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Cognitive Exam 2 Flashcards

1
Q

Sensory Memory

A
  • Some don’t believe in it
  • Holds all incoming info for a fraction of a second
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2
Q

Short Term Memory (STM)

A
  • Small amount of info for 15-20 seconds
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3
Q

Medial Mode of Memory

A
  • Atkinson and Shriffin
  • Three types of memory
    Sensory, STM, LTM
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4
Q

Working Memory

A
  • Limited capacity system for temporary storage and manipulation of info for complex tasks
  • Can with with the memory
  • Similar to STM
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5
Q

STM vs Working Memory

A

Manipulation distinguishes the two
WM manipulates

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6
Q

Working Memory Properties

A
  • Executive Function
  • Needed for complex cognition
  • Interacts with LTM to create our ongoing experience
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7
Q

Working Memory Duration

A
  • 15-20 seconds
  • Unless repeated
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8
Q

Working Memory Capacity/Items

A
  • About 4
  • May depend on the task
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9
Q

STM Capacity

A
  • About 7 +/- 2
    5-9
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10
Q

Interference

A
  • Most common reason we forget from STM
  • Can be from old or new stuff
    Old can affect new
    New can affect old
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11
Q

Chunking

A
  • A collection of elements that are strongly associated with one another, but weakly associated with elements in other chunks
  • Chunking in terms of meaning increases out ability to hold info in STM
  • Must assign meaning
  • Expands the limits of STM
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12
Q

Working Memory: The Multi-Component Model

A
  • Phonological Loop
  • Central Executive
  • Visuospatial Sketch Pad
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13
Q

Phonological Loop

A
  • Verbal and auditory
  • Phonological store: Limited capacity; holds verbal/auditory info
  • Articulatory Rehearsal Process: Keeps info in PL from decaying. Repeating it
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14
Q

Visuospatial Sketchpad

A
  • Holds visual and spatial info
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15
Q

Central Executive

A
  • Pulls info from LTM
  • Coordinates activity of Phonological Loop and Visuospatial Skatchpad
  • Decides how to divide attention
  • Control center
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16
Q

Episodic Buffer

A
  • Provides extra storage capacity
  • Connected to LTM, making exchange between WM and LTM possible
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17
Q

Evidence of STM / WM

A
  • Damage to the frontal lobe = problems in controlling attention
  • Memory behavior of infants is out of sight, out of mind because frontal lobe and PFC isn’t fully developed until about 8 months
  • PFC is brain area most closely associated with WM, but other areas also involved.
    Ex visual cortex
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18
Q

HM Case Study

A
  • Brain surgery to relieve epilepsy
  • Removed brain area causing seizures
  • Epilepsy improved, but memory was bad
  • Lost the ability to transfer info from WM to LTM.
    Couldn’t recognize himself when he got older
  • He could learn
    Mirror drawing
    Learning by motor memory (not hippocampus)
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19
Q

WM not working properly

A
  • WM is thought to be connected to other important frontal lobe cognition
  • Trouble with: Planning, following multiple steps, following conversations, managing distractions, learning, emotions
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20
Q

Schizophrenia and Depression and Memory

A
  • Associated with decreased frontal lobe functioning
  • Often seen with reduced WM ability
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21
Q

Anxiety and WM

A
  • Anxiety can act as a load on WM
  • Difficulty concentrating, mental juggling
  • Don’t have full power of WM capacity
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22
Q

OCD and WM

A
  • Poor Visuospatial WM is associated with compulsive checking behavior
  • Can’t remember if they checked something
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23
Q

Alcohol and Drugs and WM

A
  • They impair the WM
  • Addiction is likely to show a memory bias
  • Attention is drawn to items related to substance use
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24
Q

