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Cognative Flashcards

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1
Q

Cognition definition

A

Set of all mental processes that allow us to aquire knowledge/understanding through though, experience and the senses

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2
Q

Criticisms of the view that humans are stimulus response machines

A

Does not allow for parallel processing

Ignores top down processing

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3
Q

Top down processing

A

Stimulated by the individuals prior knowledge etc

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4
Q

Bottom up processing

A

Stimulated by external stimuli

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5
Q

Evidence that neurons represent specific information

A

Found a certain set of neurons fire when Luke Skywalker is mentioned (similar ones firing when other star wars things mentioned)

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6
Q

Rate coding

A

A greater rate of neuronal response is used to represent information

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7
Q

Temporal coding

A

A greater synchrony of neuronal responses is used to represent information

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8
Q

Possible types of coding (2) and which is more likely

A

Rate and temporal coding, temporal being more likely based of evidence

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9
Q

Different approaches to studying cognition (3)

A

Experimental Cognitive Psychology
Cognitive neuropsychology
Cognitive neuroscience

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10
Q

What is experimental cognitive psychology

A

Studying behaviour in lab setting (with manipulations), traditionally focusing on behavioural measures

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11
Q

Limitations of experimental cognitive psychology

A

Ecological validity (real-world translation)
Only indirectly measures cognition
Relies heavily on theory

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12
Q

What is Cognitive neuropsychology

A

Studying cognition in brain damaged patients to find specific brain areas role in cognitive functions

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13
Q

Limitations of cognitive neuropsychology (4)

A

Rare to get pre-damage measures for patients on performance
Often has complex damage in several regions
All brain damage is unique
the brain is unlikely to be modular

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14
Q

What is cognitive neuroscience

A

Relates brain structures and function to cognitive processes, usually by recording brain activity while tasks are completed

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15
Q

Tools in cognitive neuroscience (4) and their use

A

EEG for electrophysiology imaging
MRI for structural imaging
fMRI for functional imaging
TMS and TCS for brain stimulation

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16
Q

Single cell recordings

A

Very small electrode recordings from within an axon, or outside an axon membrane

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17
Q

When are single cell recordings used

A

Usually just on animals but known to be used on epileptics

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18
Q

EEG

A

Via electrodes in the scalp, it records the electrical activity of a large number of neurons firing together

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19
Q

Event related potential (ERP)

A

Average waveform from a task recorded multiple times, used to compare between conditions

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20
Q

Advantages (3) and disadvantages (2) of EEG

A

Adv: good temporal resolution, portable, cheap
Disadv: Spatial resolution, only measures brain’s surface

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21
Q

How MRI machines work

A

Very strong magnetic field (0.5-0.7 Tesla’s) on scanned area with single protons aligning to it. Alignment disturbed by short radio frequency pulse and the change is measured - different tissues realign at different times, giving brain map

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22
Q

Diffusion Tensor Imaging (DTI)

A

For structural imaging, it measures white matter (axons) by measuring the direction of water diffusion

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23
Q

How fMRI works

A

Doesn’t measure neural activity, it measures BOLD signals - oxygenated blood has higher signal than deoxygenated as it has less magnetic field disturbance

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24
Q

What does BOLD stand for

A

Blood Oxygenation Level Dependent signals

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25
Q

Hemo-dynamic Response Function (HRF)

A

The way blood changes to a stimulus

??

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26
Q

Advantage and disadvantages (2) of fMRI

A

Adv: spatial resolution
Disadv: temporal resolution, doesn’t directly measure neurons (inference required)

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27
Q

How TMS works and what it stands for

A

Uses short magnetic pulses that transiently affect electrical activity in a localised patch of tissue under the coil
Transcranial Magnetic Stimulation

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28
Q

How tDCS works and what it stands for

A

Uses small current flowing constantly from one electrode to another. Area under cathode is inhibited and under anode is excited
??
transcranial direct current stimulation

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29
Q

How tACS works and what it stands for

A

Uses small current alternating in flow from one electrode to another, inducing oscillations at different frequencies
??
transcranial alternating current stimulation

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30
Q

Advantages (2) and disadvantages (2) of tDCS / tACS

A

Adv: provides causal evidence, is mostly non-invasive
Disadv: stimulation is weak making weak effects, risky for epileptics

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31
Q

Summary of process of vision from eye to cortex (3)

A

Reception - absorbed by photons
Transduction - converted into electrochemical pattern in neurons
Coding - represented in the brain

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32
Q

Two types of retina and their function

A

Cones - process colour and sharpness of vision

Rods - process movement and dim light

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33
Q

How many 1) cones and 2) retina are there in the eye and where are each located

A

1) 6 million, mostly in the fovea

2) 125 million, in the outer regions of the retina (peripheral vision)

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34
Q

Trichromatic theory for eyes

A

As all colours mix into three primary colours, it was proposed the eye has three colour receptors responding at different wavelengths (found to be true)

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35
Q

Three colour receptors / cones in eye

A

Short wave length detects blue
Medium detects green (and yellow)
Long detects red

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36
Q

Problem with Trichromatic theory

A

Doesn’t account for the negative after image - e.g. staring at green square for a while makes a red afterimage for a second (opponent process) on white background after it disappears

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37
Q

Opponent process theory for eyes

A

Colour perception has 3 opponent processes: red/green, blue/yellow, light/dark. Combined in an opponent way

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38
Q

Duel process theory for eyes

A

Links opponent processes to the combinations of inputs from 3 cone types (trichromatic theory)

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39
Q

Support for opponent process theory for eyes

A

Opponent cells found in monkeys geniculate nucleus

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40
Q

Colour constancy

A

Tendency for a surface to appear the same colour despite a dramatic change in light source (brain makes sense of it - in concert with coloured lights, everyone still same colour) - proves perception is constructive

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41
Q

Parvocellular pathway

A

Sensitive to colour and fine detail, input comes mostly from cones

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42
Q

Magnocellular pathway

A

Mostly motion sensitive, inputs come from rods

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43
Q

Visual perception pathway summary from eye to brain

A

Retina to optic nerve to optic chiasm to Lateral Geniculate Nucleus to cortical area

