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Memory and Attention > Final Exam > Flashcards

Final Exam Flashcards

1
Q

What is the modal model of memory by Atkinson and Schiffrin?

A
  • Environmental input, goes into the sensory registers (visual, auditory, haptic)
  • then short term store and temporary working memory (control processes of rehearsal, coding, decisions, retrieval strategies)
  • there could be a response output or it goes in long term store or permanent memory store (interaction between STM and LTM)
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2
Q

What is iconic memory?

A
  • A temporary buffer that holds visual information for very brief periods of time
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3
Q
  • What is visual persisitence?
A
  • The apparent persistence of a visual stimulus beyond its physical duration (lightning flash)
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4
Q

What are the characteristics of visual sensory memory?

A
  • The capacity, the duration, the representation
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5
Q

What was Sperlings experiment for whole report?

A
  • Used a tachistoscope to quickly present images to the eyes
  • Subjects saw 3x4 grid of letters presented very briefly (50ms)
  • In the whole report condition, SS had to free recall the letters (as many as possible) immediately after presentation
  • Whole report performance was poor (37% accuracy or 4.5/12 avg)
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6
Q

What was Sperlings experiment for partial report?

A
  • A tone was sounded right after the letter grid disappeared
  • High pitch tone for tope row, medium for middle and low for bottom
  • Partial report accuracy was at 76% (3/4 items from cued row) immediately after presentation
  • Performance dropped if the delay was greater than 250ms between presentation of array and tone cue = infer trace duration
  • Duration of iconic memory = 250ms
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7
Q

How is iconic memory represented?

A
  • Pre-categorical coding = physical, looks like input in of itself (snapshot of image)
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8
Q

What is echoic memory?

A
  • Parallels visual sensory store (iconic memory) but for auditory information
  • Capacity, duration and representation
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9
Q

What is the sensory stores for both echoic and iconic memory?

A
  • Echoic memory: veridical, 4s duration, large capacity
  • Iconic memory: veridical, 250ms, large capacity
    For both: partial report gives truer estimate of capacity
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10
Q

What are the different aspects of STM?

A
  • Follows attentional filtering stage
  • Where immediately present moment is held in consciousness
  • Active mental effort is expended
  • Comprehension takes place
  • Constant refreshing and integration of new information
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11
Q

How did Miller describe chunking?

A
  • Chunking: grouping a series of apparently random items into a smaller number of meaningful segments to enhance recall,
  • Can be induced by altering prosody of the presentation list, random digits are often best chunked into groups of about 3 items
  • Miller suggested that memory span is not limited to a certain number of items but by the number of chunks
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12
Q

What is the difference between STM and WM?

A
  • STM: performance on experimental tasks involving the capacity to store small amounts of information over brief intervals, tested either immediately or after short delay (digit span)
  • WM: a system that allows for the temporary storage and manipulation of information to allow for reasoning, learning, and comprehension, higher level of cognition
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13
Q

How is STM for consonants partially reliant on acoustic code even when letters are presented visualy?

A
  • Memory is improved for lists of consonants with dissimilar sounds
  • Acoustic information fades from short term store, items become confused for consonants sharing similar sounds rather than a similar visual form
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14
Q

What is the difference between primacy and recency effect?

A
  • Primacy effect: the first few items on a list have recall advantage
  • Recency effect: the last few items on a list are very well recalled (eliminated by a brief delay filled with a distractor task)
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15
Q

What is free recall and resutls?

A
  • Involves asking SS to recall studied items in any order
  • Recall probability for a given item declines as list length increases
  • The absolute number of items recalled increases with list length
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16
Q

What does the primacy effect depend on?

A
  • LTM
  • Related to tendency to rehearse first few items during initial presentation and throughout remainder of study list
  • Rehearsed items have a better chance of entering LTM, making them available for later recall
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17
Q

What are the factors that influence primacy effect?

