Exam 2 COPY

Question 1

What is the oldest form of memory

Answer 1

Procedural memory

Question 2

William James can be credited for developing which theory of memory

Answer 2

Short term memory vs Long-term memory

Question 3

What is primary memory according to James

Answer 3

A memory system proposed by William James (1890); thought to be the area where information is initially stored so that it is available for consciousness, attention, and general use.

Question 4

What is secondary memory according to James

Answer 4

A memory system proposed by William James (1890); thought to be the long-term storage area for memories.

Question 5

Which memory systems were included in the Modal Model of Memory

Answer 5

A memory model proposed by Atkinson and Shiffrin (1968), consisting of sensory memory, short-term memory, and long-term memory

Question 6

Explain the hierarchy of memory systems

Answer 6

Memory system
1. Sensory memory
a. Echoic memory
b. Iconic memory
c. Etc.

2. Working memory/Short-term memory
3. Long-term memory
   a. Declarative memory (explicit)
   i. Episodic memory
   ii. Semantic memory

b. Non-Declarative memory
i. Procedural memory
ii. Priming

Question 7

Brief definition of short term memory by Atkinson & Shiffrin’s model

Answer 7

Short-term memory, which receives information from both sensory memory and longterm memory. Sensory memory is capable of registering a large quantity of information. However, most of that information fades from memory (decays) unless it is given attention. Lasts about 18 seconds, unless it’s rehearsed.

Question 8

What is consolidation

Answer 8

The process through which memory traces are stabilized to form
long-term memories.

Question 9

What is chunking

Answer 9

A strategy used to increase the capacity of STM by arranging elements in groups (chunks) that can be more easily remembered. However, given its limited capacity, it seems unlikely that the short-term memory system can handle much more than four chunks of information at a time.

Question 10

Brief definition of long term memory by Atkinson & Shiffrin’s model

Answer 10

Long term memory: information that is stored and brought back to short-term memory for immediate usage.

Question 11

Which form of memory is not in the modal model of memory

Answer 11

working memory

Question 12

What is working memory

Answer 12

Working memory “involves the temporary storage and manipulation of information that is assumed to be necessary for a wide range of complex cognitive activities. Working memory is the system that pulls all the other memory systems together, enabling us to work with different types of information in a dynamic fashion.

Question 13

What is the phonological loop

Answer 13

The phonological loop temporary store of linguistic information. It represents the entirety of short-term memory as conceptualized by the modal model of memory.

Question 14

What is the episodic buffer

Answer 14

The visuo-spatial sketchpad: a separate component of working memory that we use for non-verbal information. Both the phonological loop and the visuo-spatial sketchpad interact with long term memory, while the episodic buffer is used to move information to and from long-term memory.

Question 15

What is a fluid system

Answer 15

Cognitive processes that manipulate information. (unchanged by learning)

Question 16

What is a crystalized system

Answer 16

Cognitive systems that accumulate long-term knowledge.

Question 17

What does the central executive do

Answer 17

The central executive selects and integrates information from across the three subsystems. (Visuo-spatial sketchpad, episodic buffer, phonological loop)

Question 18

What part of the brain is singled out as particularly important for working memory

Answer 18

dorsolateral prefrontal cortex (DLPFC)

Question 19

What is declarative memory

Answer 19

One of two major divisions of memory, also known as explicit memory; the memory system that contains knowledge that can be stated

Question 20

What is episodic memory

Answer 20

The subdivision of declarative memory concerned with personal experience

Question 21

What is semantic memory

Answer 21

The subdivision of declarative memory concerned with general
knowledge (e.g., facts, words, and concepts).

Question 22

Describe the relationship between episodic and semantic memory

Answer 22

It’s important to note that episodic and semantic memories are not mutually exclusive. For example, you might remember the day in grade two when Mrs Butterworth taught you that Ottawa is the capital of Canada. It was only after rehearsing your episodic memory of the lesson that you were able to store the fact in your semantic memory. In other words, episodic memory can serve as a gateway for the formation of semantic memory.