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44
Q

Why your right visual field is processed by the left side and vice-versa

A

Signals cross from right visual field to the left side of the retinas, and come through in straight lines to left side of brain

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45
Q

Receptive fields

A

The region of sensory space in which light will cause neurons to fire

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46
Q

Retinotopy

A

Things spatially near to each other are processed by cells near to each other

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47
Q

Lateral inhibition

A

A reduction in activity of a neuron caused by a neighbouring neuron

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48
Q

Lateral Geniculate Nucleus (LGN)

A

Part of the thalamus, it is a subcortical relay for most sensory inputs and motor outputs, correlates incoming signals from the retina in space and time

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49
Q

Primary visual cortex (V1)

A

Extracts basic information (edges, orientations etc) from the visual scene and then some more complex information (colours, movement, shape etc)

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50
Q

Blindsight

A

Caused by damage to V1, patient cannot consciously report objects in space but can make some automatic visual discriminations through other visual pathways

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51
Q

Visual pathway to V1 (primary visual cortex) is called…

A

Genial ostriate route (thought to be fore conscious vision)

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52
Q

Central cullcus

A

Visual motor system (automatic)

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53
Q

‘Where’ pathway

A

After V1, goes through pariental processing pathway concerned with movement processing (‘vision for action’)

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54
Q

‘What’ pathway

A

After V1, goes through temporal processing pathway concerned with colour and form processing (vision for perception) - goes through lateral occipital and temporal lobe

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55
Q

Patient with lateral occipital cortex damage would lose function in….

A

Their ‘what’ pathway, difficulty locating and identifying objects (but can automatically interact with them)

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56
Q

Functional specialisation theory for vision

A

Different parts of visual cortex specialised for different visual functions

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57
Q

Function of V1 to V5 according to functional specialisation theory for vision

A 
V1 - lines
V2 - similar to 1
V3 - responds to form
V4 - for colour
V5 - for movement
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58
Q

Cortical achromatopsia

A

Damage to V4, a patient cannot see colours (often V2 and V3 damage also) but has fully functioning retina. However implicit colour perception intact as can still see through expectations from experience before damage

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59
Q

Akinetopsia

A

Damage to V5, deficit in movement visual processing with everything else intact

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60
Q

Challenge for functional specialisation theory for vision

A

How are V1 to V5 bound together to make sense, colour and shape are not seen separately

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61
Q

Visual perception synchronisation hypothesis

A

A potential solution to the challenge for functional specialisation, the functions (V1-V5) are synchronised (temporally coded) to bind together - likely attention dependent

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62
Q

Model for object recognition in steps

A

Early visual processing (colour, motion, edges etc)
Perception segregation (grouping visual elements)
Map this onto representation (expectations) in brain
Attach meaning to object (‘what’ stream)

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63
Q

Perceptual segregation

A

Separate visual inputs into individual objects

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64
Q

Gestalt Psychology

A

studying perceptual segregation

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65
Q

Law of Pragnanz

A

Of several possible geometric organisations, the one with the simplest, stablest shape will occur (assuming segregation early in processing)

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66
Q

Gestalts laws of perceptual organisation (4), how inputs are organised

A

Law of proximity (how close they are)
Law of similarity
Law of continuation (whether it carries on)
Law of closure (whether it is half blocked from sight)

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67
Q

Criticisms of Gestalts laws of perceptual organisation (3)

A

Mostly descriptive findings
Evidence relies heavily on introspection and 2D image examples
Does not include top-down processing’s effect on segmentation

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68
Q

Where V1 to V5 are located

A

The occipital lobe

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69
Q

Agnosia

A

Impairment of object recognition with no primary visual deficits

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70
Q

Types of agnosia (2)

A

Apperceptive and Associative

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71
Q

Apperceptive agnosia

A

Impaired process of constructing a perceptual representation (can see the parts, not the whole), associated with damage to lateral occipital lobes

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72
Q

Associative agnosia

A

Impaired process of understanding the function of objects (can see the whole but not the parts, impaired mapping of perception onto stored knowledge), associated with damage to left occpito-temporal lobe

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73
Q

Damage to bilateral ventral-medial occipital lobe causes…

A

Apperceptive agnosia, patient will perceive objects by parts (see a handle and brush, not a paintbrush).

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74
Q

Prosopagnosia

A

Patient that’s unable to recognise faces, caused by damage to Fusiform Face area (FFA) - part of the ventral stream

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75
Q

Debate of function of Fusiform Face Area (FFA)

A

Many believe its specialised to recognise faces, but some think its for expert processing of things constantly seen. However patients with prosopagnosia still have expert processing of other things

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76
Q

Uniqueness of faces for visual processing

A

Configurally / holistically processed (making prosopagnosia an apperceptive agnosia)
Horizontal information very important for recognition, also cannot be recognised up-side-down

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77
Q

Attention

A

The taking possession of something in vivid form by the mind

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78
Q

Why is attention necessary

A

It makes sense of the world, 108 bits per second travel through the optic nerve (much more than the brain can process), so attention needed to focus on necessary things to process

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79
Q

Experiments demonstrating attentions limits

A 
Change blindness (Skoda advert)
Attention blink
Inattentional blindness (gorilla study)
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80
Q

Summary of inattentional blindness study

A

Told to watch video of two teams bouncing and passing a ball between themselves and count the passes. Because their attention was drawn, a large proportion did not notice a dancing gorilla coming on screen
(the more difficult the task set, the less they saw the gorilla)

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81
Q

Cocktail Party problem

A

How do humans focus in on one conversation/noise so well in a loud area with lots of other noises, yet also process other noises at a lower level and can attend to them if relevant to (e.g. hearing your name)
Very difficult to program computers to do this

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82
Q

When a voice is easier to attend to in a loud, cocktail party problem room (2)

A 
Familiar voices (top down processing)
Depends on features (high pitch easier than low)
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83
Q

Broadbent’s theory of sensory processing

A

Parallel inputs go to sensory register where they are filtered based on salience of physical characteristics. Inputs that pass the sensory register (bottleneck) go onto later, more complex processing

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84
Q

Problems with Broadbent’s theory of sensory processing (2)