Chronic Pain and WM

A
  • May show a memory bias toward painful events
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25
ADHD and WM
- Perform STM tasks well - Difficult with manipulating info while holding it in mind and using it to guide them toward a goal
26
Factors that affect WM
- State and a trait (WM) Genetics - Age, sleep quality, physical activity, stress, some needs - Drugs, anxiety, stroke, chronic fatigue
27
Ways to Maximize WM
- Reduce distractions - No multi-tasking - Sleep, chunking, imposing meaning, routine, lists, notes - Can’t train WM to be better
28
Dory
- Has short term memory - Can’t convert to LTM
29
Long Term Memory
- System that’s responsible for storing info for long periods of time - No limit - Anything longer than WM 15-20 seconds - Doesn’t always stay
30
LTM is needed for
- Understanding language - Solving problems - Making decisions
31
Serial Position Curve
- WM and LTM are separate memory systems - Primacy portion reflects LTM First few items - Middle words exceeded our working memory capacity - Recency portion reflects WM Last few items
32
Primacy Effect
- More likely to remember words at beginning of list - Time to rehearse and transfer to LTM
33
Recency Effect
- More likely to remember words at the end of list - Most recent words still in WM
34
Episodic Memory
- Memory for personal experiences - Tied to a specific event - Mental time travel “reliving”
35
Semantic Memory
- Memory for facts, vocab, concepts - Not tied to a specific event (George Washington)
36
Episodic vs Semantic Memory
- Involve different brain areas - Often intertwined - Semantic guides our experience - Watching a sport you don’t know the rules to - Knowledge can have both types of memory for one event
37
Hermann Ebbinghaus
- Founder of “pure” (laboratory) memory research - Memorized nonsense syllables - Could estimate “pure” memory Nonsense syllables with no meaning
38
Forgetting Curve
- Ebbinghaus - Steep initial drop off - Then it evens out or levels off - More likely to forget things right after you learned it - Shape was right, but Ebbinghaus underestimated memory Used meaningful words rather than nonsense syllables
39
Forgetting
- Not an all or nothing process - Degrees of forgetting - More recent LTMs more detailed - Interference causes memories to fade - Time causes memory to fade
40
Recollection
- Remember specific details - Associated with episodic memory - Remember
41
Familiarity
- Know - Seems familiar, but can’t remember details - Associated with semantic memory
42
Petrican Study
- Memory for public events change over time - Respond: remember, know, or don’t know - Results: Forgetting increased over time Episodic memory decreased much more over time than Semantic
43
Semanticization of remote memories
- Loss of episodic detail for long ago events - More episodic memories (details) than the facts (semantic memory) - Over time things become fact-like Details fall off and you remember the facts Start off rich and detailed
44
Explicit Memory
- Memories we are aware (conscious) of - Episodic and semantic memory - We can state it
45
Implicit memory
- Memory we aren’t aware of - Procedural memory, priming, and conditioning
46
Procedural Memory
- Skill memory - Memory for doing things that usually involve learning skills - When try to become conscious of how we’re doing it, we don’t do it well - Implicit
47
Procedural Memory Associated With
- Basal ganglia: habits - Cerebellum: motor movement - Limbic system: learning, memory - Non-hippocampus. Different system
48
Priming
- Implicit - When presentation of 1 stimulus changes the way a person responds to another stimulus - Can occur even though you may not remember the priming stimulus - Reaction time advantages example Bird -> nest vs desk
49
Perfect and Askew Priming Study
- Look through magazines - Rate ads - Gave higher ratings to ads that were in the magazine - Didn’t remember the ads from the magazines - Propaganda effect
50
Propaganda Effect
- More likely to rate things as true because you’ve been exposed to them
51
Classical Conditioning
- Pavlov - Pairs a neutral stimulus that initially doesn’t result in a response and - A conditioning stimulus that does result in a response - Continued association even if person has forgotten about the pairing - Implicit
52
Classical Conditioning in Emotionsr
- Stimuli often paired with emotions - Don’t know why you feel this way about someone - Implicit - Non-implicit Spot where you got pulled over causes negative feelings. You remember the connection
53
Time: Implicit vs Explicit
Explicit - Memories decay fairly steadily over time Implicit - Memories remain quite stable over long periods
54
Encoding
- Process used to get info into LTM - Ways to encode Maintenance Rehearsal Elaborative Rehearsal
55
Maintenance Rehearsal
- Repeating continuously. No consideration of meaning or connection - Results in poor memory. Not effective
56
Elaborative Rehearsal
- Relate info to something meaningful - Results in better memory - Recommended way of encoding
57
Shallow Processing
- Little attention to meaning - Ex. Maintenance rehearsal (only physical features)
58
What influences the ability to retrieve
- How you encode - Shallow and Deep processing
59
Deep Processing
- Close attention on meaning and relating it to something else - Better for memory
60
Craig and Tulving Study
- Deep vs Shallow processing - Deeper processing associated with better memory - Couldn’t define depth of processing - Important idea of retrieval affected by encoding - Capital letters, rhyme, and fit sentence Shallow, deeper, deepest
61
Good Encoding
- It’s not the amount of time that determines learning/memory, but how that time is spent - Quality not quantity
62
Self-Reference Effect
- Memory is better if you relate a word to yourself
63
Massed Practice
- When attempting to learn material all in one/two long sessions - Cramming - Not effective for long-term retention
64
Spaced Practice
- Multiple sessions that are spaced out in time - Distributed practice - Effective for long-term retention
65
Generation Effect
- Generating material yourself vs passively receiving enhances retention
66
Organization Encoding
- Outline - Idea map - Subheadings / groups
67
Testing Effect
- Enhanced performance due to retrieval practice - Ex. Make up and answer practice questions
68
Retrieval
- To use encoded info, you have to retrieve it
69
Memory Errors
Retrieval errors
70
Retrieval Cue
- Words or other stimuli that help us remember info stored in memory
71
Retrieval Cues (5)
- Location - Auditory - Smell - Memories - Bodily State
72
Increase Encoding
- Increased by matching the conditions at retrieval to the conditions present at encoding - The more cues you can reinstate at retrieval, the more likely you are to remember
73
How to Increase Retrieval (3)
- Encoding Specificity - State-Dependent Learning - Transfer-Appropriate Processing
74
Encoding Specificity
- We encode info along with its context - Match the context (physical situation)
75
State-Dependent Learning
- Learning is associated with a particular internal state - Memory will be better when a person’s internal state during retrieval matches state during encoding
76
Transfer-Appropriate Processing
- Better performance when type of processing matches at encoding and retrieval - That is the way/method you used to learn

EIU (5 decks)

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