A
  • Affect LTM, affect recall of early and middle part of list
  • Presentation rate (slower = more encoding), word frequency (more familiar = easier to recall), imageability (words more imaginable = easier recall), age (young = remember more), physiological state (drugs and alcohol= impair memory)
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18
Q

What disrupts recency effects?

A
  • Short distractor task disrupts short term store

- Interference is there bc of similar to be remembered material and suffix

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19
Q

What is chaining?

A
  • Method of remembering the order of items in which a person links each item to next in series
  • Predicts that forgetting one link would prohibit any further recall in the chain (not well supported)
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20
Q

What are the ordinal and positional models (inhibition and context)?

A
  • Inhibition: inhibition of retrieved item leads to inhibition and activation of item
  • Context: encoding of ordinal context that shifts over time as recall progresses
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21
Q

What are the different working memory metaphors?

A
  • Phonological loop, visuospatial sketchpad, central executive, episodic buffer
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22
Q

What is Baddeley and Hitch multi component model?

A
  • Central executive: an attentionally-limited system that selects and manipulates material in two slave systems:
  • Phonological loop: holds sequences of acoustic/speech based items
  • Visuo-spatial sketchpad: holds visually and/or spatially encoded items and arrays
  • Episodic buffer added later
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23
Q

What is the phonological loop?

A
  • Speech and sound related component responsible for rehearsal of verbal info
    Items rehearsed in articulatory loop and recoded if the presented info is in a visual format
  • Phonological store holds speech based info
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24
Q

What are the different articulatory loop effects?

A
  • Phonological similarity: similar sounding words are more confusable
  • Word length effect: memory for multi-syllabic words is worse than single syllable words 9Welsh children with slow speech have lower WM)
  • Irrelevant speech effect: involuntary access to the articulatory loop shown by comparing digits in silence vs digits with nonsense syllables vs digits with words (most interference)
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25
Q

What is articulatory suppression?

A
  • A technique for occupying the vocal musculature
  • During encoding of either visually or auditorily presented words, repeat nonsense item at the same time
  • Suppression while encoding visually presented info wipes out recoding and wipes out phonologically similarity effect, unattended speech effect, and word length
  • Auditory memory items, articulatory suppression does not abolish the phonologically similarity effect, no recode auditory items
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26
Q

What is the visuo-spatial sketch pad?

A
  • A system specialized for visual and spatial information
  • Distinction between spatial and visual information
  • Double dissociation: two subsystems are being used for dual task, no interference
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27
Q

What did Logie (1995) suggest about the structure of the visuo-spatial sketchpad?

A
  • Similar to the phonological loop and consists of visual cache and inner scribe
  • Visual cache = a passive store, store visual info and holds info in VSSP
  • Inner scribe: an active spatial rehearsal process
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28
Q

What is the central executive?

A
  • An attentional controller with two main modes of operation
  • Semi-automatic conflict resolution system based on existing habits and requiring little attention
  • Function is to direct attention to the task at hand (planning next move or remembering position
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29
Q

What was the central executive inspired by?

A
  • The supervisory attentional system
  • Based on attentional limited executive
  • Able to intervene when automatic conflict resolution is not possible or when a new situation arises
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30
Q

What are the problems of the three component model of WM?

A
  • Cant explain why memory span can sometimes exceed the capacity of the subsystems (for words in a sentence, digit span),
  • Cannot explain why images based on LTM do not depend on the sketchpad or phonological subsystems
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31
Q

What is the episodic buffer?

A
  • Fourth component of WM system

- Storage system with a capacity of around four chunks of info in a multidimensional code

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32
Q

How is the episodic buffer a solution to the problems with the WM model?

A
  • Multiple dimension allow links between the subsystems as well as with LTM
  • Info is retrieved through conscious awareness
  • Allows for binding of previously unrelated concepts
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33
Q

What is episodic memory?

A
  • System that can catalog unique

- Method for storing the events durably ad searching and retrieving the events

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34
Q

Why does learning facilitate LTM?

A
  • Levels of processing hypothesis
  • Shallow to deep (visual form, phonology, semantics/meaning)
  • The depths of processing helps determine durability in LTM
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35
Q

What is the difference between elaborative and maintenance rehearsal?