A

Does not account for top-down processing’s influence on the sensory register
As seen in blindsight patients, stimuli that aren’t consciously registers still alter behaviour so must be processed further than Broadbent was proposing

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85
Q

Deutsch and Deutsch’s late selection theory of sensory processing

A

All stimuli is fully unconsciously analysed, with the most relevant passing the sensory register and coming to consciousness, effecting response more

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86
Q

Problem with Deutsch and Deutsch’s late selection theory of sensory processing

A

Imaging shows ERP’s to be smaller if it remains unconscious later on, indicating an earlier sensory register than they proposed

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87
Q

Treisman’s leaky filter, flexible theory of sensory processing

A

Unattended information is filtered after the sensory register, going through a hierarchy which takes physical characteristics and personal meaning into account. When limited capacity reached, hierarchy tests are precluded for all but the attended stimulus

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88
Q

Cognitive load

A

Phenomena that some simple tasks are completed simultaneously much worse than some complex ones - indicates processing semantic information is prioritised over physical characteristics

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89
Q

Endogenous attention

A

Internal choices that makes one react faster to stimuli in a peripheral part of space

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90
Q

Exogenous attention

A

External queues that make one react faster to stimuli in a peripheral part of space, only when the stimuli comes quickly after the queue

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91
Q

Posner’s attention systems (2)

A 
Endogenous system (top-down) - controlled by intentions, expectations etc (depends on person!)
Exogenous system (bottom-up) - automatically shifting attention from uninformative peripheral queues
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92
Q

Evidence for object based attention (not space)

A

Participants shown translucent, hybrid images of house and face and sometimes one moved. Brain area for each object was activated more when attending to that one, and even more so when object moved

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93
Q

Central capacity theory

A

A central executive function is flexibly used to direct attention (has limited resources)

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94
Q

What are dual task costs and why do they appear

A

Appear due to limited resources of attention, they are when two or more tasks are performed badly when done simultaneously

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95
Q

Multi-tasking / divided attention’s location in the brain

A

Imaging shows it to be in the DLPFC

TMS studies show impaired divided attention when DLPFC is impaired - appears to distribute resources

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96
Q

Question surrounding visual search

A

How does the brain search for all the features of the object it is tasked for all at once and so well?

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97
Q

Feature integration theory of visual search (FIT) and implications

A

Features of an object are encoded in parallel, prior to attention. Making them separable from the object itself when visually searching
Meaning if an object has a unique feature, it can be detected without attention. If not unique, attention/visual search is needed

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98
Q

Stages of visual search according to Feature integration theory of visual search (FIT)

A

1) Rapid initial parallel process to identify features (no attention)
2) Slower, serial process of spatial attention to form objects from the features (give meaning) - top down influence

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99
Q

Evidence for Feature integration theory of visual search (FIT) (2)

A

Search time for items with a unique feature is not effected by the number of distractors
Illusory conjunctions

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100
Q

Illusory conjunctions

A

Showing two objects briefly in periphery means they often experience a combination of the two object’s features - often highly confident of experience, not just guessing

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101
Q

When do Illusory conjunctions occur (5)

A 
Focused attention is absent
Relevant stored knowledge is absent
Spatial attention absent
In peripheral vision
Not temporally, just spatially (exact same time)
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102
Q

Evidence against Feature integration theory of visual search (FIT)

A

Negative priming tasks show unattended stimuli are semantically processed (processed early - stage 1?)
Neglect patients have problems with both conjunctive and single feature visual search targets, indicating they are not in separate systems

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103
Q

Guided search theory (dual path model) of visual search

A

Emphasising top-down processing, it proposes a mix of serial and parallel processing is used. Pre-attention processing gives an activation map of how ‘promising’ each stimuli is (the more promising the more prioritised to pass through the attentional bottleneck)

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104
Q

Balint’s syndrome

A

Damage to the bilateral occipito-parietal cortex causing simultanagnosia (could not focus on one object at a time, and could not combine features to form objects (constant conjunction errors

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105
Q

Brain damage that causes problems with feature binding of visual objects (2)

A

Parietal lesions cause spatial binding problems and Thalamus lesions cause binding problems linked to top-down processing

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106
Q

Brain areas that influence feature binding in visual search (conjunction) tasks

A

Posterior temporal cortex (and parietal cortex) activated in tasks
Intraparietal sulcus reduces illusory conjunctions, indicating its role in conjunction of objects (activation gives higher performance)

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107
Q

Hemispatial neglect cause

A

Usually from stroke, lesions to a specific portion of the parietal lobe in one hemisphere

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108
Q

Symptoms of hemispatial neglect

A

Lack of awareness of stimuli presented to contralesional (other side from brain damage) side of space causing: inability to copy, imagine/remember (even pre-injury memories) or attend to objects on that side of space

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109
Q

Extinction attention disorder

A

Often detect stimuli in ipsilesional side of space (same as brain damage) but not contralesional - showing a bias
Most hemispatial neglect patients also have this

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110
Q

How much processing of contralesional field takes place for hemispatial neglect patients

A

A lot of basic in the visual cortices but much less than controls by the point of the dorsal parietal lobe

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111
Q

Evidence for hemspatial neglect patients’ attention being one of object deficit rather than space

A

Often seem to neglect the contralesional side of all objects in the scene, not their contralesional side

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112
Q

Evidence for strong processing of contralesional field in hemispatial neglect patients

A

Has a strong priming effect (faster reaction time) when an associated object is later presented in the ipsilesional field (must have been processed through ‘what’ stream)

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113
Q

Most common lesion for hemispatial neglect patients and evidence for it

A

On the right inferior pariental lobe (contralesional side on the left most often)
TMS on area causes temporary neglect symptoms

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114
Q

Is hemispatial neglect an attention or perception disorder

A

Attention

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115
Q

Evidence for an intact endogenous attention system in neglect patients (2)

A

They benefit from valid cues (arrow indicating direction of stimuli) when doing covert attention tasks
Patients are most impaired when trying to disengage from their ipsilesional side
??

