Cognitive Interventions & Memory Flashcards
Semantic memory
Contains common sense knowledge and knowledge of the rules of logic and inference.
Part of declarative memory (with episodic memory)
Episodic memory
Stores information about personal experiences.
Part of declarative memory (with semantic memory)
Flash bulb (flashback) memory is a type of episodic memory
Declarative memory
“Learning that or what”
Mediates the acquisition of facts
Includes semantic and episodic memory
Proactive interference
When old information interferes with learning new information
Procedural memory
“Learning how to”
Implicit memory
Stores memory about how to do things
Used to acquire, retain, or employ perceptual, cognitive, and motor skills or habits
Basal ganglia and cerebellum activated
What are best practices for Cognitive therapy?
Relaxation training as successful as biofeedback for tension headaches, hypertension, anxiety and insomnia
Thermal treatment best for Raynaud’s disease
Thermal biofeedback paired with autogenic training best for migraines
Levels-of-processing model of memory
Proposes that differences in memory due to differences in depth of processing at 3 levels
Structural
Phonemic (sounds properties)
Semantic (deepest level of processing)
Serial positioning effect
Supports presence of separate short-and long- term memory
When learning strong of items, you recall first items (Primacy effect) and last items (Recency effect)
If time passes after reading them, you only recall first items because last items no longer in working memory
Information processing model of memory
Memory involves
1) sensory
2) short-term memory
3) long-term memory
Levels of processing model of memory
Differences in memory due to differences in depth of processing
Proposed 3 levels of memory
1) structural
2) phonemic (sound property)
3) semantic
Semantic level is deepest level of processing
Self-instructional training
Used to help ADHD kids
1) Cognitive Modeling
2) External Participant Modeling
3) Overt self-instruction
4) Fading overt self-instruction
5) Covert self-instruction
Self-control therapy (Rehm)
Brief typically group therapy to improve theorized l self-control deficits.
Based on ideas that depressed people have deficits in
1( self-monitoring (focus on negative events and outcomes)
2) self-evaluation (negative evaluations and rigid perfectionistic standards for self)
3) self-reinforcement ( low rates of self reward)
Rational Emotive Behavioral Therapy (Ellis)
Conceptualize emotions as a chain of events
A) activating event
B) irrational belief individual has about A
C) Emotion and behaviors resulting from B
Therapy adds
D) therapist disputes
E) Alternative thoughts adopted due to D
Stress inoculation phases
1) conceptualization phase: learn about stress
2) skill acquisition/ rehearsal phase: learn skills
3) application phase: apply skills in real life (self-instruction, self-statements)
Problem-solving therapy
Problem orientation Problem identification Alternate solutions Choosing best solution Implementing and evaluating
Trace decay theory
Learning prices a physical change in the brain that decays over time.
But forgetting is more common during awareness bc of interference and not decay.
Attributional retraining
Train people to attribute
Failure to
External, unstable, specific
Successes
Internal, stable, global
Multi component model of working memory
Working memory consists of
Phonological loop -auditory/verbal
Visuospatial sketchpad
Episodic buffet - integrates auditory, visual and spatial
Central executive coordinates all 3
Yerke’s Dodson law
Moderate levels of arousal maximizes learning and memory
Zeigarnik effect
Redintigration
The brain continues to work until a solution is found
Redintigration
When a chain of memories is unlocked
H.M.
Temporal lobes and hippocampus removes
Resulted in anterograde amnesia
Lewinson’s behavioral model
Depression due to low rates of response-contingent reinforcement due to inadequate reinforcing stimuli or lack of skill with obtaining reinforcement
Reciprocal inhibition
Counter-conditioning
(Wolpe)
Pairing an CS associated with anxiety with a US that naturally elicits relaxation (an incompatible) so that the anxiety (maladaptive behavior) is placed by the relaxation (incompatible behavior).
Assertiveness, sexual arousal, food used by Wolpe
Reciprocal determinism
Person, their behavior and the environment regulate their behavior.
Dismantling strategy
It’s not counterconditioning that makes systematic desensitization effective, it’s exposure = extinction or pairing the CS without the US
Over correction
Form of positive punishment that entails applying penalty for every undesirable behavior in order to eliminate it
Restitution
Positive practices - alternative behaviors
Physically guided through positive practices
Time out
Avoidance
Latent learning
Tolman
Learning can take place but not be due to reinforcement or manifested in performance improvements
Insight Learning
Kohlberg
Cognitive restricting to help subject reach its goal
Monkeys learning how to use two sticks to get bananas
Overshadowing vs blocking
Overshadowing is when 2 NS paired, only 1 will become CS
blocking is when a CS is paired with a NS and that NS never elicits a response
Beck Cognitive therapy
Suicide results from hopelessness and poor problem-solving skills