Question 23

Which structure is associated with semantic memory

Answer 23

Hippocampus

Question 24

How can someone learn new things with a damaged hippocampus

Answer 24

Repitition

Question 25

Why are smells so tied to memories

Answer 25

It turns out that once a particular connection has been established between neuronal units in the epithelium and the hippocampus, it remains in place even as new olfactory neurons are generated to replace those that have died.

Question 26

What is the perceptual representation system

Answer 26

A memory system containing very specific representations of events that is hypothesized to be responsible for priming effects.

Question 27

Compare episodic memory and perceptual representation system

Answer 27

The episodic memory system operates with a deeper understanding of information, whereas the deals with information on a more superficial level PRS

Question 28

Define priming

Answer 28

Priming is the unconscious process through which our response to a given stimulus is facilitated by previous exposure to a related (or identical) stimulus, making our response both quicker and more accurate than it would otherwise be

Question 29

What is procedural memory

Answer 29

The memory system concerned with knowing how to do things. Physical skills are not the only ones stored in procedural memory: so are many cognitive skills, including the ability to read

Question 30

What is tacit knowledge

Answer 30

Knowing how to do something without being able to say exactly what it is that you know.

Question 31

Which memory do we acquire later in life

Answer 31

Episodic memory, around 4-6 years old

Question 32

What is the butcher-on-the-bus phenomenon

Answer 32

The feeling of knowing a person without being able to remember the circumstances of any previous meeting or anything else about him or her. (episodic memory)

Question 33

What is the tip-of-the-tongue phenomenon (TOT)

Answer 33

Knowing that you know something without quite being able to recall it. (semantic memory)

Question 34

What is spreading activation

Answer 34

Spreading activation was proposed by Quillian (1969) and elaborated by Collins and Loftus (1975). The idea is that when you search a semantic network, you activate the paths where the search takes place. This activation spreads from the node at which the search begins.

Question 35

What is mind popping

Answer 35

An involuntary semantic memory occurs whenever a semantic memory (e.g., a tune) pops into your mind without any episodic context. That is, you don’t recall any autobiographical information that might have triggered the semantic memory; it just pops up by itself and appears to be irrelevant to what you are currently thinking about. Kvavilashvili and Mandler (2004) call this mind popping.

Question 36

Which type of memory declines with age

Answer 36

Episodic memory

Question 37

What is the associative deficit hypothesis

Answer 37

The hypothesis that older adults have a deficiency in creating and retrieving links between single units of information. Thus the problem was not so much that older people don’t recognize names or faces as it was that they don’t bind them together as easily as younger people do. Older adults have trouble in situations requiring the “merging of different aspects of an episode into a cohesive unit”

Question 38

Which type of memory is not affected by age

Answer 38

Mitchell and Bruss (2003) confirmed that older adults do seem to be able to form implicit memories just as easily as younger people. They also respond to priming just as readily as younger people. Implicit memory appears to be stable across age.

Question 39

What is Korsakoff’s syndrome

Answer 39

A form of amnesia affecting the ability to form new memories, attributed to thiamine deficiency and often (though not exclusively) seen in chronic alcoholics.

Question 40

What is the disconnection syndrome

Answer 40

They may be able to acquire new information and yet not be aware that learning has taken place. It’s as if there are at least two memory systems (Tulving, 1985) that normally interact but have become disconnected.

Question 41

Implicit & Explicit memory in amnesic patients

Answer 41

amnesic patients do poorly on tasks requiring explicit memory, but much better on those requiring implicit memory. People with amnesia may be able to form associations, and thus learn new material. However, this learning would be available to them only in implicit, not explicit, form.

Question 42

Which memory is affected by Alzheimer’s

Answer 42

The disease is progressive, beginning with a deterioration of episodic memory. A decline in the ability to retain recently acquired information is characteristic of the early stages

As the disease progresses, Alzheimer’s patients will show impaired semantic memory

This suggests that what Alzheimer’s disease involves is not so much the inability to retrieve existing knowledge as the deterioration of knowledge that once existed.

Question 43

What is prospective memory

Answer 43

The intention to remember to do something at some future time.