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116
Q

Is hemispatial neglect more an exogenous or endogenous attention disorder and what are the implications

A

Exogenous, they can attend much better when asked to deliberately but struggle with automatic attention

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117
Q

Hemispatial neglect without brain lesions

A

Occurs when very drowsy, attention tends to shift to right side of visual field. Suggesting a left hemisphere attentional dominance for healthy people

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118
Q

Prevalence of ADHD

A

5-10% of children, 2-5% of adults, ratio of 3:1 boys:girls

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119
Q

Diagnostic subtypes of ADHD and how common they are

A

ADHD/IA: Predominantly inattentive (30%)
ADHD/HI: Predominantly hyperactive (9%)
ADHD/com: Combined (61%)

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120
Q

Inattention symptoms of ADHD (4)

A

Poor attention to detail
Difficulty persevering
Inability to follow instructions
Often forgetful

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121
Q

Hyperactivity symptoms of ADHD (3)

A

Tendency to fidget
Talks excessively, often before thinking
Tendency to interrupt

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122
Q

Requirements for ADHD diagnosis other than symptoms (2)

A

Present before aged 7 (a developmental disorder)

Impaired in two or more settings (school, home etc)

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123
Q

Risk factors for ADHD (4)

A

Genetics (4 times more likely if other family diagnosed)
Prenatal alcohol or tobacco exposure
Post natal pre-frontal damage
Premature births or low birthing weight

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124
Q

Neurocognitive deficits of ADHD (4)

A

3-4% reduced cortical volume (especially PFC)
Reduced cortical connectivity (axons) between hemispheres
Reduced grey matter and axons in fronto-parietal attention networks
hypoactivity (less) in DLPFC (the ‘choosing’ part of attention)
Imbalance in dopamine and noradrenaline circuits

MANY MORE - research xx

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125
Q

Medication for ADHD (2)

A

Methylphenidate (Ritalin, metadata etc)

Dextroamphetamine (Adderall)

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126
Q

How ADHD medication works (2)

A

Block reuptake of noradrenaline and dopamine, whilst facilitating their release
Enhance their availability in the PFC (noradrenaline) and Basal Ganglia (dopamine)

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127
Q

Executive function

A

Controls considered behaviours in a meta-cognitive way over multiple specific domains

128
Q

Brain area predominantly associated with executive function

A

The PFC

129
Q

Characteristics of the (1) lateral and (2) orbital and medial PFC

A

1) ‘cold’ control processes, cognitive aspects

2) ‘hot’ control processes, social regulation etc

130
Q

Location of frontal lobe

A

Everything in front of the central sulcus

131
Q

Situations to use executive function (5)

A 
Planning / decision making
Error correction / trouble-shooting
Complex or skill required situations 
Dangerous situations
Overcoming habituation / temptation
132
Q

Describe ‘tower of London’ executive function task and brain activity

A

Move blocks into a required order (only one at a time), requiring planning and working memory. DLPFC highly active

133
Q

Describe Wisconsin card sorting executive function task and brain activity

A

Sort cards and adapt to changes in rules throughout, requiring trouble-shooting. VLPFC highly active for this

134
Q

Meaning of Dorsa and Ventra

A

Dorsa is above, Ventra is below

135
Q

Describe Stroop executive function task and brain activity

A

Say the colour of the word, not the word written. Requires the overcoming of habituation. Anterior Cingulate Cortex (ACC) and pre-Supplementary Motor Area (pre-SMA) are highly activated

136
Q

Anterior Cingulate Cortex location and function

A

ACC located on medial wall of brain of frontal lobes, generally appears responsible for error detection (not correction) and response conflict

137
Q

Pre-Supplementary Motor Area (pre-SMA) location

A

In frontal lobe in motor area

138
Q

Non-unitary model of working memory

A

Assumes PFC divided into separate processes: VLPFC responsible for maintenance / retention and DLPFC for manipulation / updating

139
Q

Posterior cortex location and function

A

Back of head in cortex, is the storage site of information

140
Q

Evidence for DLPFC’s manipulation role in working memory

A

Damage to it impairs patients at self-ordered pointing tasks which require memory updating (supported by PET scan studies)

141
Q

Role of left DLPFC in working memory according to the hemispheric non-unitary model and evidence (2)

A

Specialised in selecting a range of plausible responses and free will actions
Activated when choosing a finger to move, TMS shows impairment

142
Q

Role of right DLPFC in working memory according to the hemispheric non-unitary model and evidence

A

Specialised in monitory and sustaining attention (info held in mind) for both external and internal information
Activity greatest in uncertain conditions where attention more important (tip-of-the-tongue states)

143
Q

Describe n-back task and brain activity

A

Click when an image in sequence is the same as it was n times ago. Right DLPFC highly activated the more difficult it is as conditions of uncertainty

144
Q

Role of left VLPFC in working memory according to the hemispheric non-unitary model

A

Retrieval and maintenance of semantic or linguistic information (known as Broca’s area)

145
Q

Role of right VLPFC in working memory according to the hemispheric non-unitary model

A

Retrieval and maintenance of visual and spatial information

146
Q

Anterior prefrontal cortex (APC) function

A

Multi-tasking, maintaining future intentions whilst performing other tasks

147
Q

Unitary theory of working memory / executive function and evidence (2)

A

Just one underlying function controlling all specialised areas
Performance on tasks all correlate with each other (suggesting fluid intelligence)
Single cell recordings in monkeys implies any area could perform any executive function

148
Q

Goldman-Rakic model for executive function

A

Assumes a unitary executive control but has some divisions. For example, spatial (dorsal) and object based (ventral) working memory

149
Q

Evidence against Goldman-Rakic’s model for executive function

A

Some experiments show involvement in both areas that it claims there is divisions

150
Q

Multiple demand network model for executive function

MORE UNDERSTANDING NEEDED

A

Executive function tasks are divided by fronto-parietal brain regions into sets of less complicated tasks (broken down into ‘attentional episodes’
??

