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Learning & Memory > Chapters 6-11 > Flashcards

Chapters 6-11 Flashcards

1
Q

Ebbinghaus

A
  • Experimented on self
  • Learned thousands of nonsense syllables
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2
Q

Savings in relearning

A

A list can be memorized faster a second time.

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3
Q

Formula for savings

A

Original learning- relearning
———Over ————
Original learning

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4
Q

Curve of forgetting

A

The longer time the less savings

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5
Q

Serial learning

A

Repeat in exact order

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6
Q

Anchor points

A

The first and last words are distinctive due to their position

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7
Q

Rehearsal patterns

A

First word has less competition
Last word has more time before recall

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8
Q

Proactive (forward) interface

A

Early words interfere with later words

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9
Q

Retroactive (backwards) interference

A

Later word interfere with earlier words

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10
Q

Paired associate learning

A

Similar to classical conditioning
People are made to form associations
Connecting one word with another

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11
Q

Free recall

A

Recall words in any order

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12
Q

Primacy effect

A

More rehearsal moves first words into long term memory

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13
Q

Recency effect

A

Dump from short term memory
Last few words will be remembered best

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14
Q

Associative Clustering

A

Putting words into categories
Black with white
Stop with go

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15
Q

Categorical cluster

A

animals with animals

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16
Q

Subjective clustering

A

Makes sense to you

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17
Q

Schemas

A

Fire truck, red, apple
General frame work about a thing

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18
Q

Recall

A

List all the words you saw
Less sensitive

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19
Q

Recognition

A

Which words were on the list
More sensitive test of memory

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20
Q

Mnemonics

A

Remember large amounts of information by organizing it into stories

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21
Q

Disassociation

A

A demonstrated difference between memory systems

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22
Q

Double Disassociation

A

One variable affects one memory system, but not the other and vis a verse for the other variable

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23
Q

Sensory memory

A

Very short term
You hold simple information for small periods of time
Memory system that retains purely sensory information in a short period
Iconic and echoic

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24
Q

Short term memory

A

Working memory
Duration= short, 15-30 seconds
Capacity small, 7ish items

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25
Q

Long term memory

A

Long storage
Long capacity

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26
Q

Episodic

A

Personal memories

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27
Q

Semantic

A

Knowledge

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28
Q

Source amnesia

A

Knowing something, but not where you learned it

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29
Q

Implicit memory

A

Performance that occurs independently of conscious attempts to recall

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30
Q

Procedural learning

A

How to do things
Perceptual
Cognitive skills
Motor skills

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31
Q

3 stages of memory

A

Encoding
Storage
Retrieval

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32
Q

Levels of memory

A

Craig and Lockhart
Shallow processing and deeper processing

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33
Q

Shallow processing

A

Superficial

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34
Q

Deeper processing

A

Meaning

35
Q

Connectionist models

A

Neural networks
Neuron= the functional unit of the brain

36
Q

Retrograde amnesia

A

You forget what happened before the accident
Causes: concussion, traumatic event, Alzheimer’s, krosakaoffs syndrome

37
Q

Anterograde amnesia

A

You can’t remember after the accident
Inability to form new memories
Typically affects declarative memory

38
Q

Korsakoff syndrome

A

Cause: lack of thiamine
Damage to diencephalon

39
Q

Patient N.A.

A

Accident with fencing foil
Damage to mid brain

40
Q

H.M

A

Surgical removal of hippocampus
Declarative memory almost completely gone
Procedural mostly intact

41
Q

The modal model

A

Atkinson and schiffrin
Features: sensory registers, short term store, long term store

42
Q

George miller

A

7+/-2 items can fit into short term memory

43
Q

Chunking

A

Information together increases the amount you can remember

44
Q

Chunks of inforamtion

A

Gives time for rehearsal
Also more meaningful

45
Q

Brown-Peterson experiment

A

Hear 3 words, hear 3 numbers, count backwards from the digit, recall words
Shows decay of STM overtime with no rehearsal

46
Q

Interference

A

Earlier items (proactive interference)
Things to be remembered
Later items (retroactive interference)

47
Q

Forms of short term memory

A

Acoustic (how words sound )
Semantic (what words mean)

48
Q

The suffix effect

A

Meaningless extra items impairs recall on a list

49
Q

Transfer from LTM— neural

A

Rehearsal=strengthening connections

50
Q

Disruptive transfers

A

Concussion
Electroconvulsive shock

51
Q

Modalities of memory

A

Auditory
Visual
Oder
Spatial
Actions

52
Q

Alan baddeley’s working memory model

A

Working memory= where thinking happens
More precise than Atkinson
Spa rates visual and auditory memory

53
Q

Articulatory suppression

A

Stops memory from being encoded

54
Q

Working memory in brain

A

Prefrontal cortex: problem solving and manipulating info
Broca’s area: language and sub vocal rehearsal

55
Q

Aging and STM

A

Once encoded, decays at same rate
Due to slower processing and more interference from older memories

56
Q

Alzheimer’s disease and stm

A

Problems with multitasking
General cognitive impairment

57
Q

Patient K.F

A

Motorcycle accident caused closed head injury with widespread damage to left hemisphere
Had impaired STM and intact LTM

58
Q

What is stm for

A

Reading ability
Problem solving

59
Q

Problem solving in stm

A

Requires retention and manipulation of information
Efficient use includes deciding what not to rehearse
Baddeley’s central executive in working memory duties well

60
Q

Problems with permanent memory hypothesis

A

Most don’t show recovered memories
Maybe imaginations or daydreams
Many memories unverifiable
Some elicited memories doesn’t indicate all memories are there

61
Q

The computer method

A

STM= RAM
LTM= Hard-drive

62
Q

Lashley

A

The more brain lessened the greater impairment

63
Q

Semantic networks

A

Idiosyncratic
Models association pathways
Connections vary in strength
Spreading activation

64
Q

Hierarchical network

A

Animals
Birds Fish
Canary Ostrich Shark salmon

65
Q

Nonhierarchical models

A

Connection= association
Distance= strength

66
Q

Biological basis

A

Modular semantic networks
LTP

67
Q

Prosopagnosia

A

Not being able to recognize a face

68
Q

Long term potential (LTP)

A

Neurons that fire together, wire together

69
Q

Habits form in

A

2 months

70
Q

Repeated production (Bartlett)

A

Style, rhythm, mode of contraction rarely faithfully reproduced
Story is rationalized
More reproduction-> more omission

71
Q

Route maps

A

Navigation
Take a left at 42 st

72
Q

Survey maps

A

Aka cognitive maps
Map of Wheaton

73
Q

Radial mazes

A

Rats learn to navigate efficiently without retracing steps

74
Q

What maps do humans use

A

Both

75
Q

Species difference

A

Dogs: sound, smell, cognitive map
Pigeons: sun position

76
Q

Gender differences

A

Men slightly better at some spatial tasks
Differences have decreased over the years
Men use cognitive maps, woman use route maps

77
Q

Effects of schemas

A

Help organization
Distort recall

78
Q

Motor skill learning

A

The acquisition of precisely adjusted movements

79
Q

Factors of motor skill learning

A

Practice
Feedback

80
Q

Feedback works best when

A

Frequent, immediate, detailed

81
Q

Implicit learning

A

The process by which knowledge of the structure of a complex environment is acquired largely independently of conscious awareness of specific components of that environment

82
Q

Automaticity

A

From conscious effort to unconscious fluidity

83
Q

Anderson ACT model

A

Stage 1: declarative
Stage 2: procedural

Learning & Memory (2 decks)

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