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Learning & Memory > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

How did HM come to have amnesia?

A

Took out hippocampus

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2
Q

What kind of amnesia did HM have? What was spared?

A
  • Severe Anterograde Amnesia
  • Moderate Retrograde Amnesia
    • Can’t remember 11 years before the surgery
    • some retrograde w/ anterograde is typical
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3
Q

Retrograde Amnesia

A

Inability to recall old memories

-HM has this moderately/retrograde

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4
Q

Anterograde Amnesia

A
  • Inability to form new memories

- HM could not do at all if distracted

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5
Q

What things did we learn about memory from HM?

A
  • memory systems
  • lasting memories
  • 2 types of long-term memories
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6
Q

HM and memory systems

A
  • Memory is not just one thing
    • it is a system of brain functions
  • can still work with new information: working memory intact
  • can still remember life before surgery: long-term memory system
  • without MTL could not transfer from working to long-term memory
  • impaired consolidation process
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7
Q

Working memory

A

What are you working on right now and how are you manipulating it

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8
Q

Long-term memory

A
  • memories that we have consolidated to keep longer
  • 2 types
    • declarative (explicit)
    • nondeclarative (implicit)
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9
Q

Consolidating

A
  • the process from working memory to long term memory

- reconsolidating makes the memory stronger

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10
Q

Lasting memory–> HM

A
  • HM could get better at the mirror drawing task without being aware of doing it previously
  • Procedures: learned to trace object while looking in mirror
  • Skills: leaned to play backgammon
  • all done with no conscious awareness
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11
Q

Declarative (Explicit) long-term memory

A
  • cannot be consolidated
  • memories for events and facts, things that can be declared
  • can be communicated flexibly
  • has content that is consciously accessible
  • can be acquired in a single exposure
  • e.g. first time rode bike, remembering what an eggplant is, remembering first time ate an eggplant
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12
Q

Nondeclarative (Implicit) long-term memory

A
  • can be consolidated from working memory
  • skill memories
  • are difficult to convey except by direct demonstration
  • may be acquired without awareness
  • requires several repetitions
  • e.g. remembering how to ride a bike and explain how you know it
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13
Q

What are the different types of Explicit memories? How do they differ from implicit memories?

A
  • Episodic and Semantic memories
  • easy to communicate compared to implicit
  • can learn it in a single experience unlike implicit
  • can consciously access the information unlike implicit
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14
Q

Episodic memories

A
  • type of long-term explicit memory
  • memories traced to a specific event
  • specific date/time/context
  • e.g. using an eggplant as a weird example in class
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15
Q

Semantic memories

A
  • type of long-term explicit memory
  • facts, definitions and knowledge
  • no clear date/time/context
  • e.g. I know this history fact but I don’t remember where or when I learned it
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16
Q

Do nonhuman animals have memory? What kinds? How do you know its declarative (explicit)?

A
  • have semantic memory
  • can be debated that some have episodic memory
  • this can be defined that they know it
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17
Q

Radial arm maze

A
  • indicates semantic memory
  • doesn’t matter where rat starts in maze after learned it. They go right to the food
  • demonstrates flexible use of memory indicating semantic memory
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18
Q

Scrub Jays

A
  • indicate episodic memory
  • bury worms and nuts in places they will remember
  • after 4 hours recover the worms
  • after 124 hours recover nuts and don’t bother with worms
  • suggests ability to recall details of what, where, and when
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19
Q

Encoding

A
  • initial storage of memory

- WHAT THINGS MUST EXIST FOR ENCODING PROCESS?

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20
Q

What things make for better encoding? First thing

A
  • Prior knowledge helps
    • balloon story by Bransford & Johnson
      • no picture=25% remembered
      • pic before story=60% remembered
      • pic after story=30% remembered
    • background knowledge dramatically enhances encoding
21
Q

What makes for better encoding? thing 2

A

-Levels of processing
-how you process it matters
MOST SHALLOW & REMEMBER POORLY
-Orthographic (how letters look)
-Phonological (sounds)
-Semantic (meaning)
-Self-reference
DEEP & REMEMBERED BETTER

22
Q

What is transfer-appropriate processing?

A

participants learn 2 lists, one on land the other underwater. tested in same context and in different context.

  • retrieval works best when conditions are similar to encoding conditions
  • levels of processing more important
  • e.g. study the way you will be tested
23
Q

Why do retrieval cues matter?

A
  • the more cues provided, the easier the recall

- recognition test (question + response options) <–essay question

24
Q

Desirable difficulties

A

the fewer the cues you study with the better you will learn and do on the test

25
Q

Forgetting

A
  • had the memory at one point
  • even if perfectly encoded, still substantial forgetting (dinner a year ago)
  • slows with time, long lasting memories tend to be permanent (if you remember an event 15 years ago then you will prob continue remembering it for long time)
  • directed forgetting (telling people to forget) can increase forgetting<–tell them about accumulative final vs never needing it again
  • evidence: forgetting curve after TV show airing
26
Q

Interference

A
  • similar/overlapping info can cause storage and retrieval errors
  • proactive: old info interferes with new info (learned french now trying spanish)
  • retroactive: new info interferes with old stuff (can’t remember any french)
  • evidence- list 1 and 2. proactive if remember list 1, retroactive if remember list 2
27
Q

proactive interference

A
  • old memories in the way of new ones
  • remember list 1
  • learning new section of routine
28
Q

retroactive interference

A
  • new memories block old memories
  • remember list 2
  • learning new routine
29
Q