151
Q

Remembering

A

Retrieval of memory into conscious awareness

152
Q

Process of retrieving and producing a memory

A

Encoding then consolidation then retrieval then the memory

153
Q

Episodic memory

A

Remembering or recognising from previous experience

154
Q

Semantic memory

A

Knowledge recalled unrelated to experience

155
Q

Memory trace

A

Mental representation of previous experience

156
Q

Taxi driver memory study

A

Found them to have more active hippocampus’ (episodic spatial memory) as they needed to remember so many routes

157
Q

Differences found in taxi and bus drivers brains (2)

A

Taxi drivers have more grey matter in their posterior hippocampus (thought for navigation)
Bus drivers have more grey matter in their anterior hippocampus (thought for visio-spatial information
(the areas compete for activation, more in one causing less in other)

158
Q

Autobiographical memory

A

From events in ones own life

159
Q

Why memories can become less accurate every time they are recalled

A

The next time they are recalled one will be remembering a memory of a memory from the previous recall (they are updated in content)

160
Q

Schematic processing principle

A

A memory is the interaction between the event and our own existing schemata

161
Q

When a memory is schema-congruent…

A

It can provide retrieval cues and assumptions can be made

162
Q

When a memory is schema-incongruent…

A

Unexpected and uniqueness can attract attention

163
Q

Effects of schema on memory (3)

A

Determines how information is processed
Determines how memorable information is
Determines how memories are changed / updated

164
Q

How schemas influence the processing of memories

A

Make the information coherent but not necessarily accurate, it is made to fit with the information already fitted by the schema in our memories

165
Q

Explanations for childhood amnesia (lack of memory up to 3 years old) (3)

A

Freud saw it as repressed sexual feelings towards parents
Maybe due to underdeveloped hippocampus and frontal lobes
Underdeveloped schemas and sense of self (babies feel like they are a part of the mother

166
Q

Cross cultural differences of childhood amnesia and reason

A

Average age of 1st memory in the US is 3.8years but 5.4years in China
Could be because of greater focus on the baby as an individual in the US

167
Q

Reminiscence bump in memory and reasons (3)

A

Older people remember much more from 15-25 than any other years
Because brain is at neurological peak, they are formative years, things are experienced for the first time a lot (supported by bump for people who emigrated at certain time)

168
Q

Why autobiographical memories can be inaccurate (3)

A

Tendency to put oneself at centre of stage
Tendency for favourable views of oneself
Tendency to fit events with ones schema

169
Q

Example of the effect of schemas

A

Students were much more willing to say grades were important to them after an exam if they did well, and many changed their answers from before the exam depending on how it went

170
Q

Flashbulb memories

A

Highly detailed, vivid memories for surprising events that are resistant to forgetting

171
Q

Research showing the accuracy of flashbulb memories

A

Though they feel vivid, research shows they had the same detail as normal memories from the same time only felt with more emotion

172
Q

Facts showing inaccuracy of witness testimony in court (3)

A

48% wrongful convictions due to misidentification
Witness accusations ‘within race’ more accurate than across race
Also more accurate with own age (unless exposed to another age consistently - e.g. teachers)

173
Q

Factors that effect eye-witness memories

A 
Perceptual stage (lighting, distance etc)
Encoding stage (stress, violence, state of witness) 
Storage stage (decay, interference)
Retrieval stage (misremembering, schema, questioning)
174
Q

How perceiving an event for an eye witness could be dubious

A

Seeing the perpetrator more than 3 metres away on a full moon

175
Q

How encoding an event for an eye witness could be dubious (2)

A

Noradrenaline narrows attention, peripheral aspects remembered worse (however also enhances memory of what is attended to)
Easier to remember an unexpected weapon than the carrier as the weapon is the threat

176
Q

How decay of an event in memory could be dubious for an eye witness (2)

A

Forgetting curve shows sharp drop in memory after 20 minutes, falling for 2 days
Children forget faster than adults

177
Q

How interference of an event in memory could be dubious for an eye witness (2)

A

Unconscious transference: correct memory assigned incorrectly in the line up
Proactive interference: knowledge or experience of a similar event confuses the details

178
Q

How retrieval of an event for an eye witness could be dubious

A

Witness exposed to misleading information which alters memory (leading questions)
Personal or influenced opinion of the accused shapes how memory is told

179
Q

Study on leading questions effecting memory retrieval

A

Whether asked if a car was bumped, hit, smashed etc effected the mph they guessed the car in the video was going at

180
Q

Why witness line ups often go wrong

A

People have a tendency to choose someone even if they are not there, they then commit to the choice in court

181
Q

Factors for a successful witness line up (5)

A

Make them look similar with similar clothes
Officer with witness does not know suspect (double-blind)
Emphasise that the criminal may not be there
Suspects shown one at a time so no pressure to choose
Record confidence statement after

182
Q

Factors for a successful police interview

A

Report / record everything
Ask information in different orders for more detail
Recreate the context for better retrieval
Report / question from different perspectives
Do not interrupt interviewee

183
Q

Ebbinghaus memory experiment (1895)

A

Participants tried to memorise nonsense syllables and he highlighted the shortcomings (he memorised 2000 himself)

184
Q

Law of repetition for memory

A

The more rehearsal / recall the better memory, however rehearsals have a diminishing marginal return (learning curve)

185
Q

Where memories are generally stored in the brain (2)

A

Temporary memory trace in hippocampus

Then integrated in cortical information networks

186
Q

Multi-store memory model

A

information goes from sensory memory to encoded into short term (unrehearsed) memory and further encoding brings it to long-term memory. Retrieval brings it back to short term so in vulnerable for decay

187
Q

Sensory memory

A

Unattended information that decays in milliseconds to seconds, but keeps information in mind to be attended to for further encoding

188
Q

Different sensory memory stores (5)

A 
Iconic (vision)
Echoic (hearing)
Haptic (touch)
Olfactory (smell)
Gustatory (taste)
189
Q

Experiment for visual memory’s capacity and duration

A

Sperling presented 12 letters for 50ms, participants could name 4 on average. When queued by tone after the letters which row to say, they generally got most of them - indicating that almost all were stored in iconic memory but only some could be retrieved
Also found info to decay after 500ms, 250-500ms meant full report ??

