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2130: Cognitive Neuroscience > chapter 6 > Flashcards

chapter 6 Flashcards

1
Q

what is a memory strategy

A

mental strategies that can help improve encoding and retrieval

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2
Q

what are mnemonics? (3 parts)

A

strategy

1) processing (12)
2) imagery (2)
3) organization (4)

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3
Q
  1. describe attention (what does it depend on)
    2 types
    - arousal level difference between introverts and extroverts
A
  • depends on processing
  • what gets in your head depends on what you choose to pay attention to
  • focused VS divided (less effective @ commit to memory)
  • introverts: like alone time, calm environment, not over-stimulating
  • extroverts: relax by socializing, to calm cant concentrate, work well with music
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4
Q
  1. what is total time hypothesis?

- examples that demonstrates this

A
  • memory= time spend studying
  • repetition is not good enough
  • poor correlation between studying & grades
  • ex: draw both sides of nickel
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5
Q
  1. 2 kinds of rehearsal of levels of processing

2 kinds of levels of processing

A

rehearsal

1) elaboration (better)
2) maintenance

shallow vs deep (deep=better)

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6
Q

what is elaboration (LoP)

A
  • deep processing
  • intentionally make contact between item trying to remember and LTM
  • elaborate meaning/idea
    • effective way of studying
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7
Q

what is maintenance (LoP)

A
  • shallow processing

- maintaining representation by refreshing/repeating

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8
Q
  1. what is self referencing
A
  • deeper than deep (better than LoP)
  • making connections & referring to the self

ex: related words on list you self

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9
Q
  1. Generation effect
A
  • taking lecture notes yourself
  • elaborating, more you generate= better
  • make up questions, explain to someone
  • make connection, put in own words, hold in memory long enough to write down
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10
Q
  1. production effect
A

relative distinctiveness
- make items more distinct (stand out)

  • sing, say out loud (not all items- or wont be distinct)
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11
Q
  1. Encoding specificity
A
  • CONTEXT
  • retrieve more effectively if context at test (retrieval) is same as context at study (encoding)
  • get body moving, increase heart rate, mimic environment
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12
Q
  1. transfer appropriate processing
A

processing at study= processing at test
- match type thinking

** dont rely on recognition, study as though exam is essay

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13
Q
  1. retrieval practice effect

- scientist did study…

A
  • always study for retrieval
  • recall important concepts from memory, if retrieval is difficult, then training is enhanced
  • Karpicke: better when test yourself
  • practice retrieving, read something, cover say, out loud, repeat for multiple sections/chapters of book
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14
Q
  1. distributed practice effect
A

spaced learning (better) VS massed (cramming)

  • distribute learning over few days so know what you committed to LTM
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15
Q

massed study

A
  • ineffective
  • build up proactive interference
  • constantly working out of WM
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16
Q
  1. testing effect
A
  • even without feedback
  • longer the retention interval, more effective testing relative to more study sessions
  • boost LTM recall for academic material
  • perform second test, recall= greater organization
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17
Q
  1. judgements of learning (2)
A

1) overconfidence

2) meta-memory

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18
Q

what is over confidence (judgements of learning)

A
  • make meta-memory judgements (about own memory) –> bad at this
  • assume have committed more to LTM than actually have
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19
Q

what is meta memory? (judgements of learning)

  • one type of it
A
  • peoples knowledge, monitoring, control of their memory
  • important when want to control memory
  • one type: meta-comprehension
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20
Q

factors that influence meta memory (4)

A
  • overconfidence predicting score on test
  • good at predicting their recall on individual items
  • when delay judgements, better in predicting recall
  • high performing students good at judgments
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21
Q

2 components of imagery

A

1) keyword method

2) method of loci

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22
Q

what is the keyword method?

A
  • keyword sounds similar to new word
  • imagine 2 words interacting
  • create mental image that will trigger memory

ex: french “lapin”–> “lap” interacting with rabbit

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23
Q

what is method of loci

A
  • imagine familiar place (ex: home), associate each info in specific location
  • when retrieve do mental walk through place/house
    (loci=location)
24
Q

4 parts of organization

A

1) chunking
2) hierarchy
3) first letter technique
4) narrative technique

25
Q

what is organization?

