Chapter 8 Flashcards
Encoding
Get information into the system
Consolidation
Information is processed and organized in a form suitable for long-term
Fast-acting synaptic consolidation and slower-acting system consolidation
Storage
Refers to holding information in a longe-term memory store
Retrieval
Process of getting information out when it is needed
Model of memory
Developed by Atkinson and shifrin
Emphasizes the basic mental processes involved in attention, perception, memory, and decision making
Maturation of nervous system + experience = remember more
Flow of information
- Sensory register
- short-term/working memory
- long term memory
Sensory memory
Iconic Memory
Visional sensory
<1 second of info
Sensory memory
Echoic Memory
Auditory Sensory
> 1 second of info
Working Memory(Short term)
Mental “scratch pad” that temportarily stores information while actively operating on it(Baddeley 2012)
Directs attention and controls the flow of information
Baddeley’s Working Memory Model
Central Executive
- 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
Modern view of Working Memory
Focus of attention
NO specialized verbal and spatial stores
Most immediate state of working memory
Holds 4+/-1 items
Digit span forwards
Modern view of Working Memory
Activated long-term memory
Info that has recently been in the focus of attention
Digit Span Backwards
Complex span tasks
Processing task + storage task
Long term memory systems
Explicit memory(Declarative)
Reqiures conscious effort and often can be verbally described
- Episodic Memory (Personal experienced events)
- Semantic memory (Facts and knowledge you know)
More evidence of forgetting, remembering the first president
Long term memory systems
Implicit memoery(nondeclarative)
Does not require conscious effort and often cannot be verbally described
- 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
LTM paradigms(Info held > 30 sec)
- Recognition(old/new)
- Cued recall (Category recall from a categorized list)
- Free recall
- Implicit memory task (Repetition priming, mirror drawing)
Parts of brain that are important for memory
Hippocampus(seahorse in greek)
Important for LTM memory formation and prepartation of information for storage
True across species
Damage to hippocampus can cause amnesia
Parts of brain that are important for memory
Amygdala
Emotional and fear
Parts of brain that are important for memory
Thalamus
Senory infomation -> processing the sensory
Cortical regions important for memory
- Posterior portions: important for WM
- Occipital lobe: Visual imagery
- Prefrontal coretex: Memory serach, source monitoring
Engram
Karl Lashley searched for a cell that contain an Engram
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
Problem solving
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)
What infants remember
Habituation
Spend less time looking at somkething if they seen it before
What infants remember
Operant conditioning
Baby’s foot is tied up
conjugate reinforcement:
2 months remember 2 days
3 months remember one week
6 months remember two week
18 months remember 3 months
What infant remember
Imitation
engage in imitation for relatively complex actions about 6 months
actions involving objects about 8 - 9 months
What helps infants to remember
- repeated exposures to what they are suppose to remember
- given plenty of cues
- Observing events that occur in a meaningful or logical order
Semantic memory(3 -4 months)
- Babies have an understanding of basic categorizing by concepts
Episodic memory( 3 - 4 months)
Not truly episodic, but based more on reinforcement learning
Difficult to distinguish episodic memory from conditioning in infants
Memory Efficiency View
View holds that memory processes themselves improve throughout development
9 years old have spans similar to adults
Directed Forgetting
Harisfeger and pope(1996)
Showed participants a series of stimuli and tell them to not remember it
Memory strategies
Children learn strategic behaviors to improve memory throughout development
Used verbal reminders sugguested it might be appropriate to implement a memory strategy
paired assoicated learning
You give people a cue and a target that can be related or unrelated.
Childhood Amnesia
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
Childhood amnesia occur
- Limited working memory capacity
- Lack language skills
- Possess and underdeveloped sense of self
- Reduction in memory specificity over time(Fuzzy trace theory)
Self concept
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
Language Development
Debatably the leading theory to date
- 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
Problem solving in Childhood
Rule assessment approach
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
Problem Solving in Childhood
Overlapping waves theory
- Problem-solbing skillls is a matter of knowing and using variety of strategies
- Becoming increasingly selective with experience about which strategy to use
Metamemory
Knowing what you remember
Metacognition
Knowing what you know
Girls uses meta cognitivies strategies more than boys
Studetns from higher SES report more use of metacognitive strategies
Development of Expertise
Expert
- 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
Factors of recalled events
- Personal significance
- Emotional intensity
- Age at the time the event occurred
- Distinctiveness
Reminiscence bump
Tendency to have increased recollection for events that occurred during adolescence( 16 - 25)
Why we see the reminiscence bump
Memory Fluency
time period of 16 -25 associated with many “first experience” rendering events that occur in this time period unique and novel
Why we see the reminiscence bump
Neuroloical explanantion
young adults have the most efficient encoding system based on optimal maturation of neurla mechanism of memory
Why we see the reminiscence bump
Socio-cultural explanation
16 - 25 is associated with chagnes in identity-formation of the individual
Memory in older adults
- Fare wrose when the material to be learned is unfamilar or meaningless
- have more trouble with explicit memory tasks
Processing speed theory(Salthouse)
Older adults need more time to process information than younger adults. If given enough time they can perform memory tasks
Older adults
Inhibition theory(Hasher and Zacks)
Older adults have reduced inhibitory skills
Have more difficulty avoding recall information that they were told to forget
Metacognitive changes in older adults
Have more negative memory beliefs and more difficulty assessing memory accuracy
Problem solving in Adulthood
- Older adults are capable of using effective problem-solving strategies
Everyday problem solving shows more preservation into late life than labbased problem tasks
Selective optimization with compensation(SOC)
Models how older adults may cope with and compenstate for their diminishing cognitive resouces through thsee three processes
Special issues
Guest-edited issues that publish articles centered around a specific topic