190
Q

Experiment on echoic memory

A

12 sounds presented in quick succession to test capacity and duration. Found large capacity for almost all sounds, retention between 2 and 4 seconds (longer than iconic memory)

191
Q

Function of short term memory

A

Conscious processing of information, attention being necessary therefore is limited to the scope of the ‘spotlight’ (has an information bottleneck)

192
Q

Chunking in short term memory

A

Grouping familiar or similar information for storage as single unit

193
Q

Decay in short term memory

A

If information is no rehearsed, it will decay in 15-20seconds

194
Q

Rehearsal in memory

A

The process of repetitively verbalising / thinking about information

195
Q

Criticisms of short term memory component of the multi store memory model (4)

A

Does not account for information decaying (being forgotten) due to proactive interference from other stimuli (only suggests time)
Simple rehearsal doesn’t guarantee LTM encoding
Not only consciously processed info is encoded to LTM
Some patients have STM impairments but LTM works, so is the transfer the model suggests essential?

196
Q

Retroactive interference and example

A

New material interferes with the already encoded

E.g. second language causes first to deteriorate

197
Q

Alternative to the short term memory component multi store memory model

A

Split short term memory into four types of working memory: central executive (which all others link to), phonological loop, visuospatial sketchpad and episodic buffer. Gets round the problem that interference also causes forgetting

198
Q

Function of long-term memory

A

Organises and stores information semi-permanently (unknown capacity and duration)

199
Q

Principles that make STM and LTM distinct

A

Recency effect (more of last items remembered) is due to STM and primacy effect (more of first items remembered) is due to LTM. Middle items tend to be lost due to interference

200
Q

Explanations for the recency and primacy effects (with middle items being lost) (2)

A

Recency being STM, primacy being LTM
Items at beginning and end are less interfered with
(research more)

201
Q

Neurological evidence that STM and LTM are distinct

A

Double disassociations have been made with patient cases (some have impaired STM, not LTM. Others have impaired LTM, not STM.)

202
Q

Central executive part of STM model

A

Attentionally limited, controls other components. It maintains goal related information to direct processing capacity to optimal functions

203
Q

Phonological loop, its two structures and their functions

A

Temporary storage of speech like information
Structures: phonological store - passive, temporary store house with 2 second capacity (inner ear)
Articulatory loop - active rehearsal component linked to speech (inner voice)

204
Q

Evidence for phonological loop (4)

A

Phonological similarity effect - error in memory likely to be phonologically similar to answer
Word length effect - memory for short words greater than for long
Unattended speech effect - irrelevant spoken material accesses phonological store
Articulatory suppression effect - rehearsal can be prevented by repeated articulation of a word / sentence (overt or covertly)

205
Q

Articulation suppression effect and when its reduced

A

Rehearsal can be prevented by repeated articulation of a word / sentence (overt or covertly)
Effect is reduced when the rehearsed is presented auditory as has direct access to phonological store

206
Q

Word length effect and reason for it

A

Word length effect - memory for short words greater than for long
Due to articulation duration, not syllables as words with same syllables and longer articulation still harder to remember (harpoon harder than bishop)

207
Q

Visuo-spatial sketchpad component of memory model

A

A system for setting up and manipulating mental images (limited capacity)

208
Q

Components of Visuo-spatial sketchpad (component of STM memory model) (2)

A

Visual cache - visual information about shape and colour

Inner scribe - spatial and movement information

209
Q

Experiments on visuo-spatial sketchpad (component of STM model) (2)

A

More likely for a rabbit to have whiskers in imagination when picture next to fly rather than elephant
Evidence shows people mentally put themselves in location when imagining route of travel

210
Q

Tasks of central executive (component of STM model) (4)

A

Directing attention, updating information, shifting between strategies, selecting inhibitions

211
Q

Evidence for central executive (component of STM model)

A

Dysexecutive syndrome - frontal lobe damage impairs central executive function (can also cause catatonia - remaining motionless for hours)
(also found in Alzheimer’s patients)

212
Q

Episodic buffer (component of STM model)

A

Intergrates information into a single complex structure, holding around 4 differing types in multidimensional code (smell, sound, visual etc) - binds and makes sense of sensory input
(Phonological loop and visiu-spatial sketchpad link to it)

213
Q

Implicit memory and other name

A

Memories that cannot be explicitly retrieved (consciously), for example motor memories etc. Individual has a passive role
Also called non-declarative

214
Q

Explicit memory and other name

A

Actively, consciously recalling the memory with language

Also called declarative

215
Q

Examples of explicit memory test (3)

A

Free recall, cued recall, forced choice recognition

216
Q

Examples of implicit memory tests (2)

A

Lexical decision, word fragment completion

217
Q

Example of questions that elicits an explicit and implicit memory response

A

Explicit: what word is paired with car?
Implicit: what comes to mind when I say car? - no awareness memory is being used

218
Q

Causes of amnesia (6)

A 
Parkinson's
Acute virus infections
Brain re-sectioning for epilepsy treatment
Korsakov's syndrome
Head injury
Psychological disorder
219
Q

Effect after removal of bilateral medial temporal lobes (including hippocampus)

A

Anterograde amnesia: unable to make new, explicit (largely episodic) memories. Could retain information for several minutes and had a working implicit memory (e.g. riding a bike)

220
Q

Brain areas thought for implicit memories (5)

A 
Basal ganglia
Cerebellum (for motor)
Ventral thalamus
Substantia Nigra
Premotor cortex
221
Q

Brain areas within the medial temporal region (5)

A 
Hippocampus
Amygdala
Entorhinal cortex
Parahippocampal cortex
Perirhinal cortex
222
Q

Brain areas thought for explicit memories (3)

A

Medial temporal region (especially hippocampus)
Frontal cortex
Connections between temporal region and frontal cortex

223
Q

Example of impaired implicit memory, with explicit intact

A

Man in his 70’s with Parkinson’s with a primarily damaged Basal Ganglia. He cannot repeat habits and skills but can remember facts and stories

224
Q

How we know implicit and explicit memory are separate systems

A

Patients have been found to create a double disassociation (though most have partial damage to both)

225
Q

Types of explicit memory (2)

A

Semantic (general knowledge, no time/place)

Episodic (recalling past experiences or recognition from them)

226
Q

Semanticisation

A

Episodic memory becoming a semantic one, the experience where knowledge was required being irrelevant

