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Learning & Memory > Chapters 6-11 > Flashcards

Chapters 6-11 Flashcards

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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
Long term memory
Long storage Long capacity
26
Episodic
Personal memories
27
Semantic
Knowledge
28
Source amnesia
Knowing something, but not where you learned it
29
Implicit memory
Performance that occurs independently of conscious attempts to recall
30
Procedural learning
How to do things Perceptual Cognitive skills Motor skills
31
3 stages of memory
Encoding Storage Retrieval
32
Levels of memory
Craig and Lockhart Shallow processing and deeper processing
33
Shallow processing
Superficial
34
Deeper processing
Meaning
35
Connectionist models
Neural networks Neuron= the functional unit of the brain
36
Retrograde amnesia
You forget what happened before the accident Causes: concussion, traumatic event, Alzheimer’s, krosakaoffs syndrome
37
Anterograde amnesia
You can’t remember after the accident Inability to form new memories Typically affects declarative memory
38
Korsakoff syndrome
Cause: lack of thiamine Damage to diencephalon
39
Patient N.A.
Accident with fencing foil Damage to mid brain
40
H.M
Surgical removal of hippocampus Declarative memory almost completely gone Procedural mostly intact
41
The modal model
Atkinson and schiffrin Features: sensory registers, short term store, long term store
42
George miller
7+/-2 items can fit into short term memory
43
Chunking
Information together increases the amount you can remember
44
Chunks of inforamtion
Gives time for rehearsal Also more meaningful
45
Brown-Peterson experiment
Hear 3 words, hear 3 numbers, count backwards from the digit, recall words Shows decay of STM overtime with no rehearsal
46
Interference
Earlier items (proactive interference) Things to be remembered Later items (retroactive interference)
47
Forms of short term memory
Acoustic (how words sound ) Semantic (what words mean)
48
The suffix effect
Meaningless extra items impairs recall on a list
49
Transfer from LTM— neural
Rehearsal=strengthening connections
50
Disruptive transfers
Concussion Electroconvulsive shock
51
Modalities of memory
Auditory Visual Oder Spatial Actions
52
Alan baddeley’s working memory model
Working memory= where thinking happens More precise than Atkinson Spa rates visual and auditory memory
53
Articulatory suppression
Stops memory from being encoded
54
Working memory in brain
Prefrontal cortex: problem solving and manipulating info Broca’s area: language and sub vocal rehearsal
55
Aging and STM
Once encoded, decays at same rate Due to slower processing and more interference from older memories
56
Alzheimer’s disease and stm
Problems with multitasking General cognitive impairment
57
Patient K.F
Motorcycle accident caused closed head injury with widespread damage to left hemisphere Had impaired STM and intact LTM
58
What is stm for
Reading ability Problem solving
59
Problem solving in stm
Requires retention and manipulation of information Efficient use includes deciding what not to rehearse Baddeley’s central executive in working memory duties well
60
Problems with permanent memory hypothesis
Most don’t show recovered memories Maybe imaginations or daydreams Many memories unverifiable Some elicited memories doesn’t indicate all memories are there
61
The computer method
STM= RAM LTM= Hard-drive
62
Lashley
The more brain lessened the greater impairment
63
Semantic networks
Idiosyncratic Models association pathways Connections vary in strength Spreading activation
64
Hierarchical network
Animals Birds Fish Canary Ostrich Shark salmon
65
Nonhierarchical models
Connection= association Distance= strength
66
Biological basis
Modular semantic networks LTP
67
Prosopagnosia
Not being able to recognize a face
68
Long term potential (LTP)
Neurons that fire together, wire together
69
Habits form in
2 months
70
Repeated production (Bartlett)
Style, rhythm, mode of contraction rarely faithfully reproduced Story is rationalized More reproduction-> more omission
71
Route maps
Navigation Take a left at 42 st
72
Survey maps
Aka cognitive maps Map of Wheaton
73
Radial mazes
Rats learn to navigate efficiently without retracing steps
74
What maps do humans use
Both
75
Species difference
Dogs: sound, smell, cognitive map Pigeons: sun position
76
Gender differences
Men slightly better at some spatial tasks Differences have decreased over the years Men use cognitive maps, woman use route maps
77
Effects of schemas
Help organization Distort recall
78
Motor skill learning
The acquisition of precisely adjusted movements
79
Factors of motor skill learning
Practice Feedback
80
Feedback works best when
Frequent, immediate, detailed
81
Implicit learning
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
Automaticity
From conscious effort to unconscious fluidity
83
Anderson ACT model
Stage 1: declarative Stage 2: procedural

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