Question 44

What type of learning is good for those with memory disorders

Answer 44

Sheer repetition makes a difference, and it’s important that the teacher help the patient avoid errors. Errorless learning is widely believed to maximize patients’ ability to use whatever memory resources they still have

Question 45

What is the mystic writing pad model

Answer 45

A model of memory based on a toy writing tablet that retains fragments of old messages even after they have been “erased.” In time, these fragments accumulate and begin to overlap, so that they become increasingly hard to read.

Question 46

Describe Neisser’s reapparance hypothesis

Answer 46

Neisser’s term for the now rejected idea that the same memory can reappear, unchanged, again and again.

Question 47

What is a flashbulb memory

Answer 47

Vivid, detailed memories of significant events.

Question 48

Describe the Now Print! theory

Answer 48

The theory that especially significant experiences are immediately “photocopied,” preserved in long-term memory, and resistant to change.

Question 49

What are the five stages of the Brown and Kulik’s model of flashbulb memory

Answer 49

1. Surprisingness (can fail due to inattention)
2. Consequentiality (if not, likely to forget it and not create move on to the next stage)
3. Create the flashbulb memory
4. Rehearsing the memory
5. Retelling the memory

Question 50

How do flashbulb memory get impacted over time

Answer 50

Less specific answers (the name of a friend –> a friend), they are only easier to recall because of the rehearsing and/or the retelling + emotionality. Not because they are more accurate.
Decrease in consistency and increase in inconsistency

Question 51

What is the consolidation theory

Answer 51

The classic theory that memory traces of an event are not fully formed immediately after that event, but take some time to consolidate.

Question 52

What is retroactive interference

Answer 52

A decline in recall of one event as a result of a later event.

Question 53

Describe reconsolidation

Answer 53

The hypothetical process whereby a memory trace is revised and reconsolidated.

the context in which you recall a flashbulb event may be quite different from the context in which you originally experienced it. This provides an opportunity for revision of the memory trace, although the extent of such revision is controversial.
A memory trace can be reactivated and reconsolidated indefinitely. Thus we have no reason to believe that a memory trace is necessarily a faithful rendition of the original experience.

Question 54

Describe the process of rationalization

Answer 54

The attempt to make memory as coherent and sensible as possible.

It is imaginative reconstruction, or construction, built out of the relation of our attitude towards a whole active mass of organized past reactions or experience, and to a little outstanding detail which commonly appears in image or in language form

Question 55

Explain faulty source monitoring or source monitoring framework

Answer 55

The theory that some errors of memory are caused by mistaken identification of the memory’s source.

Question 56

What is the principle of encoding specificity

Answer 56

the principle of encoding specificity: that a cue is more likely to lead to the recall of a particular item if the cue was initially encoded along with that item
Tulving argued that the ability to remember a given item depends on how that item was encoded at input. In other words, the nature of the encoding will influence the memory trace.

Question 57

What is state-dependent learning

Answer 57

state-dependent learning: the idea that recall is best when the mental or physiological state of the learner is consistent across encoding and retrieval.

While recall was indeed better for many participants in the congruent condition, confidence levels were also much higher, even among those who were wrong.

Question 58

What is the difference between a script and a schema

Answer 58

one feature that distinguishes a script from a schema is that a script refers to a particular sequence of events or actions

Question 59

How does sleep impact memory

Answer 59

It proposes that newly encoded memories are repeatedly activated during sleep, and that through this repeated activation, more stable memory traces are formed that can be further integrated with existing long-term memories

susceptibility to false-memory formation increased for participants who were already sleep-deprived when they encoded the original information and then were exposed to false information

Question 60

What is an important component that may explain childhood amnesia (before 3)

Answer 60

children experience events will change as they develop the ability to describe them using language and this change may cause them to lose contact with early memories

Question 61

What is the memory bump

Answer 61

An increase in the number of memories between 10 and 30 years of age over what would be expected if memories decayed smoothly over time. They tend to focus on the periods when they were making formative decisions. Between the ages of 10 and 30 are particularly memorable because of their importance in the formation of a person’s identity. Emphasize the importance of what they call life scripts

Question 62

What type of cues tend to lead to more memories between age 6 and 10

Answer 62

The odour cue produced more memories from between ages 6 and 10 than did the verbal cue.Thus odours may bypass verbally encoded memories and make contact with memories formed so early in life that they were not encoded in words.