A
  • Elaborative rehearsal: linking material being rehearsed to other material in memory
  • Maintenance rehearsal: continuing to process an item at the same level at which it was encoded
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36
Q

What is the transfer appropriate processing (TAP)?

A
  • Alternative view to LOP that considers both encoding and retrieval properties
  • Processing requirements of test should match the processing conditions at encoding in order to reveal prior learning
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37
Q

What are context effects found for TAP?

A
  • Mood dependent effects (happy vs sad retrieval)

- Advantage as to where you learn info and where you get tested for info (matched vs mismatch scuba divers learning)

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38
Q

What did Tulving and Thompson find for encoding specificity?

A
  • Anything present during learning a target can serve as an effective cue for later remembering that target
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39
Q

What is proactive interference?

A
  • Earlier learned information negatively affects new learning
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40
Q

What is retroactive interference?

A
  • New learned information negatively affects our ability to recall earlier learned information
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41
Q

Who was the most famous and earliest formal investigation of learning?

A
  • Ebbinghaus

- Researcher interested in technique of learning and wanted to understand what we were humanly capable of doing

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42
Q

What is distributed practice?

A
  • Better to space out learning trials sparsely across a period of time than to mass them together into a single learning block
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43
Q

What is the spacing effect?

A
  • Spaced presentation enhances memory for a variety of materials
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44
Q

What is the generation effect?

A
  • Successfully testing yourself strengthens memories more than passively studying the items (the sooner the item is tested after initial presentation, the more likely it will be recalled and strengthened)
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45
Q

What is the expanding retrieval?

A
  • When a new item is initially tested after a short delay to ensure that it is recallable
  • As the item becomes better learned, the practice-test interval is gradually extended
  • Recall failures shows that it should be presented after a shorter delay
  • Successful recall indicates that the delay should be increased
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46
Q

What is subjective organization?

A
  • Tulving found can learn verbal material spontaneously through subjective organization (how people customize their learning or way of organizing to be remembered info)
  • chunking words together separate words for recall, even if those words weren’t presented together
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47
Q

How are items chunked together?

A
  • if items are linked toa common associate

- If item come from same semantic category

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48
Q

What are the different strategies for improving memory?

A
  • Creating a story involving all the studied items

- Using visual imagery to have the studied items interact

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49
Q

What are the pros and cons of creating a story involving all the studied items?

A
  • Pros: given enough time and imagination, its possible to create a story for early any set of items, promote elaborative encoding, building in links between items
  • Cons: time intensive, risk of recalling part of the story that weren’t actually studied
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50
Q

What are the pros and cons of using visual imagery to have the studied items interact?

A
  • Pros: flexible and quick

- Cons: best for concrete nouns

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51
Q

Who was the patient K.C?

A
  • Survived motorcycle accident
  • damaged hippocampus
  • Impaired episodic memory
  • Intact semantic and STM, procedural
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52
Q

What is implicit memory?

A
  • Evident in changes of behavior rather than explicitly remembering information
53
Q

What is procedural memory?

A
  • LTM for skills and procedures that dont rely on conscious strategy
54
Q

What is priming?

A
  • implicitly influence the perception or processing of material caused by presenting it or a related stimulus beforehand
  • Amnesic patients demonstrate normal susceptibility to priming
55
Q

What are the two types of priming procedures?

A
  • Stem completion

- Word fragment completion

56
Q
  • What is the stem completion priming procedure?
A
  • Provide first few letters of a previously seen word and ask them to come up with any word that fits
57
Q

What is the word fragment priming procedure?

A
  • Provide only some of the letters of a previously presented word and ask what might fit
58
Q

What is the difference between perceptual and conceptual priming?

A
  • Perceptual priming: the prime and the target share physical properties, sensitive to modality and form of the stimuli
  • Conceptual priming: the prime and the target are related semantically
59
Q

What is the priming method of lexical decision?