Missatribution errors

A
  • one memory failure is incorrectly linking memories to their source
  • 3 types
30
Q

misinformation effect

A
  • type of missatribution error
  • info is correctly remembered by associated with incorrect source (joe told you a rumor but actually jane told you…oops)
  • exposure to inaccurate info can lead to production of that info later on
  • evidence: shown video of car accident
    • did the car stop at the stop sign?
    • how fast were cars going when they ___ each other?
31
Q

source amnesia

A
  • info is correctly remembered but source is not remembered
  • happens for a lot of semantic memories
  • e.g. remember rumor but don’t know who told you
32
Q

Cryptomnesia

A
  • remembering someone else’s idea as ones own
  • think it was an original idea but it wasn’t
  • e.g. project idea
33
Q

false memory

A
  • memories are malleable. can be modified and manipulated after encoding
  • participants shown list of words related to specific, topic not on the list
  • list of words with association to one specific word that is not on the test. (sleep)
  • false confidence
  • false details: reporting details that are false memories
  • DRM paradigm
34
Q

Deese-Roediger-McDermott Paradigm shows us…

A
  • memory illusion-false memory (implanted false memory
  • gist of list, relation between words
  • assume words are in the list when only associated with the items in the list
35
Q

Tips to lawmakers about eye-witnesses

A
  • not too much you can do
  • do not rely on witness though
  • rely on hard evidence such as DNA and fingerprints
36
Q

how long does consolidation take?

A
  • initial storage very fragile but becomes stronger as used
  • consolidation is the strengthening the stability of stored information
  • not set time to consolidate but it can still be fragile for 2-3 years after memory is formed
  • brain injury and disruption affects recent memories much more than late memories (retrograde temperal gradient)
    • best remember things 2-5 years out
37
Q

where is semantic memory stored? use evidience

A
  • cerebral cortex- when showed a picture of steve carrell certain neurons fired showing that it hold semantic memory
  • stored across many specialized processing centers int he cortex (visual cortex, olfactory cortex, anything associated with the memory)
  • hippocampus and left frontal cortex showed in FMRI scanner while remembering list
38
Q

how do we know MTL is implicated in memory? what kinds of memory?

A
  • lesions to MTL produce anterograde amnesia (like HM)
  • complex picture drawing
    • normal person can draw figure as a copy and with a few mistakes after a delay
    • the EP (HM) copy is fine but have no idea what to draw after a delay
      • this is a failure to consolidate/store the memory
39
Q

what evidence was found from FMRI studies demonstrating that the MTL is implicated in memory?

A
  • hippocampus and left frontal cortex showed in FMRI scanner while remembering list
  • deep processing = more MTL activity = better encoding
    • images produce bilateral MTL activation
40
Q

Standard consolidation theory

A
  • during learning MTL uses other cortex’s to form memory
  • consolidation is memory becoming independent of MTL
  • once the memory has been consolidated it not longer needs MTL but you will always have it
  • memories in consolidation during injury lost bc not fully consolidated yet (explains temperal gradient)
41
Q

Multiple memory trace theory

A
  • MTL helps organize and distribute semantic facts into specific episodic memories all over the brain
  • true episodic memories are never independent of MTL
  • pulling together all memories from around the brain to create episodic memory
  • when injured memories become more factual than actual episodic memories
  • explains severe retrograde amnesia.
42
Q

Frontal cortex role and evidence

A
  • role of storage, organization and retrieval for declarative memories (controls flow in and out of working and long-term memory)
    • selecting info to be encoded
    • retrieving info back to working memory
  • evidence:
    • when frontal lobe damaged causes problems of recalling details
    • frontal lobe seems to control hippocampus activity and possible guiding of consolidation
    • more frontal lobe activity = more MTL activity (direct forgetting)
43
Q

role of diencephalon and basal forebrain and evidence

A
  • MTL regualted by basal forebrain and both are regulated by diencephalon
  • damage to areas causes anterograde and retrograde amnesia
  • damage (strokes) to basal forebrain cause confusion with free association (whatever comes to mind when it comes up) and reality
    • think about hitting someone bc mad but don’t realize that realistically you never hit them
44
Q

Korsakoff’s disease

A 
effects diencephalon 
thiamine (B1) deficiency
  -typically seen in chronic alcoholics 
patients act like thhey have MTL damae, but damage is to die... and other structures
have amnesia
45
Q

transient global amnesia

A
  • temp memory disruption
  • caused by lack of blood to brain, concussion, heart attack, low blood sugar, stroke, alcohol black out
  • imaging studies suggest transient abnormatlities to hippocampus
  • retrograde amnesia gets worse
  • more likely to happen again every time
46
Q

functional amnesia

A

results from psychological cause (trauma)

  • causes severe retrograde amnesia for semantic memory due to temporary anterograde amnesia
  • disaccossiate mind from body like lumberjack did through travel
  • loss of personal identity due to severe psych trauma (can be faked to get out of old life or crime)
47
Q

1) retrograde amnesia
2) anterograde
3) transient global
4) functional

A

1) loss of old memories
2) inability to create new memories
3) temporary memory disruption due to medical issues
4) temporary memory disruption due to psych issue

48
Q

diff between macro and micro mnemonics

A

Anything that aids memory retention
macro- general techniques
micro- specific info

49
Q

types of mnemonics

A 
macro
-elaboration
-testing
-interleaving
-spacing
micro
-imagery
-link-method
method of loci

Learning & Memory (5 decks)

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