227
Q

How we know semantic and episodic memory are separate systems

A

Double disassociation:
Semantic dementia (anterior temporal lobes damage)
Patient after bike accident had specific episodic impairment (no context behind knowledge)

228
Q

Procedural, implicit memories

A

Automatic performance of certain actions that have been repeated before (skills, e.g. walk into university)

229
Q

Priming

A

Reacting to stimuli in learnt way from previous encounters - happens implicitly and can be semantic

230
Q

What happens faster, procedural or priming memories

A

Priming memories

231
Q

Outline a neurological priming study

A

Brain area is less active after priming than if no priming as it takes less processing if stimuli is familiar

232
Q

How forgetting takes place (2)

A

Decay of memories over time

Interference from similar stimuli / events

233
Q

Process of consolidation

A

Memory trace temporarily stored in hippocampus, then is transferred to cortex for long term storage if it does not decay

234
Q

Anterograde amnesia

A

Can form no new memories, caused by damage to the hippocampus (generally)

235
Q

Why patients with anterograde amnesia sometimes have retrograde amnesia for the time just before surgery / being diagnosed

A

When the hippocampus is damaged too much memories are no longer able to consolidate memories into the cortex. Anything before has been consolidated therefore remembered in the intact cortex

236
Q

How to improve the consolidation process

A

Sleeping is evidenced to as there is no interference whist asleep

237
Q

Dementia

A

General loss of function caused by cell death, memory often being a primary loss

238
Q

Possible symptoms of dementia (6)

A 
Memory impairment
Aphasia (language impairment)
Apraxia (motor skills impairment)
Agnosia (sensory memory impairment)
Executive function impairment
Social impairment
239
Q

Difference between degenerative and non-degenerative dementias

A

Degenerative have a degree of genetic cause (e.g. Alzheimer’s), unlike non-degenerative (have a diverse origin)

240
Q

Memory impairment in Alzheimer’s (3)

A

More difficulty retaining new information, episodic memories and explicit memories

241
Q

How the brain degenerates in Alzheimer’s patients

A

Generally from the outside inwards. Entorhinal cortex often worst hit, which links the hippocampus and neocortex

242
Q

Brain areas commonly damaged in Alzheimer’s patients (4)

A

Entorhinal cortex
Limbic cortex
Inferior temporal cortex
Posterior parietal cortex

243
Q

Symptoms of (i) early (2) (ii) middle (2) and (iii) late (3)Alzheimer’s

A

i) Needs reminding, loss of concentration
ii) Gets lost easily, personality changes
iii) Severe confusion, personal care, lack of recognition of self and others

244
Q

Semantic networks

A

For language, the brain categorises words into these association links, forming a complex structure of groupings

245
Q

Evidence for semantic networks

A

Sentence verification tasks: ‘a robin is a bird’ is verified faster than ‘a robin is an animal’

246
Q

How are semantic networks organised and example

A

By their semantic relatedness depending on ones own experience
‘A robin is a bird’ verified faster than ‘a penguin is a bird’ as the latter is generally more abstract

247
Q

Evidence against semantic networks

A

Life is too complicated for such a simple structure as words hold multiple definitions and meaning (e.g. games). It is probably similar in principle but more complex

248
Q

Experiment on if word meaning or comprehension processed first

A

People detect ‘London buses are white’ and ‘London buses are sour’ as false with the same amount of time - showing meaning and knowledge processed simultaneously (sour being impossible and white being semantically false)

249
Q

Parsing

A

Figuring out links between words during sentence analysis (based on context)

250
Q

A schema about events if often called…

A

A script

251
Q

Advantages of schemas / scripts (2)

A

Capture commonly encountered aspects of life so expectations can be formed in the future to conserve the energy of detailed attention
Can draw inferences from new events based off expectations

252
Q

Types of inferences in language (3)

A

Logical - based on word meanings
Bridging - established coherence from current text and preceding text
Elaborative - makes use of world knowledge for coherence

253
Q

Inferences in terms of language

A

Contexting sentences / words through schemas and scripts

254
Q

Theories for inferences in language (3)

A

Constructionist - numerous elaborative inferences made automatically
Minimalist - some automatic inferences but only local ones
Depends on individual differences of person’s ability

255
Q

Local inference in language

A

Inference from one sentence to another

256
Q

global inference in language

A

Integrating overall text with an inference

257
Q

Aphasia

A

Impairment of language comprehension and/or production

258
Q

Broca’s aphasia, cause and other name

A

Impairment of language production, with poor syntax. Caused bu frontal lobe (Broca’s area) damage
Also called non-fluent aphasia

259
Q

Wernicke’s aphasia, cause and other name

A

Impairment of language comprehension, with lack of meaning but vague grammar. Caused by temporal lobe damage
Also called fluent aphasia

260
Q

Anomia

A

Impairment in the naming of object (either semantically or phonologically)
Most aphasia patients also have this

261
Q

Experiment on anomia patients

A

Divided them into more phonologically or semantically impaired and recorded ERP’s during naming task
Phonological group had abnormal ERP’s until 450ms (phonological encoding time), semantic group had much quicker abnormalities representing semantic processing
Shows both are at play in anomia

262
Q

Agrammatism

A

Patients know words but cannot put them together in correct structure, linked to a damaged Broca’s area

263
Q

Where Phrase structures in language are processed

A

in frontal operculum and anterior superior temporal gyrus

2) relationships between sentence elements processed in Broca’s area
3) integration of lexical and syntacti

264
Q

Where relationships between sentence elements are processed

A

Broca’s area

265
Q

Where integration of lexical and syntactic information is processed

A

Posterior superior temporal gyrus

266
Q

Experiment on syntactic processing in language

A

Aphasic patients with damage to pathways linking Broca’s and Wernicke’s area were impaired at syntactic tasks more so than patients with damage to the areas
Shows syntactic processing not dependent on one region but the pathways linking

267
Q

Psycholinguistics

A

Studying the relationship between linguistic behaviour and psychological processes

268
Q

How psycholinguistics is usually researched (3)

A

With EEG and various reading tasks and eye tracking

269
Q

Garden pathway model for syntactical structure

A

The simplest structure is initially considered for any sentence - syntactic analysis done before and semantic knowledge used to make sense needed

