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RM + Cognitive > Cognitive Psych 4 > Flashcards

Cognitive Psych 4 Flashcards

1
Q

What is dementia?

A

a neurological disorder caused by progressive cell death

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2
Q

What is dementia characterised by?

A

memory impairment, and one of the following:
- Aphasia: language impairment
- Apraxia: motor memory impairments
- Agnosia: sensory memory impairments
- Abstract thinking/ central executive impairments

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3
Q

What are examples of degenerative dementias and what does that mean?

A
  • Alzheimer’s, Parkinson’s and Huntington’s
  • Means they have a genetic aspect and are cortical/subcortical
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4
Q

What are non-degenerative dementias and what is an example of one?

A
  • a group of disorders with diverse origin
  • example is Korsakoff’s syndrome which originates from chronic alcohol or drug abuse
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5
Q

What is the difference between cortical and subcortical dementias?

A

cortical dementias cause impairments in cortical functions such as memory and language. subcortical dementias cause and impairment in subcortical functions such as abstraction, mood and strategy

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6
Q

What are early, middle and late symptoms of Alzheimer’s?

A
  • early: needs reminders, concentration is difficult and loss of recent memories
  • middle: changes in personality, gets lost easily
  • late: severe confusion, doesn’t recognise one’s self or family
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7
Q

In Alzheimer’s, which cortical brain, structure demonstrates the most evidence for cell loss?

A

entorhinal cortex (located in the medial temporal lobe)

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8
Q

In Alzheimer’s, what type of memory is affected most?

A

declarative memory affected more than procedural memory (which is implicit)

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9
Q

In terms of language impairments, what skill is relatively preserved?

A

auditory comprehension

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10
Q

What are the two main categories of LTM?

A

Implicit/ non-declarative memory: skills and habits, , associative and non-associated learning, but can’t explicitly retrieve information
- Explicit/ declarative memory: consciously recalling facts and events in one’s knowledge

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11
Q

What types of of memory are declarative? (2)

A

semantic: general knowledge about the world
episodic: personal details about oneself and their experiences

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12
Q

What types of memory are non-declarative? (3)

A

procedural: skills, learning that occurs slowly and gradually
priming: repeated presentation of a stimulus makes it easier to process using less resources, e.g. reading the same word for a second time
conditioning: classical and operant

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13
Q

Which of implicit and explicit memory is top down and which is bottom up?

A
  • Implicit = bottom up, person has a passive role, information is encoded the same way it is perceived
  • Explicit = top down, person has an active role
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14
Q

What can amnesia be caused by? (4)

A
  • Parkinson’s disease
  • brain resection as a treatment for epilepsy
  • physical accident
  • Korsakoff’s syndrome
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15
Q

What procedure did Scoville perform on patient HM and why?

A

he performed a bilateral medial temporal lobe resection to remove the amygdala and hippocampal formation, which were causing him seizures

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16
Q

Following the surgery, what aspects of HM’s memory were impaired and what parts were in tact?

A
  • no explicit memory of events that happened AFTER the surgery, but could still recall most events from before the surgery. performance Implicit memory tests was in tact
  • His memory for new personal events and memory for knew facts = impaired
  • But, his memory for new skills = intact
  • his short term memory was intact, but he suffered from anterograde amnesia which is where he would forget everything after a few minutes
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17
Q

What are the prime structures associated with explicit memory?

A
  • areas in the medial temporal region such as amygdala, hippocampus, entorhinal cortex, perirhinal cortex and parahippocampal cortex. (AHEPP)
  • the frontal cortex, and reciprocal connections between frontal and temporal brain regions are also prime structures for explicit memory
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18
Q

What is double dissociation and how is it evidence for independent processes in LTM?

A

either when implicit memory is impaired and explicit memory is in tact, or vice versa

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19
Q

How is patient JK and example of double dissociation?

A

He developed Parkinson’s disease in his mid 70’s and had damage to his basal ganglia. He has impaired ability to perform tasks he’d done all his life such as turning on the radio, but could still recall explicit events. This shows that he had impaired implicit memory (skills) but intact explicit memory

20
Q

What brain structures feature in Mishkin and colleagues neural circuit for IMPLICIT memory?

A
  • basal ganglia
  • ventral thalamus
  • substantia nigra
  • premotor cortex
    (BVSP)
21
Q

Which type of memory is attached to a specific time/ location?

A

episodic memory

22
Q

What is semanticisation?

A

What was once an episodic memory can become a semantic memory; remember that both at the time of learning and at the time of retrieval the systems interact and are interdependent

23
Q

How did Hodges at al demonstrate the possibility of a double dissociation between semantic and episodic memory

A

asked people with semantic dementia to recall facts about childhood, young adulthood and recent, and then relate them to personal experiences which were then scored for detail. Results demonstrated that the semantic part of the task had significantly low results, but the episodic part showed normal scores.
This is evidence that semantic memory can be impaired whilst episodic memory is intact

24
Q

Is there evidence for a double dissociation where semantic memory is intact but episodic memory is impaired?

