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Cognitive Psych > Chapter 7-LTM: Encoding, Retrieval & Consolidation > Flashcards

Chapter 7-LTM: Encoding, Retrieval & Consolidation Flashcards

1
Q

Encoding

A

Acquiring information and transforming it into memory

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2
Q

Retrieval

A

Transferring information from LTM to working memory

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3
Q

Maintenance rehearsal

A

Repetition of stimuli that maintains information but does not transfer it to LTM

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4
Q

Elaborative rehearsal

A

Using meanings and connections to help transfer information to LTM

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5
Q

Levels of Processing Theory

A

Memory depends on how information is encoded

Depth of processing:

  1. Shallow processing
    - little attention to meaning
    - focus on physical features
    - poor memory
  2. Deep processing
    - close attention to meaning
    - better memory
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6
Q

Coglab: Levels of Processing Theory

A

Craik and Tulving

Three tasks:

  1. Case (physical): capital letters?
  2. Rhyme (phonetic): rhyme with train?
  3. Sentence (semantic): fit in sentence

Measured recognition performance

  • incidental memory task
  • not told to memorize
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7
Q

Craik and Tulving levels of Processing experimental results

A

Synonym recognition had the greatest recall (deep), rhyme recognition, then letter recognition last (shallow)

Most people use semantic information as a cue to retrieval

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8
Q

Circular Reasoning

A

Which task causes deeper processing?
-using a word in a sentence or deciding how useful an object might be on a desert island?

Can empirically measure the memory trace in each condition
-conclude that stronger memory trace must have been caused by deeper processing

But depth of processing has not been defined independently of memory performance
-therefore this is circular reasoning

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9
Q

Limits to levels of Processing theory

A

If the test asked you whether there was a word on the list that rhymed with a particular test item, you would do better for those items you made a rhyme judgement on in Phase I than the items that you processed deeply

Argues against levels of Processing. Consistency between first and second phase are important

Slide in lecture

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10
Q

Factors that aid encoding

A
  • visual imagery
  • self reference effect
  • generation effect
  • organizing to be remembered info
  • relating words to survival value
  • retrieval practice
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11
Q

Visual imagery

A

Visualize pair interacting (better memory)

Boat-tree

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12
Q

Self reference effect

A

Association with yourself allows you to remember better

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13
Q

Generation effect, Slameka and Graf

A

Reading group: read these pairs of related words (e.g. king-crown)

Generate group: fill in the blank with a word that is related to the first word (e.g. king-cr____)

Test phase: king WHAT

Result: the generate group learned 28% more word pair than the reading group (creating cue on own)

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14
Q

Organizing info (Bower)

A

One group learned the words in four organized trees for 1 minute each and could recall 73 words

The other group learned the same words but randomly placed under trees. They learned only 21 words

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15
Q

Organization, comprehension and memory

A

Branford and Johnson

Presented participants with difficult to comprehend info

EG 1: first saw a pic that helped explain the info
EG 2: saw the pic after reading the passage
CG: did not see pic

EG 1 outperformed the others
-having a mental framework of comprehension aided memory encoding and retrieval

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16
Q

Relating words to survival value

A

Try to see if these words are related to your survival

You can remember better this way

17
Q

Retrieval Practice Effect

A

Group 1: studied and tested all words/ all sessions
Group 2: studied only words missed in previous tests; tested on all words
Group 3: studied all words; tested only on words missed in previous test

Group 3 later performance< than groups 1 and 2

Shows testing memory retrieval can improve memory

18
Q

Main idea of encoding?

A

You try to associate new information with something you already have in your mind

More association=more remembering

19
Q

Most of our failures of memory are failures to _____

A

Retrieve

Location can act as a retrieval cue

20
Q

Cued-Recall

A

A cue is presented to aid recall

  • increases performance over free recall
  • retrieval cues are most effective when they are created by the person who uses them

E.g. remembering nouns using self generated retrieval cues is greater than remembering nouns using other person generated retrieval cues

21
Q

Coglab: Encoding Specificity (background)

A

Tulving: The Encoding Specificity Principle

Remembering an event depends on the interaction between the properties of the encoded event and the properties of the encoded retrieval information (consistency between learning and testing)

You can’t say things like:
Recognition is easier than recall
Deep processing is better than shallow
Pictures are recalled better than words

Meaningless because the encoding and retrieval properties are not mentioned

22
Q

Coglab: Encoding specificity experiment

A

Tulving

  • target words presented alone at study and some with a cue
  • at test there are three conditions: no cue, cue, diff cue
  • what determines your ability to recall a particular target is the interaction between how you processed it at encoding and how you process it at test
  • if the cue changes, it is likely you will process the item in a slightly different way than when the same cue is presented again
23
Q

Encoding specificity results

A

Study phase:

Strong associates: white-black
Weak associates: train-black

Test phase:

Strong cues: white
Weak cues: train

More accurate at recalling the target when the cue at encoding matched the cue at retrieval

24
Q

Encoding specificity: Baddleys “diving experiment”

A

We learn information together with its context

Best recall occurred when encoding and retrieval occurred in the same location

25
Q

State dependent learning

A

Learning is associated with a particular internal state

-better memory if a person’s mood at encoding matches mood during retrieval

26
Q

Distributed versus massed practice effect

A

Difficult to maintain close attention throughout a long study session

Studying after a break gives feedback about what you already know

27
Q

Consolidation

A

Transforms new memories from fragile state to more permanent state

Synaptic consolidation: occurs at synapses, happens rapidly

Systems consolidation: involves gradual reorganization of circuits in brain

Muller and Pilzecker experiment: one group learns 2 list one after another, the other group has a delay. Second group does better

28
Q

Information storage at the synapse

A

Herb

Learning and memory are represented in the brain by physiological changes at the synapse

Results in a neural record of experience

29
Q

Long term potentiation

A

Enhanced firing of neurons after repeated stimulation

Structural changes and enhanced responding

30
Q

Standard model of consolidation

A

Retrieval depends on hippocampus during consolidation; after consolidation hippocampus is no longer needed

Reactivation: hippocampus replays neural activity associated with memory

31
Q

Fragility of new memories

A

Retrograde amnesia: loss of memory for events prior to trauma

Graded amnesia: memory for recent events is more fragile than for remote events

32
Q

Systems consolidation-multiple trace model of consolidation

A

Multiple trace model of consolidation

  • hippocampus is activated during retrieval of both recent and remote memories (Gilboa and coworkers)
  • response of the hippocampus can change over time (Viskontas and coworkers): experiment with alligator and candle. Hippocampus response remained the same did pictures that were remembered at both the 10 mins and 1 week but decreased for pictures for which the remember response was absent at 1 week
33
Q

Nader et al

A

Condition 1: anisomycin is injected on day 1 before consolidation, so no memory for the tone shock pairing is formed

Condition 2: anisomycin is injected on day 2, after consolidation, so memory for the tone shock pairing remains

Condition 3: anisomycin is injected after reactivation on day 2, so the memory for the tone shock pairing is eliminated

34
Q

Hupback et al

A

Condition 1: list A in blue basket on day 1 and then on day 2 they have list B on table but ask “remember day 1”.. test is to recall list A

Condition 2: list A in blue basket on day 1, day two is just list B on table..test is to recall list A

Condition 1 resulted in more intrusions from list B compared to condition 2

Cognitive Psych (21 decks)

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