270
Q

Constraint-based model for syntactic structure

A

Syntactic and semantic information processed at the same time, with grammatical knowledge containing interpretations
Interpretations differ based on experience (expectations)

271
Q

Cloze probability

A

Likleihood of a word occurring in a particular context (based on semantic knowledge / expectations)

272
Q

Experiment on processing of fiction

A

Context can be changed to expect fictitious things. A larger N400 (prediction error) to a peanut being salted than to a peanut being in love when a love context was stressed beforehand

273
Q

How the rate of learning help learning

A

More time spent the better the retention (law of repetition)

274
Q

How distributing practice can help learning

A

Short and regular learning is better than occasional cramming as there is time for consolidation

275
Q

Rote learning, and is it effective for learning

A

Simple repetition of information to increase its time in working memory
Studies indicate it is not very effective for retention

276
Q

How testing and feedback can help learning

A

Bringing information into consciousness oneself very effective for learning (studies show). Feedback helps correct persistent errors

277
Q

Generation effect for learning

A

Better memory if answer is thought yourself

278
Q

How motivation can help learning

A

Increases time and attention however has no individual effect if these are the same

279
Q

How arousal (energy levels) help learning

A

Optimal learning is at medium arousal, the curve looking like an n. However implicit learning is not effected by arousal

280
Q

How meaningfulness of material can help learning

A

The more meaningful (e.g. related to what is known) it is easier to learn

281
Q

Organisation principle for learning

A

Memory functions by relating things/events together

282
Q

How duel recoding helps learning (and what it is)

A

Information recoded and stored with a different sense or in a different way. Can be accessed in more ways so helps learning
Study shows better memory if word paired with image

283
Q

How studying with a friend can help learning (3)

A

Listen to new insights
Explaining helps understanding
Information can be retrieved from memory of conversation

284
Q

How level of processing effects learning

A

Shallow processing of ‘shark’ (‘starts with S’) is remembered worse than deep processing (‘type of fish’),
(does not apply for implicit memories)

285
Q

Elaborative rehearsal principle for learning

A

Connecting information with existing knowledge makes it more memorable (context application)

286
Q

Retrieval cue in learning

A

Information that allows access to a memory trace, these vary in strength depending on experience (how many activations etc)

287
Q

How experiences are remembered

A

Accessing a fragment (retrieval cue) of it as a key to the whole

288
Q

Cue dependent forgetting

A

When a memory is stored but cannot be accessed

289
Q

Encoding specificity principle in memory

A

Each item is encoded with respect to the context it is studied in, meaning better retrieval when the cue matches the trace

290
Q

Subtypes of retrieval (4)

A

External / spatiotemporal
Physiological
Mood dependent
Cognitive context dependent

291
Q

Evidence for external / spatiotemporal retrieval

A

Retrieval better in scuba divers when they retrieve a memory from underwater, underwater

292
Q

Evidence for physiological retrieval

A

Retrieval higher of drunk events after consuming alcohol compared to placebo

293
Q

Evidence for mood dependent retrieval

A

Memory of something learnt whilst happy is retrieved better when happy (study done with music as mood changer)

294
Q

Evidence for cognitive context dependent retrieval

A

Bilingual people better at retrieving when information was learnt in the same language

295
Q

Ways of forgetting (3)

A

Transience - les accessable overtime
Absentmindedness - processed shallowly
Blocking / interference by something else

296
Q

Ways that memory can be distorted

A

Misattributed to wrong source
Through suggestibility - others providing external bias
Personal bias of schemas

297
Q

Sins of memory

A

Forgetting
Distortion
Intrusive recollection

298
Q

Intrusive recollection

A

A persistent memory that cannot be forgotten when wanted to be

299
Q

Why do we have inaccurate or dysfunctional memories

A

Overall the systems in place have evolutionary importance. it would be impractical to remember everything and potential damaging to remember it all accurately

300
Q

In what way does a memory fade

A

To a point where one gets the ‘gist’ of the memory but not the detail (efficient), if not completely faded

301
Q

Transience of memories and what effects it (2)

A

Memory becoming less accessible overtime without retrieval

Interference and amount of ‘work done’ effects it

302
Q

Change blindness and effect on memory

A

Inability to notice subtle changes to a whole, memory reconstructs what it expects to see therefore not attending to changes

303
Q

Prospective memories

A

Are event and time based (difficult for the absentminded)

304
Q

Blocking in memory

A

Temporary interference of information by similar but incorrect items

305
Q

Part-set cueing in memory and its cause

A

Disruption of retrieval plan or blocking by related information
Causes the tip of the tongue state

306
Q

Characteristics of tip of the tongue state

A

Common with names and obscure words
Increases with age
Part of word often remembered (syllables or 1st letter)

307
Q

The value of blocking in memory

A

Mass confusion if all the information associated with the retrieval cue came at once

308
Q

Source amnesia in memory and cause

A

Forgetting true source of information but remember information
Causes the sleeper effect: initially untrusted info due to source later believed

309
Q

Misattribution in memory

A

Memory present but attributed to wrong source

310
Q

Criptomnesia in memory and cause

A

Having the wrong source for information and no experience of remembering
Causes unintentional plagiarism, thinking an idea is yours when it isn’t

311
Q

Deese-Roediger-McDermott paradigm in memory

A

Words very systematically remembered, experiment shows words not remembered are filled in with phonologically or schematically similar words - equally as confident in them

312
Q

Factors contributing to false memories (4)

A

Older participant
Damaged frontal lobes
Many possible associations
Low recallability of thing

313
Q

Factors contributing to less false memories

A

Pictures shown instead of words
More emotional connotations
Damage to medial temporal lobes (involved in schematic ‘gist’ of memory)

314
Q

People with false memory tendencies also often… (2)

A 
Disassociate experiences (day dreams that feel real)
Are high in creative imagination
315
Q

Example of study highlighting suggestibility of memories

A

Photoshopped balloon ride picture of them as child and many remember it

316
Q

Value of personal bias in memory

A

Fitting things to schema makes ones life story more coherent

317
Q

Value of persistent memories

A

Recall traumatic events for survival purposes in future

Psychology (9 decks)

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