A
  • bringing semantic order to material that want to learn
26
Q

what is chunking

A
  • grouping items into smaller meaningful parts that make sense
  • take time to understand meaning
27
Q

hierarchy

  • way to use it studying
A
  • use knowledge to organize material
  • understand relationship, draw meaningful lines between words to remember
  • arrange items in series of classes
  • use chapter outlines to study
28
Q

what is the first letter technique

A

make acronym= using single words

acrostic= using sentences

29
Q

what is the narrative technique

A

create stories that link series of words together

30
Q

2 types of memory

A

retrospective & prospective

31
Q

what is retrospective memory?

A
  • remember info acquired in the past

- focus on remembering info & ideas

32
Q

what is prospective memories?

  • emphasize what?
  • activated what regions?
A
  • remembering you need something in the future
  • focus on attention
  • more likely to emphasize ecological validity
  • regions in frontal lobe
33
Q

what is absentmindedness?

  • what situations increases it happening?
  • example?
A
  • when prospective memory task requires you to disrupt customary activity
  • happens if preoccupied/distracted or feeling time pressure

ex: forgetting to attach file on email

34
Q

external memory aid

examples

A

device external to yourself that facilitates memory in some way

ex: shopping list, alarm clock to remind to do something

35
Q

what is metacognition

  • requires (2)
A
  • knowledge and control of cognitive processes
  • supervises way select and use memory strategies
  • requires focus thinking & self assessment
36
Q

what is self knowledge

A

what people know about themselves

37
Q

ADHD

  • accurate judgements?
A

attention deficit/hyperactivity disorder

  • difficulty paying close attention to activities (school, work etc)
  • accurate judgements about important component of memory
  • with/without similar in accuracy of immediate judgements (well-calibrated in delayed judgement)
38
Q

what is calibration

A
  • measures accuracy in estimating actual performance
39
Q

how to students regulate time studying?

A
  • when have time: allocate time to difficult items

- limited time/challenging task: focus on easy items to master

40
Q

tip of tongue effect

  • activates?
  • common in?
A
  • subjective experience of knowing word for which you are searching, yet cannot recall it
  • involuntary
  • kind of metacognition
  • activates: prefrontal regions of cortex
  • likely to identify first letter of word or similar sounding words
  • common in bilinguals
41
Q

feeling of knowing effect

  • activates?
A
  • subjective experience of knowing some info, but cannot recall it right now
  • conscious effect
  • activates: left prefrontal region of cortex
  • strong feeling of knowing if can retrieve large amount of partial info
42
Q

tip of finger effect

A
  • deaf people

- subjecting experience of knowing the target sign, but sign is temporarily inaccessible

43
Q

embodied cognition

A
  • perspective that emphasizes how our abstract thoughts are often expressed by motor movement
  • jiggle feet with tip of tongue effect
44
Q

metacomprehension

  • 2 parts
A
  • thoughts about language comprehension

accuracy & improving

45
Q

metacomprehension accuracy (of students)

  • score on reading comprehension test
A
  • students not accurate, believe understand what they read by familiar with general topic (fail to retain specific info)
  • overestimate how they will perform when tested
  • people usually receive high scores on reading comprehension tests
46
Q

improving metacomprehension

  • way to improve
A
  • match performance on objective test
  • read passage, explain to yourself without looking
  • improves judgements of how well know passage, increase score on test
  • less likely to “zone out”, fail to notice not paying attention
47
Q

summary of the relationship between divided attention and memory performance?

A

divided attention can reduce ability to process stimuli

48
Q

studying for exam knowing its is an essay, study by writing essays this study approach makes use of the cognitive principle..

A

encoding specificity principle

49
Q

definition of ecological validity

A

high similarity between the situation where the study is being conducted, and the situation in “Real life” where the results will be applied

50
Q

the concept of “feeling of knowing”..

A

estimate of likelihood that you will recognize the correct answer to a question

51
Q

absentmindedness more likely to occur…

A

when prospective memory task requires you to interrupt a routine activity

52
Q

important message of memory improvement

A

try to think of memory strategies, plan how to study, and monitor whether you understand the material

53
Q

narrative technique

A

produce recall that is approx 6 times the recall produced in control group

54
Q

according to total time hypthesis

A

score on memory task is related to the amount of time you spend learning the material

55
Q

chapter 6 discusses accuracy of peoples metamemory for pairs of words on item-by-item basis, research suggests…

A

people have fairly accurate metamemory when stimuli are pairs of words

56
Q

prospective memory is more accurate if people use…

A

same memory strategies they use in retrospective memory tasks, if they avoid overconfidence and use external memory aids

2130: Cognitive Neuroscience (10 decks)

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