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Psy 220 > Chapter 8 > Flashcards

Chapter 8 Flashcards

1
Q

Encoding

A

Get information into the system

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2
Q

Consolidation

A

Information is processed and organized in a form suitable for long-term

Fast-acting synaptic consolidation and slower-acting system consolidation

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3
Q

Storage

A

Refers to holding information in a longe-term memory store

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4
Q

Retrieval

A

Process of getting information out when it is needed

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5
Q

Model of memory

Developed by Atkinson and shifrin

A

Emphasizes the basic mental processes involved in attention, perception, memory, and decision making

Maturation of nervous system + experience = remember more

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6
Q

Flow of information

A
  • Sensory register
  • short-term/working memory
  • long term memory
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7
Q

Sensory memory

Iconic Memory

A

Visional sensory

<1 second of info

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8
Q

Sensory memory

Echoic Memory

A

Auditory Sensory

> 1 second of info

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9
Q

Working Memory(Short term)

A

Mental “scratch pad” that temportarily stores information while actively operating on it(Baddeley 2012)

Directs attention and controls the flow of information

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10
Q

Baddeley’s Working Memory Model

Central Executive

A
  • Phonological loop(Verbal info)
  • Visuo-spatial sketchpad(Visual info)
  • Episodic buffer( info from long-term to short term to make decisions)

Bidirectional
Able to do two tasks in different domains

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11
Q

Modern view of Working Memory

Focus of attention

NO specialized verbal and spatial stores

A

Most immediate state of working memory
Holds 4+/-1 items

Digit span forwards

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12
Q

Modern view of Working Memory

Activated long-term memory

A

Info that has recently been in the focus of attention

Digit Span Backwards

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13
Q

Complex span tasks

A

Processing task + storage task

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14
Q

Long term memory systems

Explicit memory(Declarative)

Reqiures conscious effort and often can be verbally described

A
  • Episodic Memory (Personal experienced events)
  • Semantic memory (Facts and knowledge you know)

More evidence of forgetting, remembering the first president

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15
Q

Long term memory systems

Implicit memoery(nondeclarative)

Does not require conscious effort and often cannot be verbally described

A
  • Classical conditioning(Associating two stimuli elicits a response)
  • Procedural memory (Motor skills and habits, Better showing than talking)

Automatic and unintending, can’t forget easily, Riding bike

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16
Q

LTM paradigms(Info held > 30 sec)

A
  • Recognition(old/new)
  • Cued recall (Category recall from a categorized list)
  • Free recall
  • Implicit memory task (Repetition priming, mirror drawing)
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17
Q

Parts of brain that are important for memory

Hippocampus(seahorse in greek)

A

Important for LTM memory formation and prepartation of information for storage

True across species

Damage to hippocampus can cause amnesia

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18
Q

Parts of brain that are important for memory

Amygdala

A

Emotional and fear

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19
Q

Parts of brain that are important for memory

Thalamus

A

Senory infomation -> processing the sensory

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20
Q

Cortical regions important for memory

A
  • Posterior portions: important for WM
  • Occipital lobe: Visual imagery
  • Prefrontal coretex: Memory serach, source monitoring
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21
Q

Engram

Karl Lashley searched for a cell that contain an Engram

A

Physical unit of storage for memory

Idea based on brain must change in some way to store new information
Today, Reserachers believe memories is stored in distributed fashion thoughout the brain

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22
Q

Problem solving

A

Use information processing system to achieve a goal or arrive at a decision

Also guide the selection, organization, manipulation, and interpretation of information throughout
Parallel processing help individual carry out mltiple cognitive processes simultaneously(Listening and taking notes)

23
Q

What infants remember

Habituation

A

Spend less time looking at somkething if they seen it before

24
Q

What infants remember

Operant conditioning

Baby’s foot is tied up

A

conjugate reinforcement:
2 months remember 2 days
3 months remember one week
6 months remember two week
18 months remember 3 months

25
Q

What infant remember

Imitation

A

engage in imitation for relatively complex actions about 6 months
actions involving objects about 8 - 9 months

26
Q

What helps infants to remember

A
  • repeated exposures to what they are suppose to remember
  • given plenty of cues
  • Observing events that occur in a meaningful or logical order
27
Q