A
  • Yes - patient KC suffered a brain injury from a motorcycle accident, and after could not produce a single episode from his past with a distinct time and place. When shown pictures of people he was still able to identify who each face was (semantic memory) but couldn’t relate the pictures to life events (episodic memory)
25
Q

What is consolidation?

A

A process (that can last hours, days or even years) that fixes information into long term memory

26
Q

What evidence for consolidation did Herman Ebbinghaus provide?

A
  • The learning curve: he learnt a list of nonsense syllables and from this established both a forgetting curve and the law of repetition
  • memory traces were most vulnerable shortly after learning
27
Q

What are the two theories of forgetting?

A
  • Decay: memory traces fading over time. how much we remember is directly dependent on how much time has passed
  • Interference: memory traces are disrupted by other material. More interpolated events lead to more forgetting
28
Q

According to cognitive neuroscience, what are the two stages of consolidation?

A
  • information is temporarily stored in the hippocampus
  • information is then transferred into the cortex, which involves distributed involvement of several areas
29
Q

What is the difference between anterograde amnesia and retrograde amnesia?

A
  • anterograde: no new memories AFTER the surgery
  • retrograde: no memories from BEFORE the surgery
30
Q

according to Jenkins and Dallenbach, why does sleep help with the consolidation process?

A
  • less memories are formed when asleep, which means less disruption of the consolidation process
31
Q

What percentage of dementia diagnoses are Alzheimer’s?

A

65% (it is the most common)

32
Q

What is a bilingual and how many of the world’s population are bilingual?

A
  • over 50% of the world’s population
  • being bilingual means having the mental representation (knowledge) of more than one language for the purpose of understanding and/or speaking
33
Q

What does it mean that the bilingual is a ‘mental juggler’

A

both languages are always active regardless of the requirement to use one language alone

34
Q

How do bilinguals resolve cross-language competition to select the correct language to be used? (2 ways)

A
  • They develop a skill in selectively attending to the critical information that signals which language to be used
  • they learn to inhibit irrelevant information once it has been activated
35
Q

What are examples of the executive functions that help bilinguals and how do they help them?

A
  • focus, memory, emotion, activation, action, effort
  • they help to ignore irrelevant information, solve conflict among competing alternatives and minimise effort of task switching
36
Q

When and where do executive functions develop?

A
  • in the frontal lobe; usually the last brain area to develop, and first to decline with ageing
37
Q

How may bilingualism not always lead to better cognitive performance?

A

as shown in the boston picture naming fluency task, bilinguals tend to be slower in retrieving words and picture naming

38
Q

How does bilingualism affect the brain in later life according to Bialystok?

A

results in a SLOWER decline in mental acuity, and delays the onset of Alzheimer’s type dementia by four years

39
Q

what are structural/functional differences in monolingual and bilingual brains?

A
  • bilinguals activate a lesser portion of the anterior cingulate cortex (ACC). This is a region involved in conflict monitoring
  • bilinguals also have greater grey matter volume in the inferior parietal lobe (IPL)
40
Q

How do semantic networks explain how we know the meanings of words?

A

we have network of unitary nodes and labelled links between them to form hierarchal networks e.g. animal- mammal- dog - poodle

41
Q

How have sentence verification data provided provided evidence for semantic networks?

A

ppts presented with a sentence and must answer true/false.
-a robin is a robin = fastest (no links)
-a robin is a bird = slower (1 link)
- a robin is an animal = slower (2 links)
HOWEVER
- a cow is a mammal was slower than a cow is an animal, due to familiarity

42
Q

What is the issue with semantic relations in relation to the word ‘game’

A

we need necessary and sufficient conditions to have sharp definitions, but these conditions can rarely be found for an adequate definition. This can be a problem for learning and for meaning, as concepts are fuzzy!

43
Q

What did the Dutch train experiment tell us about word meaning and world knowledge?

A
  • we integrate word meaning and world knowledge at the same time, which both influence our sentence comprehension
44
Q

Based off the language of aphasia patients, what are the key areas involved in the neuroanatomy of language?

A

Broca’s- responsible for speech production. Broca’s aphasia means deficits in producing language, but comprehension is relatively preserved
Wernicke’s- responsible for speech comprehension. Wernicke’s aphasia means deficits in comprehension, can produce fluent but meaningless speech

45
Q

What is syntactic comprehension and does it just take place in broca’s and wernicke’s area?

A
  • syntactic comprehension is the ability to understand relationships among words and convey meaning while speaking, reading or writing. It has been shown that this does NOT take place in just the Broca’s and Wernicke’s areas
46
Q

What are the two things that Broca’s and Wernicke’s areas are doing?

A
  • Memory: storing linguistic information about single words
  • Integration: integrating/ binding pieces of information into unfolding representation of proceeding context

RM + Cognitive (6 decks)

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