Chapters 12-13 Flashcards
1
Q
anterograde amnesia
A
a memory disorder in which information learned after the onset of the amnesia cannot be retrieved
- an inability to create new permanent memories
2
Q
retrograde amnesia
A
- a memory disorder in which information learned before the onset of the amnesia cannot be retrieved
- learn new but nothing old
3
Q
what two things have to happen in order to recall an event
A
- experience must be stored
2. memory must be retrieved - long term
4
Q
How do we measure memory of past events?
A
explicit and implicit methods
5
Q
2 explicit measures of memory
A
recall and recognition
6
Q
recall
A
- access a memory
- free recall: no cues ex: “what’d you have for dinner?”
- cued recall: signals are present ex: “what’d you have at the restaurant?”
7
Q
recognition
A
- memory involves deciding if importation is accurate
- forced choice recognition: choosing correct information among incorrect information
8
Q
2 implicit measures of memory
A
Saving scores and Reaction time
9
Q
Saving score
A
- subtract number of trials it takes to relearn a task from number of trials original learning
- Ebbinghaus
10
Q
Reaction Time
A
- presented with the stimulus and time it takes to react is recorded
11
Q
Atkinson and Shiffrin
A
- human memory best conceptualized as a series of memory structures through which information must pass
12
Q
structures of storage
A
- sensory register, short term store, and long term store
13
Q
sensory register
A
- model begins with simple assumptions only raw physical features of the stimulus become represented in memory
- 5 issues
1. kept briefly (function) - takes in information until it can be processed (0.25-2 seconds)
2. Initial impression (capacity) - large amounts of information initially because we do not know what is important
3. not all stored (forgetting) - result of delay
4. decays rapidly (duration) - brief
5. different types (modality) - separate store for each sense
14
Q
short term storage
A
- limited storage
- duration effected by 2 processes
1. stays while it is being processed (rehearsed)
2. only limited amount of information can be retained, currently thinking about it
15
Q
long term storage
A
- unlimited capacity
- once represented in long term storage memories can be maintained indefinitely
- episodic vs semantic memories
- forgetting not forgotten- just lose access
16
Q
2 things that prevent recall
A
- interference- presence of other memories
2. decay: absnece of a specific stimulus
17
Q
sensory register two things that are focused
A
- focused on two sensory systems: visual and auditory
18
Q
iconic memory
A
George Sperling- storage of visual info in sensory register
- an icon is a copy of the visual experience
- iconic memory lasts for a brief period
19
Q
echoic memory
A
- Moray, Bates, and Barnett- evaluated echoic memory
- subject sat alone in room with 4 high fidelity speakers
- some trials report as many letters as possible, auditory better to put attention in specific space, some trials were to report letters from one speaker
- Wingfield and Byrnes- typical duration of echo is 2 seconds
20
Q
short term storage and the five major characteristics
A
- brief storage span
- memories easily disrupted by new experiences
- storage capacity is limited
- main function to organize and analyze information
- has a rehearsal function; maintenance and elborative
21
Q
long term storage and the three characteristics
A
- memories are permanent
- episodic- time and place
- semantic- use of language
22
Q
Forgetting Benton Underwood
A
10 major memory attributes
- acoustic
- orthographic
- frequency
- spatial
- temporal
- modality
- context
- affective=emotional
- verbal associative
- transformational
23
Q
forgetting
A
deterioration in performance of learned behavior following a retention interval
24
Q
retention interval
A
a period during which learning or practice of the behavior does not occur
25
3 ways to check forgetting
1. free recall (Jack and Jill)
2. prompted recall (Football game)
3. recognition (cues)
26
Ways to reduce forgetting
1. Over learn; training that goes beyond
2. Mnemonics; any advice for aiding recall
3. Context cues; state dependent learning
4. Distribute practice; over a period of time
5. Prompts; best used during learning
27
3 theories to forgetting
1. Decay
2. Interference
3. Absence of a particular stimulus
28
Decay Theory
- Jenkins and Dallenbach; memories that aren't used will be lost
- retention of nonsense syllables 1,2,4,8 hours
- 1/2 slept and 1/2 awake
- Ekstrand - subjects with no prior paired association tasks
29
Interference Theory
- two types (Proactive and Retroactive)
- Melton and Irwin - competition is the only cause of proactive interference competition and unlearning produce retroactive interference
30
Proactive
can't remember recent cause of passed experiences
31
Retroactive
can't remember past caused by current experiences
32
Absence of a particular stimulus
- Craik and Tulving; elaborates of memory the extent events are related
- Elizabeth Loftus; memory reconstruction, alteration of a memory to correspond to an individuals expectations
33
Accuracy of a eyewitness testimony
- Loftus (1980); significant relation between memory and reconstruction and accuracy of eyewitness testimony
- Loftus and Zanni; red sports car, headed for collision, subjects were asked if there was a stop sign vs a yield sign.
34
3 things that were susceptibility of misinformation
1. number of times information was reported
2. plausibility of information
3. strong emotions
* the greater the the distress the greater the memory*
35
Does memory reconstruction permanently change memory?
- memory still exists: uncertain whether original or reconstructed memory is accurate
- misleading information: cannot discriminate between real and suggested events
36
False Memory Syndrome
- differing opinions on existence
- create of in accurate record of childhood sexual abuse
- false memory syndrome foundation
37
Loftus and Coan
- Innocence project
- told them false story of being lost at the mall but was able to recall emotional memory of a false event
- false memory in trial can create societal injustice
38
What are the limits of learning?
| Biological Influences
- preparedness- Martin Seligman; three steps of preparedness
39
What were the three steps of preparedness according to Martin Seligman?
Prepared- biological structure facilitates learning
Contraprepared- biological structure prevents learning
Unprepared- biological character neither facilitates nor prevents learning
40
Keller and Marian Breland
Animal misbehavior
taught exotic behavior to animals
ex: pig eating at the dinner table
41
Instinctive Drift
deterioration of an operant behavior with continued reinforcement
42
Animal Misbehavior
the instinctive behavior which prevented the continued effectiveness of the operant response
43
Timberlake, Wahl, and King
- seen that both operant and Pavlovian conditioning produced it
- misbehavior is species specific
- misbehavior occurs---> stimuli resembles natural cues in terms of similarity and temporal proximity to food
- food cannot be from the natural environment and that leads to to no drift or misbehavior
44
2 reasons that animal misbehavior does not occur in most operant conditioning
1. cues present during conditioning do not look like natural cues that elicit instinctive foraging behaviors
2. these instinctive behaviors are not reinforced
45
Sign tracking aka autoshaping
- pavlovian conditioning causes autoshaping
| - produced in which a stimulus is followed by a reinforcer no matter the behavior
46
Konrad Lorenz
- instinctive species of animals and people are programmed to change in response to both successful and failed experiences
- experiences provide additional knowledge
- animals track and make contact with reward using environmental events that signal reward
- try different behaviors in order to get reward
47
Imprinting- infant love
social attachment process; Konrad Lorenz
invovled in later sexual selection
important process when considering continuation of the species
48
What are the 4 findings that say imprinting is unique?
1. irreversible
2. critical period
3. the more effort the stronger the imprinting (animals)
4. imprinting was stronger is animal was shocked
49
Harry Harlow
research in primates
primates being attached to soft clothed fake monkey
found the importance of attachment between mother and primate for environmental health and growth
50
Mary Ainsworth
importance of a warm responsive mother in the social attachment of human infants
