Chapter 7 lecture + textbook (under test 1 content ) Flashcards
How is learning preparation for retrieval?
The way info was learned interacts w/ how its retrieved later (learning connects w/ existing memory via retrieval paths)
What are the different ways to retrieve info from memory?
-Recall (w/out stimulus present)
-Recognition (w/ stimulus)
Context-dependent learning
the state the learner is in during acquisition (env cues may help activate memories of past)
-however context is psychological NOT physical
Study about context-dependent learning
Land VS Underwater learning and testing
-if location of studying and test are same=better performance
Context reinstatement
Re-creating the context of learning episode
-just have to imagine the ENV you were studying=will perform just as well (compared to if you were actually tested in same location)
Encoding specificity
Remembering both materials to be learned and context of that material (env, people, room)
e.g. Lifted VS Tuned Piano
Thoses cued w/ same studied context cue=faster recall
Specificity is consistent w/ brain activity of encoding VS remembering
How is memory a network?
-Memories thought to be vask network of ideas (all connected)
-Nodes (memories) connected via associative links
Spreading Activation
Activation travels within a network from node to node (activation is going to spread to other memories)
Subthreshold activation
Hints, and cues at each node can accumulate via summation and trigger memories
-these small hints can sum together and activate
What does memory network explain?
-Hints
-Semantic priming: activation of an idea in memory causes activation to spread to other related ideas (lexical decision task)
Lexical Decision Task
-shown 2 real words together or one/two nonsense words (must detect real from fake words)
-supports spreading activation
Results of Lexical Decision Task
If the first word primes second, has semantic meaning w/ each other= must faster at detecting
Recall
generates own memory after given cue (e.g. short answer)
Recognition
info is presented, must decide if its the sought after info (e.g. multiple choice)
Source Memory VS Familiarity
SM: can remember details of studying
Familiarity: don’t remember exact details (usually attribute to something)
“remember/know” judgments help distinguish
Where did increase activation patterns during encoding correlated to Source Memory occur?
Hippocampus (likely to recollect having seen that stimulus/ know source)
Where did increase activation patterns during encoding correlated to Familiarity occur?
Rhinal cortex (likely to seem familiar when viewed later on)
Degree of memorability
- Source memory
- Familiarity
- Memory without awareness (implicit memory vs explicit memory- actively aware of memory)
Implicit memory
-Repetition priming: without consciousness/recollection lexical decisions are faster
e.g. word-stem completion tasks
-unconsciously seeing word will probe memory and impact behaviour
Misattributing Familiarity
-unsettling why we don’t remember
Examples of misattributing familiarity
-False fame effect
-Illusion of truth
-Source confusion
False fame effect
Given names prior
-those immediately tested:
recognize famous names and familiar names from list as not being famous
-those tested a day after:
loss sense of source, think names of list are famous
Illusion of truth
effect of implicit memory which claims that are familiar end up seeming more plausible because they forget the source (e.g. spreading rumours)
Source confusion
drives misattribution of why something feels familiar
Processing pathway
-how memory happens
-sequence of detectors/connections between them that leads to recognition/remembering a stimulus/idea
Processing fluency
ease of pathway=remember better
What triggers attribution processes (how we may get things wrong)
changes in fluency or discrepancies between expected and experienced
Explicit memory
Conscious:
-episodic (specific event)
-semantic (general knowledge, not tied to space/time)
Implicit memeory
Unconscious revealed by indirect test:
-Procedural memory: knowing how (skills)
-Priming (changes in perception caused by previous experience)
-Perceptual learning (perception of world increases as we have more experience/repeated exposure of world)
-Classical conditioning (associations among stimuli)
Amnesia
suggest existence of distinct memory types:
-intact semantic, impaired episodic
-intact episodic, impaired semantic
-intact implicit, impaired explicit (hippocampal damage led to dear of “learned stimulus” w/ NO explicit memory)
-intact explicit, impaired implicit (amygdala damage led to intact explicit memory of fearful event, but no sense of fear)
Optimal Learning
-depends of how memories will later be used/retrieved (e.g. make own test questions)
-use multiple perspectives (dif approaches, dif pathways)