Semantic memory(3 -4 months)

A
  • Babies have an understanding of basic categorizing by concepts
28
Q

Episodic memory( 3 - 4 months)

A

Not truly episodic, but based more on reinforcement learning

Difficult to distinguish episodic memory from conditioning in infants

29
Q

Memory Efficiency View

A

View holds that memory processes themselves improve throughout development

9 years old have spans similar to adults

30
Q

Directed Forgetting

Harisfeger and pope(1996)

A

Showed participants a series of stimuli and tell them to not remember it

31
Q

Memory strategies

A

Children learn strategic behaviors to improve memory throughout development

Used verbal reminders sugguested it might be appropriate to implement a memory strategy

32
Q

paired assoicated learning

A

You give people a cue and a target that can be related or unrelated.

33
Q

Childhood Amnesia

A

Difficult to access Autobiographical memories(Episodic memories of personal events and self knowledge)

Few autobiographical memories of events that occrred during the first years(5 yr is when first true autobiographical memory)
Can occur earlier if there is landmark event

34
Q

Childhood amnesia occur

A
  • Limited working memory capacity
  • Lack language skills
  • Possess and underdeveloped sense of self
  • Reduction in memory specificity over time(Fuzzy trace theory)
35
Q

Self concept

A

Infants don’t have a coherent view of self, and no working self to attach experiences to

Why early memories can be so fragmented
Child thinks the person in the mirror is another person

36
Q

Language Development

Debatably the leading theory to date

A
  • Language ability provides the structure to support memory encoding
  • Stronger language skills at 3 or 4 are related to higher likelihood of recalling memories from those ages
37
Q

Problem solving in Childhood

Rule assessment approach

A

Determines what information about a problem children take in and what rules they then formulate to account for the information

Most ue multiple rules or problem-solving strategies

38
Q

Problem Solving in Childhood

Overlapping waves theory

A
  • Problem-solbing skillls is a matter of knowing and using variety of strategies
  • Becoming increasingly selective with experience about which strategy to use
39
Q

Metamemory

A

Knowing what you remember

40
Q

Metacognition

A

Knowing what you know

Girls uses meta cognitivies strategies more than boys
Studetns from higher SES report more use of metacognitive strategies

41
Q

Development of Expertise

Expert

A
  • Know more than novices do
  • Have more organized knowledge base
  • Able to use their knowledge and the specialized strategies
  • don’t need to think much about how to complete a task in the field
42
Q

Factors of recalled events

A
  • Personal significance
  • Emotional intensity
  • Age at the time the event occurred
  • Distinctiveness
43
Q

Reminiscence bump

A

Tendency to have increased recollection for events that occurred during adolescence( 16 - 25)

44
Q

Why we see the reminiscence bump

Memory Fluency

A

time period of 16 -25 associated with many “first experience” rendering events that occur in this time period unique and novel

45
Q

Why we see the reminiscence bump

Neuroloical explanantion

A

young adults have the most efficient encoding system based on optimal maturation of neurla mechanism of memory

46
Q

Why we see the reminiscence bump

Socio-cultural explanation

A

16 - 25 is associated with chagnes in identity-formation of the individual

47
Q

Memory in older adults

A
  • Fare wrose when the material to be learned is unfamilar or meaningless
  • have more trouble with explicit memory tasks
48
Q

Processing speed theory(Salthouse)

A

Older adults need more time to process information than younger adults. If given enough time they can perform memory tasks

49
Q

Older adults

Inhibition theory(Hasher and Zacks)

A

Older adults have reduced inhibitory skills
Have more difficulty avoding recall information that they were told to forget

50
Q

Metacognitive changes in older adults

A

Have more negative memory beliefs and more difficulty assessing memory accuracy

51
Q

Problem solving in Adulthood

A
  • Older adults are capable of using effective problem-solving strategies
    Everyday problem solving shows more preservation into late life than labbased problem tasks
52
Q

Selective optimization with compensation(SOC)

A

Models how older adults may cope with and compenstate for their diminishing cognitive resouces through thsee three processes

53
Q

Special issues

A

Guest-edited issues that publish articles centered around a specific topic

Psy 220 (9 decks)

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