Chapter 9 Flashcards
learning
the process of acquiring new information
memory
outcome of learning; may occur by single exposure or repetition of information, experience, or actions
sensory memory
retention, for brief periods of time, of the effects of sensory stimulation (echoic memory, iconic memory)
short term and working memory
store limited amounts of information for a brief duration
declarative memory
(explicit); consists of our conscious memory of both facts (semantic memory) and events (episodic memory)
nondeclarative memory
(implicit); unconscious memory that cannot be verbally reported, often expressed through performing of procedures (procedure memory), priming, and classical conditioning
memory stages
encoding (creates memory traces), consolidation (brain stabilizes changes), storage (retention of memory traces), retrieval (involves accessing stored memory traces)
amnesia
memory deficits or loss
retrograde amnesia
loss of memory before a lesion or trauma; tends to be greatest for the most recent events
anterograde amnesia
loss of memory for the events that occur after lesion or trauma
modal model of memory
double dissociation of short and long-term memories; attention, rehearsal, transfer, retrieval
working memory
represents a limited capacity store for retaining information over the short term (maintenance) and for performing mental operation on the contents of this store
central executive mechanism
presides over and coordinates interactions between two subordinate stores
phonological loop
verbal and auditory information
visuospatial sketchpad
visual and spatial information
long term declarative memory
explicit, conscious
episodic v semantic memory
events versus knowledge and facts
long term nondeclarative memory
implicit; procedure (motor skills), priming and classical conditioning, nonassociative learning
nonassociative learning
habituation, sensitization; with weaker stimuli generally leading to habituation (decreased response) and strong, more aversive stimuli causing sensitization (increased response) with repeated exposure
H.M.
hippocampus affected, could not form long term memory (evidence from amnesia)
R.B.
affected hippocampus; showed similar (mild) symptoms to those of H.M. in formation of long term memory
amnesia evidence from animals
lesions in surrounding cortex produce more severe amnesia than those restricted to hippocampus; involved in contextual memory
Hebbian learning
3 properties of long-term potential:
1. cooperativity: probability of inducing LTP increases with the number of stimulated fibers
2. associativity: a weak stimulus can trigger LTP if it occurs at the same time as a strong stimulus on a neighboring pathway
3. specificity: only stimulated synapses become strengthened