Question 63

How is distinctiveness associated with memory bump

Answer 63

Distinctiveness (discussed below) is the notion that relatively novel events will tend to be remembered better than events that are similar to one another. The second and third decades of life are a period when people are likely to experience a number of distinctive events

Question 64

Describe the levels of processing

Answer 64

The more deeply we process an event, the more thoroughly we will comprehend it. The more important an event is to us, the more effort we will put into comprehending it, and thus the more likely we are to recall it accurately. Thus depth of processing is a continuum that ranges from registering an event purely in terms of its physical characteristics to analyzing it in terms of its meaning and relationship to other things that you know

From shallow to intermediate to deep processing

Question 65

How is elaboration useful for memory

Answer 65

There is evidence that the more distinctively an item is elaborated, the better it will be remembered

Elaboration has been defined as “extra processing . . . that results in additional, related or redundant” material, while distinctiveness, in a broad sense, refers to the precision with which an item is encoded

Question 66

Describe how aging impacts the levels of processing

Answer 66

specific and general levels of representation: As people age they tend to forget specific details but to remember deeper, more general meanings.

Question 67

What is Jost’s law of forgetting

Answer 67

Of two memory traces of equal strength, the younger trace will decay faster than the older one.

Question 68

What is Ribot’s law of retrograde amenesia

Answer 68

Older memories are less likely to be lost as a result of brain damage than are newer memories.

Question 69

Describe the law of progressions and pathologies

Answer 69

A “last in, first out” principle referring to the possibility that the last system to emerge is the first to show the effects of degeneration.

Question 70

What is the dual-coding theory

Answer 70

The theory that there are two ways of representing events, verbal and non-verbal.

Question 71

What are logogens

Answer 71

The units containing the information underlying our use of a word; the components of the verbal system. Logogens operate sequentially. When you listen to a sentence, for example, the words are not present all at once, but come one after the other

Question 72

What is an imagen

Answer 72

The units containing information that generate mental images; the components of the nonverbal system. Imagens operate synchronously: the parts they contain are available for inspection simultaneously.

Question 73

What are features of Paivio’s thoery

Answer 73

According to Paivio’s (1971) theory, words that easily elicit a mental image—that is,
words with a high degree of imagery—tend to be concrete (e.g., table), whereas words that don’t easily elicit a mental image tend to be abstract (e.g., purpose). Concreteness is define as the degree to which a word refers to “concrete objects, persons, places, or things that can be heard, felt, smelled or tasted” (Toglia & Battig, 1978). In other words, concreteness is the degree to which a word refers to something that can be experienced by the senses.

Question 74

What is concreteness of Paivio’s theory

Answer 74

According to Paivio’s (1971) theory, words that easily elicit a mental image—that is,
words with a high degree of imagery—tend to be concrete (e.g., table), whereas words that don’t easily elicit a mental image tend to be abstract (e.g., purpose). Concreteness is define as the degree to which a word refers to “concrete objects, persons, places, or things that can be heard, felt, smelled or tasted” (Toglia & Battig, 1978). In other words, concreteness is the degree to which a word refers to something that can be experienced by the senses.

Thus there are some words, such as pain and love, that are not concrete but still elicit vivid mental imagery. These words often refer to emotions. Thus in addition to external sources of imagery there are internal, emotional sources.

Question 75

What is the relationship between concreteness and learning

Answer 75

Notice that learning was best when both words were concrete and worst when both were abstract. A concrete word can be coded by both the verbal and non-verbal systems, whereas an abstract word will tend to be coded only by the verbal system because it is not likely to elicit much of an image. The fact that a concrete word is coded in two systems means that it is more easily available to memory than an abstract word that is coded in only the verbal system

Question 76

What is the left and right hemisphere theory

Answer 76

The theory that the left hemisphere of the brain controls speech and is better at processing verbal material than is the right hemisphere, which is better at non-verbal tasks.
After a review of the relevant neuroimaging research, Fiebach and Friederici (2003, p. 66) concluded that the evidence “does not fully support the assumption of a specific right-hemispheric involvement during the processing of concrete relative to abstract words.”