A
  • Prime phase-exposure to memory items
  • test phase-say yes if the letter string shown is a valid word
  • Compare lexical decision RT for old versus new words
60
Q

What is the priming method of perceptual identification?

A
  • Prime phase-exposure to memory items
  • Test phase-identify item
  • Stimuli are partially obscured and gradually revealed
61
Q

When is priming most effective?

A
  • Short delays (1hr): explicit recall leads to better performance than word fragments completion
  • Long delays (1 week): word fragment completion remains effective whereas free recall reveals substantial forgetting
62
Q

Is semantic memory different from episodic memory?

A
  • Different from episodic
  • Left prefrontal cortex activated (right one is for episodic)
  • Lesions in left pre frontal cortex has people forget definitions of words but they can recall episodes of their life or can learn new info
63
Q

Does categorizing words help with recall?

A
  • Mandler (1967) found that SS who were instructed to sort words into categories (no instruction to recall) were able to retain those words better
  • Chunking improves memory
64
Q

What is the hierarchical model of Collins and Quillan (1996)?

A
  • Figure out how we store and organize information

- Take common characteristic/attributes and link to a superordinate category

65
Q

What is the prototype theory?

A
  • Features which are typical for a category
  • Prototype serves as a model instance
  • typicality depends on overlap of features with prototype
  • Core features are required whereas prototypical features are not
66
Q

What is the spreading activation model by Collins and Loftus (1975)?

A
  • Concepts are organized by their features rather than some existential quality
  • Allows to account for close associates that don’t fall in same category
  • Activation of one node will spread to other associated nodes
67
Q

What is the conceptual organization of the spreading activation model?

A
  • Someone encounters of concept, node is activated
  • Activation spreads to related concepts
  • spreading activation decreases as it gets further away from original point of activation
  • Explains typicality effect and explains semantic priming (fast to say butter after bread, than after nurse)
68
Q

What are the pros and cons for spreading activation model?

A
  • pro: more flexible than hierarchical network model, can account for more empirical findings
  • Cons: flexibility reduces specificity of models prediction, making the spreading activation model difficult to test
69
Q

What is the lexical decision task?

A
  • SS are shown a letter string (series of letters) that could be a real word or non-word
  • Respond yes if stimulus is word or no if it is not
  • RT is primary index of performance
70
Q

What are schemas?

A
  • Well integrated chunks of knowledge about the world, events, people or action sequences, influence memory, allow to form expectations (violations = memorable/distinct)
71
Q

How do schemas and semantic memory affect encoding?

A
  • Selection: schema provide top down guidance of plausible events/details
  • Abstraction: we drop the surface details and encode things that are consistent with schema
  • Interpretation and integration: we piece together info and fill blanks using schema based knowledge
72
Q

What are costs associated with use of schemas?

A
  • Bartlett (1932) showed folk tales and ask SS to recall story
  • Student recalled stories as shorter, more coherent, closely associated with own perspective (especially when expectation were
    incompatible with story)
  • intrusions of schematic knowledge caused systematic errors in recall
73
Q

What was found for schemas and visual scenes?

A
  • Palmer
  • probability of identifying an object is facilitated when it is in an expected context and inhibited when context is inappropriate
74
Q

What are scripts?

A
  • They are within schemas
  • Convey sequential info about common events
  • Canonical (common) order is found across people
75
Q

What are the successes related to schema theories that were evaluated?

A
  • Explain why many memories become distorted

- Strongly supported by evidence showing we possess schemas

76
Q

What are the limitations of schema theories evaluated?

A
  • Theories tend to be underspecified as are the schemas
  • Cant predict when we invoke schemas to draw inferences
  • Memory representations are more complex than simple schema theories predict
  • predict that we make more mistakes than we actually do
77
Q

What is retrieval?

A
  • A progression from one or ore retrieval cues to a target memory trace through associative connections
  • Aim is to make target available to influence cognition
78
Q

What is content addressable memory?

A
  • The ability to locate and access a complete memory using only a subset of the targets attributes as a cue
79
Q

What are retrieval cues?

