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Learning PSYC351 > Comparative Cognition: Memory Mechanisms > Flashcards

Comparative Cognition: Memory Mechanisms Flashcards

1
Q

Does information retained in memory deal with events that occurred in the past?

A

yes
for example, football players (North American Football) must remember plays learned
in practice associated with numbers
* This is retrospective encoding

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2
Q

cognitive ethology

A
  • nonhuman animals are capable of consciousness and intentionality
  • based on complexity, flexibility, cleverness
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3
Q

comparative cognition

A
  • used by contemporary experimental psychologists
  • ties cognitive mechanisms to theoretical constructs and models used to explain aspects of B
  • used for things that connot be explained by SR
  • uses simple + possible explanations
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4
Q

anthropomorphism

A
  • inferences about rich mental life of animals
  • projecting our human thoughts, emotions, intentions onto animal
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5
Q

memory

A
  • ability to respond on basis of earlier acquired information
  • similar to learning: both require acquisition, retention and retrieval
  • learning studies focus on exposure to stimuli (acquisition), manipulation of acquisition and retention + retrieval intervals are kept constant
  • memory studies focus on retention and retrieval
  • existence of memory in animals: current B is based on some aspects of earlier experiences
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6
Q

stages of info processing

A

REFER TO DIAGRAM IN NOTEBOOK PAGE 46

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7
Q

procedural memory

A
  • part of implicit memory
  • memory of how to perform relatively complex tasks that allow us to perform them
  • done without conscious control
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8
Q

working memory

A
  • retention of recently acquired info (just long enough to complete tasks)
  • discarded after completion of task to prevent it from interfering with the next task
  • most useful when more enduring, longterm knowledge already exists
  • e.g. chef keeps track of spices when creating a new recipe; when he does it again, the spice list is in his LTM
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9
Q

reference memory

A
  • LTM retention of info = necessary for successful use of incoming and recently acquired info
  • knowledge that remains relatively constant over time for particular situations
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10
Q

delayed matching to sample

A
  1. participant presented with sample stimulus that designates which response will be correct at end of trial
  2. stimulus = removed for retention period
  3. participant given memory test: “which is the original sample?”
  4. choice of sample stimulus is correct response = reinforced
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11
Q

delayed matching to sample: phases

A
  1. test stimuli appeared immediately after - remained available until choice was made
  2. once subject has learned to select correct option 80% of time delay is introduced
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12
Q

delayed matching to sample: schizophrenia patients vs neurotypical patients

A

phase 1.
controls + schizophrenics performed equally
phase 2.
schizophrenics showed performance deficit

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13
Q

determinants of delayed matching

A
  1. nature of stimulus
  2. duration of exposure
  3. delay interval
    note:
    - if sample is presented longer, more likely to perform better
    - more likely to make mistakes with longer delay
    - training with longer retention interval improves memory performance
    - sample and choice test performance depends on similarity between training and test conditions
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14
Q

general vs specific rule of learning

A

specific:
- participants learn series of speifci rules or SR relations
- difficult to adapt when tested with novel stimuli
general:
- can be used to solve any matching to sample problem
- learning not restricted to a series
- more latitude to transfer learning to novel stimuli

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15
Q

spatial memory in water mazes

A
  • refer to slides 16-17
  • goal of study: wanted to see if next time, how fast the rats would find the platform
  • will they look for contextual cues?
  • effects of delays
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16
Q

cellular messagin

A

IMPORTANT REFER TO NOTEBOOK PAGES 13-14
- CREB - cAMP response element binding protein
- transcription factor (process of making mRNA)
- CREB binds to cAMP response element
- functions as transcriptional activator only after it is phosphorylated by PA or MAPK
- critical for making changes/adding new proteins (protein synthesis)
- for LTP, refer to slide 20 on powerpoint

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17
Q

memory process + LTP

A

IMPORTANT REFER TO SLIDE 21

18
Q

genes and learning

A
  • to be established, long term memories (longer lasting LTP adn LTD) require activation of genes to create new protein products
  • lasting alteration in a synapse depends on gene expression
19
Q

transgenic mouse

A
  • mouse engineered to examine hippocampal LTP and learning
  • extra gene added = e.g. flawed CaMKII mutated gene
  • a tTA that governs this gene’s production = under control of tetO
  • flawed CaMKII:
    1. will not elicit added AMPA receptors to be added to the neuron membrane
    2. would impair LTP and disrupt learning
    3. if mouse food has DOX, tTa = inactivated
    SLIDE 23 = IMPORTANT
20
Q