Question 77

What is the method of loci

Answer 77

The idea was to establish a cognitive map of a large building and place in each of its various loci an image representing one of the things to be remembered; then recalling those things would simply be a matter of mentally strolling through the building and collecting the images.

Question 78

What is the won Restorff effect

Answer 78

If one item in a set is different from the others, it is more likely to be recalled.

Question 79

What is the special places strategy

Answer 79

Choosing a storage location that other people will not think of; the problem is that when the time comes to retrieve the item, you may not think of it either.

Question 80

What is meta memory

Answer 80

Beliefs about how memory works.

Question 81

What is the apoptosis theory of synesthesia

Answer 81

Perhaps adult synesthesia occurs when this pruning process fails to run its course, and what were supposed to be transient connections end up being permanent. It has been suggested that, in the case of synesthetes, the ‘pruning’ gene is defective,” resulting “in cross-activation between areas of the brain”

Question 82

What is an icon

Answer 82

The initial, brief representation of the information contained in a visual stimulus.

Question 83

What is eidetic imagery

Answer 83

Images projected onto the external world that persist for a minute or more even after a stimulus (e.g., a picture) is removed.

Question 84

What is cognitive dedifferentiation

Answer 84

Fusion of perceptual processes that typically function independently. (e.g. synesthesia & eidetic imagery)

Question 85

How is vividness related to visual imagery

Answer 85

The answer is that vividness of visual imagery does not appear to be a good predictor of superior performance on memory tasks.

However, vividness is not an index of the accuracy of memory, only of its richness.

Question 86

What are objective and categorical distances in imagery

Answer 86

objective distances
The true distances between objects in the real world, which are preserved in our mental images.

categorical distance
The number of units traversed during mental scanning: for instance, landmarks on an island map, rooms in a building, or counties in a state.

Question 87

How did Neisser think of imagery

Answer 87

It was not so much that participants were more sensitive to stimuli falling within the imaged region as it was that they were better prepared to pick up stimuli falling within the area of a projected image. Farah characterized this process in terms used by Ryle (1949) and Neisser (1976). Neisser defined an image as a readiness to perceive something

suggests that imagery is an active process that prepares you for perceiving information, and not just a passive representation of information.

Question 88

What are egocentric perspective transformations

Answer 88

You imagine yourself moving, while the objects in the environment remain still.

Question 89

What is an earworm

Answer 89

A conscious experience of sound—typically a short phrase of catchy music— that seems to get stuck on replay in your head.

Question 90

What are phonemes and morphemes

Answer 90

The smallest unit in language. Phonemes are combined to form morphemes.

morpheme
The smallest unit in language that carries meaning.

Question 91

How does Chomsky look at language

Answer 91

This observation, and others like it, led Chomsky to make a sharp distinction between grammar and semantics, the study of meaning. He argued that the processes that make a sentence grammatical are different from the processes that make a sentence meaningful.

Question 92

What are grammatical transformations

Answer 92

Rules operating on entire strings of symbols to convert them to new strings.

Question 93

Explain Competence vs Performance in language

Answer 93

We may have an internalized system of rules that constitutes a basic linguistic competence, but this competence may not always be reflected in our actual use of the language (performance).

Question 94

What are deep and surface structure

Answer 94

The meaning is at one level, called the deep structure, whereas the words are at another level, called the surface structure. The distinction between deep and surface structure allows us to understand a number of interesting linguistic phenomena, including ambiguous sentences.

Question 95

Why is ambiguity in language useful

Answer 95

the existence of ambiguity in language illustrates why we need to make a distinction between deep and surface structure. The same surface structure can be derived from different deep structures. The different meanings of the above sentences, for example, are carried by two different deep structures. Meaning is not given on the surface of a sentence: it is given by the deep structure interpretation of the sentence. When we understand a sentence, we transform a surface structure into a deep structure.