A
  • bits of info about the target memory that guide the search
80
Q

What is target memory trace?

A
  • The particular memory were seeking
81
Q

What are associations?

A
  • Bonds that link together items in memory

- Vary in strength as with spreading activation model

82
Q

How does the factor of attention to cues help determine retrieval success?

A
  • Reduced attention to a cue impairs its ability to guide retrieval effectively
  • Evidence from divided attention
  • encoding more disruptive than retrieval (retrieval requires less attention bc automatic spreading activation),
  • for retrieval it reduces memory performance if secondary task is related to primary task and needs a lot of attention
83
Q

How does the factor of relevance of cues help determine retrieval success?

A
  • Retrieval cues are effective when they are strongly related to target
  • Encoding specificity principle where retrieval cues are most useful if are present at encoding, explicitly encoded with target, maximally similar to original available encoding
84
Q

How does the factor of cue target associative strength help determine retrieval success?

A
  • Retrieval success depends on the strength of association between cue and target
  • Determined by length and time and attention spent on encoding relationship
85
Q

How does the factor of number of cues help determine retrieval success?

A
  • Access to additional relevant cues facilitates retrieval
86
Q

How does the factor of strength of target memory help determine retrieval success?

A
  • Weakly encoded targets are more difficult to retrieve

- high frequency encountered words are more easily recalled

87
Q

How does the factor of retrieval strategy help determine retrieval success?

A
  • Retrieval success is increased by taking advantage of the organization of the materials adopted at encoding and adopting a strategy that efficiency searchers through memory
88
Q

How does the factor of retrieval mode help determine retrieval success?

A
  • The frame of mind needed to interpret environmental stimuli as episodic memory, cues to guide retrieval
89
Q

What are the different types of factors that help with retrieval success?

A
  • attention to cues, relevance of cues, cue target associative strength, number of cues, strength of target memory, retrieval strategy, retrieval mode
90
Q

What are the different context cues?

A
  • Spatio-temporal: physical surrounding and time cues during event
  • Mood: the emotional state during event
  • Physiological: physical state during event
  • Cognitive: collection of concepts that one has thought about around the event
91
Q

what is the direct/explicit memory tests?

A
  • Ask people to recall certain experience, require context as cue, tap contextual representations in hippocampus,
  • Reveal impaired performance in amnesiacs
92
Q

What is the indirect/implicit memory tests?

A
  • Measure the unconscious influence of experience without asking to recall the past
  • Context not used as cue
  • No access to same memory traces as explicit tests
  • normal performance in amnesiacs
93
Q

What are roles of repetition priming and cryptomnesia in implicit memory tests?

A
  • Repetition priming: recent experience with the stimulus improves performance
  • Cryptomnesia: unintentional plagiarism due to failed source memory
94
Q

What are the tests for direct explicit for retrieval tasks?

A
  • Free recall, cued recall, forced-choice recognition, yes/no recognition
95
Q

What are tests for implicit retrieval tasks?

A
  • lexical decision, word fragment completion, word stem completion, conceptual fluency
96
Q

What is environmental context dependent memory?

A
  • Incidental context effects are reduced if SS focus inward rather than paying attention to environment
  • Grows in magnitude with increasing delays b/t encoding and retrieval
  • mentally reinstating the context reduces context dependent memory effects
97
Q

What is state dependent memory?

A
  • recall partially depends on match b/t learner environment at encoding and retrieval
    disappears under recognition tests (cues are built in)
98
Q

What is recognition memory?

A
  • The ability to correctly decide whether one has previously encountered a stimulus in a certain context
  • present intact stimulus,
  • Requires discrimination between old and new stimuli (new = distractors)
99
Q

What is the signal detection theory?

A
  • Model for explaining recognition in memory
  • Based on auditory perception experiments
  • Typical tasks: as SS to detect faint tone presented against background noise, the tone loudness is manipulated
100
Q

What does recognition accuracy depend on?

