BGK) and a number (e.g. 347)
Asked to count backward out loud by threes, in time with metronome
Longer participants had to count backward for decreased the ability to recall

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19
Q

Memory Trace

A

Encoded mental representation of to be remembered info that is not rehearsed

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20
Q

STM: Decays

A

Unrehearsed info decays/breaks apart within 20 seconds

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21
Q

Trace Decay Theory

A

Automatic fading of the memory trace

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22
Q

Interference Theory

A

Disruption of the memory trace by other traces
Where the degree of interference depends upon the similarity of the two memory traces

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23
Q

Proactive Interferences

A

Older info makes it difficult to learn new information

24
Q

Retroactive Interferences

A

Newer information makes it hard to recall old information

25
Q

Parallel Search

A

Looking for items in short term memory by simultaneously comparing to items

26
Q

Serial Search

A

Comparisons done one at a time
Longer lists take longer to search through
Exhaustive Search
Self Terminating Search

27
Q

Exhaustive Search

A

Way we typically retrieve info - search process has momentum and is hard to stop
Even if match is found, continue looking through every other item (takes just as long for successful vs unsuccessful searches)

28
Q

Self Terminating Search

A

Stops when match is found (successful searches take less than unsuccessful ones)

29
Q

Long Term Memory Capacity

A

Cannot name a specific numerical capacity
Virtually unlimited storage
Not all info is retrievable at any given moment

30
Q

Long Term Memory Coding

A

Semantic coding
Errors made while recalling info from LTM are likely semantic concessions
Participants had harder time learning semantically similar words
Acoustic similarity affects STM, semantic similarity affects LTM

31
Q

LTM Retention Duration

A

Some info can last for decades or lifetime
Permastore

32
Q

Forgetting Curves

A

For first 3-6 years recall declines
Next 3 decades is a plateau
After about 30-35 years show a final decline

33
Q

Paired Associates Learning

A

participants hear list of pairs of words
Researcher presents participants with first word of pair, asked to recall the original word paired with it
Used this task to study proactive interference (previous learning makes retention of subsequent learning more difficult)
Retroactive interference (current learning makes recall of previous learning more difficult)

34
Q

Retrieval Cue

A

Points to and leads to the recovery of a target memory
If cue becomes associated with other targets, during retrieval second target competes with the first

35
Q

Fan Effect

A

As participants study more facts about a concept, time they need to retrieve a particular fact about the concept increases

36
Q

LTM Retrieval: Categorization

A

Material organized into categories or other units is more easily recalled than information with no apparent organization
Participants presented with words scrambled but from 4 categories
Participants recalled words in clusters

37
Q

LTM Retrieval: Encoding Specificity

A

Memory is improved when info available at encoding is also available at retrieval
E.g. is best to test students in the same room they studied in

38
Q

LTM Retrieval: Context Effect

A

Info unrelated to material (e.g. environmental stimuli) present at time of encoding can be retrieval cue
Participants recalled more words when in the same environment as when learned them
Recognition memory does not show the same context effects

39
Q

LTM Retrieval: State Dependent Learning

A

Material learned while someone is intoxicated is usually recalled better when in the same intoxicated state
Found only with recall and not recognition tasks

40
Q

Working Memory

A

Limited capacity workspace that can be divided between storage and control processing
Central Executive
Phonological Loop
Visuospatial Sketch Pad

41
Q

Central Executive

A

Directs flow of info, chooses which info will be operated on, when, how
Has limited amount of resources and capacity to carry out its tasks
Functions more as an attentional system than a memory store

42
Q

Phonological Loop

A

Carry out subvocal rehearsal to maintain verbal material
Important role in learning to read, comprehending language, and acquiring vocab
Short term phonological buffer
Subvocal Rehearsal Loop

43
Q

Visuospatial Sketch Pad

A

Maintain visual material through visualization
Creation and use of mental images
Mentally rotating luggage in a trunk to visualize how pieces fit

44
Q

Short Term Phonological Buffer

A

Holds on to verbal info for short periods of time, assuming rehearsal is not prevented

45
Q

Subvocal Rehearsal Loop

A

Compensate for the rapid decay of info in phonological buffer

46
Q

Episodic Buffer

A

Required when remembering specific events from past
Needed to link information across domains (visual, spatial, verbal)
Allows one to sequence various events in chronological order

47
Q

Episodic Memory

A

Memories of specific events in which you somehow participated (personal experiences)
Contains memories that are temporally dated
Any memories that can be traced back to single time
Effortful process, requires frontal lobe engagement

48
Q

Semantic Memory

A

Holds info that has entered general knowledge base
General info about language and world knowledge
Facts, concepts, ideas

49
Q

Clive Wearing

A

Encephalitic in March of 1985
Affected areas include temporal lobes
These structures involve remembering and laying down new memories
Resulted in severe case of amnesia

50
Q

Hebb Rule

A

If a synapse between two neurons is repeatedly activated at about the same time a postsynaptic neuron fires, the structure/chemistry of synapse changes

51
Q

Long Term Potentiation

A

Neural circuits in hippocampus that are subjected to repeated and intense electrical stimulation develop hippocampal cells that become more sensitive to stimuli
Effect of enhanced response can last for weeks or longer
Method for long term learning and retention

52
Q

Permastore

A

Large portions of originally acquired info remind accessible for over 50 years in spite of not being used or rehearsed

53
Q

Long Term Memory: Forgetting

A

Forgetting is rapid at first and then levels off
Interference responsible (both proactive and retroactive)

54
Q

Maintenance Rehearsal

A

Repetition
Maintain or hold information without transferring it into a deeper code

55
Q

Elaborative Rehearsal

A

Elaborate on meaning
Transfers info to deeper code
Provides richer multimodal codes
Makes memory more unique and thus easier to retrieve

56
Q

Generation Effect

A

Have people generate a word based on a cue (e.g. present save, ask for rhyming word starting with C)
Massive memory benefit for generated items

57
Q

Personality & Context Effect

A

Asked individuals with dissociative identity disorder to learn and recall list of words in each of four personalities
Recalled words better when studied and recalled in same personality

PSYCH207 (12 decks)

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