Question 96

What is the innateness hypothesis

Answer 96

The hypothesis that children innately possess a language acquisition device that comes equipped with principles of universal grammar

Question 97

What is the poverty of stimulus argument

Answer 97

The argument that the linguistic environment to which a child is exposed is not good enough to enable language acquisition on its own.

Question 98

What is the given-new contract

Answer 98

A tacit agreement whereby the speaker agrees to connect new information to what the listener already knows.’

Question 99

What is the code model of communication

Answer 99

A model of communication based on the information processing theory. According to Sperber and Wilson, the code model assumes that speaker and listener have a great deal of knowledge in common: otherwise the listener would not be able to decode the signal properly and arrive at the correct interpretation.

Question 100

What is the inferential model of communication

Answer 100

The inferential model derives from the work of Grice (1957/1971, 1975), who analyzed communication in terms of intentions and inferences. A speaker intends to inform a listener, and the listener infers what the speaker intends

Question 101

What are the four rules of conversational maxims

Answer 101

1. Say no more than is necessary (maxim of quantity);
2. Be truthful (maxim of quality);
3. Be relevant (maxim of relation); and
4. Avoid ambiguity and be clear (maxim of manner).

Question 102

What is the ultimate goal of communication

Answer 102

Relevance

Question 103

What is the egocentric speech

Answer 103

Speech that does not take the listener’s perspective into account. Egocentric speech declines as the child becomes socialized, and social speech develops in its place. Vygotsky argued that egocentric speech does not disappear but becomes inner speech.

Question 104

Which memory system is engaged in inner speech

Answer 104

suggested that one way inner speech may be articulated is by means of the phonological loop part of working memory

Question 105

What is the difference between surface dyslexia and phonological dyslexia

Answer 105

surface dyslexia
A form of dyslexia affecting only the ability to recognize words as entire units; the ability to read words letter-by-letter remains intact.

phonological dyslexia
A form of dyslexia affecting only the ability to read letter-by-letter; the ability to recognize words as entire units remains intact.

dual route theory
The theory there are two separate pathways for reading, one for comparing words to a mental dictionary and another for converting letters to sounds and stringing the sounds together to make words.

Question 106

What is the Sapir-Whorf hypothesis

Answer 106

The hypothesis that two languages may be so different from one another as to make their native speakers’ experience of the world qualitatively different

Question 107

What are objective and categorical distances in imagery

Answer 107

objective distances
The true distances between objects in the real world, which are preserved in our mental images.

categorical distance
The number of units traversed during mental scanning: for instance, landmarks on an island map, rooms in a building, or counties in a state.

Question 108

What is meta memory

Answer 108

Beliefs about how memory works.

Question 109

Implicit & Explicit memory in amnesic patients

Answer 109

amnesic patients do poorly on tasks requiring explicit memory, but much better on those requiring implicit memory. People with amnesia may be able to form associations, and thus learn new material. However, this learning would be available to them only in implicit, not explicit, form.

Question 110

Are short-term and working memory the same?

Answer 110

Nope

They are similar but different

Question 111

What is spreading activation?

Answer 111

I don’t know yet … fill me in

Question 112

How is spreading activation involved in memory

Answer 112

I don’t know yet… something about neural communication

Question 113

Like William James said “we all know what attention is” for memory we think we know because we talk about

Long-term memory
Short-term memory
Working-memory

BUT …

Answer 113

These are just categories memory (does not fully describe what memory is)

There are other important memory systems

Question 114

What are other important memory systems?

Answer 114

Declarative
Episodic
Semantic
Echoic
Iconic
Implicit

We add these to the classics
Long-term
Short-term
Working memory

Question 115

What is semantic memory?

Answer 115

Knowledge of “rules” of something (no autobiographical time)

Words, concepts, things in general that we know eg. “what is semantic memory”

Ex salt is sodium chloride

Question 116

What is Echoic memory

Answer 116

Short term memory in auditory perceptual systems (Brodbants model)

Question 117

What is Iconic memory

Answer 117

Short term memory in visual system (perceptual from Brondbant’s model)

Question 118

Which lasts longer the echo or iconic type of memory?

