Exam 2- Lecture 6 Flashcards

1
Q

Comparator mirror

A

Using comparator mirror to project the subject one is painting on to the edge of the canvas

Eliminates need for eye movement between the canvas and to-be-painted subject, thus preserving sensory memory

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2
Q

Modal model of memory

A

Sensory input ->
Sensory memory (1/2 second) -(attention)>
Short term memory
Long term memory

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3
Q

Capacity and cognitive ability

A

Positive correlation between short term memory capacity and intelligence score

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4
Q

ERP signature of capacity

A

Max at 3 (memory array size)

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5
Q

fMRI evidence for capacity

A

Both CDA amp and IPS activities reach asym between 3 and 4

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6
Q

Capacity of LTM

A

Virtually infinite!

Study: Standing (1973)- almost perfect memory regardless of number of study items

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7
Q

IM, STM and LTM differences

A

Capacity

  • IM: unlimited (spelling partial reports)
  • STM: limited, 3-4 items
  • LTM: infinite

Lifetime

  • IM: <500 ms (typically 150 ms)
  • STM: short-lived; 50% at 4 seconds
  • LTM: lifetime memory; forgetting = retrieval failure

Retrieval

  • IM: fragile, eliminated by eye movements
  • STM: fast, parallel
  • LTM: slow
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8
Q

STM length of time info is stored

A

Gradual decay
50% lost at 4 seconds

Sudden forgetting
significant increase in failure to remember between 4 - 10 seconds

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9
Q

LTM length of time info is stored

A

Lifetime memory

Forgetting in LTM may be entirely due to RETRIEVAL FAILURE

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10
Q

Iconic memory

A

1/2 gone at 150 (delay between array and tone)

Findings:

  • sensory (iconic) memory exists
  • sensory memory has vitally infinite storage capacity
  • sensory memory decays rapidly
    • > fades by 50% within aprox. 150 ms
    • > almost entirely gone within 500 ms
  • sensory memory is fragile and cannot survive eye movements
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11
Q

Spelling partial reports

A

Memory consolidation cue- beep during study

By 500 ms, iconic (sensory memory) no different from STM

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12
Q

Retrograde amnesia

A

Amnesia for past

Intact ability to store new memories

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13
Q

Anterograde with some retrograde amnesia

A

Partial recall of memories for events prior to the amnesia onset, but their ability to form new memories is impaired

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14
Q

Structures important for encoding and retrieval

A
Amygdala
Hippocampus
Parahippocampal gyrus
-entorphinal cortex
-periphinal cortex
-parahippocampal cortex
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15
Q

Amnesia case study: H.M.

A

Unable to form new long term memories (anterograde amnesia)
Some loss of events 1-3 years prior to surgery (retrograde amnesia) [memory recall]

No ability to form new episodic memories

Star mirror experiment (implicit memory/ procedural memory)
-gradually improved, but could not remember previous events

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16
Q

Clive Wearing

A

Damaged bilateral hippocampi, surrounding temporal cortex, and some frontal
30 second memory

17
Q

Intact STM

A

5-9 for semantic info to STM (beyond 7 is LTM)

18
Q

Tip-of-the-tongue

A

Feeling of knowing a response, but being unable to produce it

To know (implicit memory)
To remember (retrieval; conduct task and respond)
19
Q

Dual-process theory of recognition

A

Recollection and familiarity
-memory retrieval can be based on either

Recollection (Hippocampus)

  • relatively slow search process
  • qualitative info about prior events retrieved
  • re-experiencing the encoding event at the time or recall
  • true EPISODIC memory

Familiarity (Perirhinal cortex)

  • relatively fast
  • ‘sense of recency’ is used as basis for recognition
  • feeling seen before, but not remember exact encoding event
  • NOT implicit because is conscious

Dissociation between recollection and familiarity

  • single dis (hippo and recollection)
  • kind of double dis, but not most clear
20
Q

Patient NB

A

Resection perirhinal, intact hippo

Impaired familiarity with intact recollection

21
Q

Can amnesiacs learn new semantic knowledge?

A

Some newly acquired knowledge, although more difficult to learn

  • can learn facts (pop culture, news events, etc.)
  • > semantic memory (maybe relies less on medial temporal lobe for encoding)
22
Q

Can amnesiacs learn procedural skills?

A

Serial reaction time task (implicit sequence learning)
No different from control, no episodic memory

Similar to mirror tracing task

23
Q

Nondeclarative memory

A

Explicit memory tests
-tasks that explicitly instruct subjects to use memory (e.g., recall, recognition)

Implicit memory tests (priming)

  • tasks that do not explicitly instruct subjects to use memory
  • > measure the unconscious influence of experience without asking to recall the past
24
Q

Vowel counting task, followed by stem completion task

A

Implicit memory task

  • increased likelihood of solving the words that have been studied
  • likely related to “activation” parts of sensory cortex

Results:
Free recall [C > A] lowest results
Cued recall [C > A] highest results
Stem completion [C < A] A results same as A cued

25
Q

False memories

A

Memory is reconstructive
-may “remember” something that never actually happened

Unaware of how unreliable our memory can be and overly confident in the accuracy of our memories

26
Q

Semantic rep. of sleep, even though specific word never shown

A

Recall
~40% recalled “sleep”

Recognition
-remembering lure (sleep) during recall strengthened participants memories of the lure during recognition (vs. “knowing” it had been on the list”