LTM and mRNA

A
  • explicit, declariitve memories for people, objects, events and facts = mediated by hippocampal memory system
  • implicit memory (involving unconscious or skills + habits) = mediated by amygdala, cerebellum and striatum
  • LTP, recall, strengthens synaptic connections of involved neurons (“cells that fire together, wire together”)
  • LTP requires synthesis of new proteins, as new connections = grown
21
Q

LTM and mRNA: short term memory

A
  • involved in modification of preexisting proteins
  • changes in strength of preexisting synaptic connections
22
Q

acquisition and stimulus coding

A
  • memory depends on us having experienced event and having made some kind of record of that experience
  • stimulus coding:
    1. critical phase of memory acquisition
    2. experiences are coded in nervous system for purposes of retention + retrieval
  • for spatial memory, animals use:
    1. cognitive map
    2. landmarks (when they have fixed relation to the goal)
    3. beacon = cue to locate the goal
    4. geometrics cues (provided by shape of arena)
23
Q

retrospective coding

A

retrieving what you learned to use currently; restrospection

24
Q

prospective coding

A

imagining future so as to remember what to do in real time

25
Q

mental time travel

A

mentally moving forward/backward in time

26
Q

rehearsal

A
  • keeping info in active state, readily available for use
  • typically involves repeating and rehearsing info
27
Q

directed forgetting (refer to slide 27)

A
  • accuracy of recall can be modifed by cues that indicate if something should(n’t) be remembered
  • memory = active process that can be brought under stimulus control
  • memory performance improves if cue during retention interval signals that the correct response will be reinforced with large reward (rather than small one)
  • Fcue (forgetting cue) signaled there would be no test - no rewatd
  • anticipation of reward helps retain recent event in memory
  • increase in PFC neuron activation during delay interval on Rcues but decrease activation on Fcues
28
Q

retrieval

A
  • recovered stored info used to guide B
  • coding (acquisition) + rehearsed focus on working memory paadigms
  • retrieval focuses on reference memory (long term retention of info for application to new info) + learned association
  • ## retrieval failure us usually cause of loss of information
29
Q

retrieval: importance of context

A

memory = most succesful if contextual cues at retrieval are same as contextual cues present during original learning

30
Q

retrieval: retrieval cues

A

triggers/reminders for retrieval processes

31
Q

retrieval: memory priming

A

retrieval cue presenyed at end of long retention interval; can help memory

32
Q

priming can…

A
  1. faciliate retrieval
  2. serve as contextual cue
  3. improve memory
33
Q

forgetting

A
  • memory fails; we don’t respond in accordance with past experience/learning
  • can have unpleasant consequences
  • can be adaptive (PTSD coping mechanism)
  • time is not the cause of forgetting
  • poor memory performance reflects failure to retrieve info; failure to ACCESS
  • memory failure: preferable term referring to instances of poor performance on memory tests
34
Q

proactive interference

A

interfering info acts forward t disrupt memory of future target event

35
Q

retroactive interference

A

interfering stimulus acts backward to disrupt memory of preceding target event

36
Q

consolidation window and amnesia

A
  • when stimulus first encountered, enters short term, temporary memory store
  • while in short term memory, info = vulnerable - can be lost- because of interfering stimuli/neuropsych disturbances
  • if proper conditions = met, info gradually becomes consolidated into relatively permanent long term memory
  • REFER TO SLIDE 33
37
Q

retrograde amnesia: consolidation failure

A
  • if memory disrupted, never properly recovered in long term memory
  • can never be retrieved during subsequent memory tests
  • amnesia = attributed to disruption in acquisition of memory
38
Q

retrograde amnesia: retrieval failure hypothesis

A
  • amensic agent alters coding of new memories
  • makes them more difficult to recover
  • amnesia = problem with retrieval phase, not acquisition
39
Q

consolidation

A
  • amnesic agents and physiological manipulations = effective in disrupting memories only during limited period after that memory has been activated
  • after consolidation window, memory becomes immune to disruption and modification
  • traditional view: in STM to LTM process of consolidation, we can access LTM while in STM, but cannot modify them (like a PDF file)
40
Q

reconsolidation: contemporary view

A
  • distinguishes between active and inactive form of memory
  • if memory previously learned (+ consolidated), is reactivated, it returns to state where it can be modified and reconsolidated
  • refer to page 50 in notebook
41
Q

types of consolidation

A

synaptic consolidation
- changes in synaptic efficacy that underlie learning
- may occur in minutes and involves molecular level changes
systems consolidation
- involves memory representation in hippocampal and cortical circuits
- neural systems level
- consolidation = much slower for neural systems

Learning PSYC351 (9 decks)

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