Answer 118

Echo

Question 119

Episodic & Implicit memory fall under:

Answer 119

Declarative memory

Question 120

Overall set “Hierarchy of memory systems” by Atkinson & Shiffrin (1968)

Answer 120

Question 121

What did Atkinson & Shiffrin (1968) talk about but not include in their model

Answer 121

Echo & Icon (sensory memory)

Question 122

The updated table of memory systems by Jonathan has 3 overarching categories:

Answer 122

1. Sensory
2. Short-Term/Working
3. Long term

Question 123

The updated table for memory systems by Jonathan

Answer 123

We could add sensory like touch etc.

Question 124

Episodic memory

Answer 124

Have a “what” and “when” time component

Question 125

Semantic memory

Answer 125

Has “what”

Unlike episodic has no ‘when’

Question 126

Can semantic memory be separated from episodic memory

Answer 126

Yes

Eg Patient KC/NN had brain damage (knowledge of words somatic memory is intact)

He has issues with episodic memory

but 10min later - missed 2/4 and added 1 … when asked about words he was asked about was not good at it, a lot he did not remember.

But 3 min later (probe with non-declarative parts of memory) did not remember sanctuary then needed much phonological cues to even guess 1 of the 2.

Question 127

Why do we think declarative and semantic must be separate systems

Answer 127

Brain injury studies

Eg NN/KC semantic words intact but not able to form declarative memories of what happened to him

Eg WJ has knowledge of stuff (semantic) but not where it came from (episodic)

Question 128

When will someone with out brain damage remember the most past events?

Answer 128

Within 12 months = 70% of events (or maybe this is just WJ *Clarify)

Question 129

What is retrograde amnesia

Answer 129

Inability to remember something from our own past

Question 130

How did the anterograde amnesia manifest for the patient with brain damage WJ

Answer 130

nothing new could be encoded into episodic memory

When looking at the last 12 months there was a big difference

70% for others 5% for her

Question 131

Can we damage just storage or just retrieval of episodic memory?

Answer 131

Yes

for all of the memory systems we can see that these can be broken down into two functions

Question 132

Declarative (what and when)

Answer 132

Something we can easily talk about

Question 133

Implicit & non declarative

Answer 133

Something that is hard to describe we can demonstrate but hard to talk about

Eg Bruno

Question 134

What is the main form of non-declarative memory

Answer 134

Procedural memory

Question 135

What is procedural memory

Answer 135

A memory of what we can do - Skill

Hard to explain, if we try, we have to go through a process of trying to understand and explain but still hard.

Eg Robots hard cuz we don’t understand but machine learning models help robots

Question 136

Clive Wearing

Answer 136

Procedural memory intact (could retain new habits ex new music since his semantic memory reading music intact)

Skilled musician

30 sec of memory - not retaining new information (both retrograde and anterograde amnesia)

Diary - repeated experience of waking up … again and again …

Question 137

What is anterograde amnesia

Answer 137

Antero - going forward

Inability to encode new memories (going forward in time)

Question 138

What is anterograde amnesia

Answer 138

Antero - (nothing new)

Inability to remember things going forward in time

Question 139

Could Clive Wearing learn new things?

Answer 139

Yes through procedural memory (play music) he can learn new habits (non-declarative)

Despite retrograde (things in the past get lost) and Anterograde amnesia (nothing new)

Priming worked on him

Question 140

Priming

Answer 140

Non Declarative

Implicit process of activation storing or retrieving a memory

Question 141

What is a prime

Answer 141

A stimulus that activates a probe/target (or response)

Consciously priming

A form of memory we don’t really know how to explain so unconscious

Eg. Weather related words primed the idea of … Hot Snow but Cold not on list

Question 142

The Primacy effect

Answer 142

We remember the first things we are shown more than the middle

Had the most time to practice

Question 143

The recency effect

Answer 143

We remember more the last things we have seen recently eg last word

Question 144

In a list of words which will we be least likely to remember

Answer 144

The words in the middle

Question 145

can priming pretend to mind read

Answer 145

Yes

Priming process they have implanted or activated a word from understanding spreading activation of network of words

Question 146

can priming pretend to mind read

Answer 146

Yes

Priming process they have implanted or activated a word from understanding spreading activation of network of words