A
  • Whether a signal was actually present
  • Response of SS
    Four possible outcomes (hits and correct rejections) that are correct and incorrect (false alarms and misses)
101
Q

What are the assumptions of the signal detection theory in memory?

A
  • Memory traces have strength values
  • Activation levels dictate how familiar a stimulus feels
  • new items less familiar than old items (new items may be similar to old items)
102
Q

What is D prime?

A
  • distance between distribution and SS ability to differentiate between new and old items
  • Wider the D prime the less discriminable the items will be
103
Q

What will a liberal versus a conservative guesser show for the signal detection theory in memory?

A
  • Liberal guesser: response criterion shifted to left, accept more targets as old (hits), accept more lures as old (false alarms)
  • Conservative guesser: shift beta to right, fewer hits, fewer false alarms
104
Q

What are the pros of signal deteciton theory?

A
  • Provide mathematical tool to estimate person ability to discriminate old from new items, bias to guess
  • Corresponds with our intuition that we have a sense of item familiarity
105
Q

What are the cons of signal detection theory?

A
  • Fails to account for word frequency effect
  • Low frequency words are better recognized, the theory incorrectly predicts low frequency items should be harder to recognize bc they are less familiar
106
Q

What is the remember/know procedure?

A
  • For each test items SS decide whether they recognize an item based on subjective feeling that they remember and know it being presented
107
Q

What are the dual process accounts for recognition memory?

A
  • Familiarity: sense of knowing something without being able to remember context, fast/automatic, perception of memory strength, signal detection theory
  • Recognition: remembering contextual details about memory, slow and attention needed, cued recall
108
Q

What is the difference between incidental forgetting an motivated forgetting?

A
  • Incidental forgetting: occurs without intention to forget
  • Motivated forgetting: occurs when purposely engage in processes/behaviors that intentionally diminish a memory’s accessibility
109
Q

What is the difference between a memory’s availability and accessibility?

A
  • Availability: whether or not an item is in the memory store
  • Accessibility: whether the memory can be retrieved, given that it is stored
110
Q

Can a memory be completely forgotten?

A
  • No
  • Be temporarily inaccessible bc it lacks appropriate cue
  • Forgetting occurs in graded fashion
111
Q

What are the factors that discourage forgetting?

A
  • Better initial learning leads to better retention
  • Repeated retrieval attempts builds up resistance to forgetting
  • Jost Law: all else being equal, older memories are more durable and forgotten less rapidly than newer memories
112
Q

What are factors that encourage incidental forgetting?

A
  • Correlates of time
  • Contextual fluctuation: mismatches b/t retrieval and encoding contexts encourages forgetting
  • Interference: difficult to discriminate b/t similar memories
113
Q

What is the competition assumption for interference?

A
  • Cue activates all associates to some degree

- Activated associates compete for access to awareness

114
Q

What is retroactive interference?

A
  • Forgetting caused by encoding a new traces into memory in b/t the initial encoding of the target and when it is tested
115
Q

What is proactive interference?

A
  • Older memories interfere with retrieval of more recent experiences and knowledge
116
Q

What is part set cueing impairement?

A
  • The tendency for target to be impaired by the provision of retrieval cues drawn from the same set of items in memory
  • Worsens with number of cues ins et
117
Q

What is associative blocking for the interference mechanisms proposed by the two factors model for retroactive interference from Melton et al?

A
  • Cue fails to elicit target trace bc repeatedly elicits stronger competitor, abandon efforts to retrieve target
  • Predictions: strength dependence and cue dependence
  • E.I., tip of tongue, part set cueing, cue overload
118
Q

What is associative unlearning for the interference mechanisms proposed by the two factors model for retroactive interference from Melton et al?

A
  • When the associative bond linking to stimulus to a memory trace is punished by weakening it after being retrieved inappropriately
  • Predictions: cue dependence
  • E.i., retroactive interference
119
Q

What is inhibition?

A
  • Reduction in activity level of a contextually inappropriate response
  • Allows an unwanted response to be stopped and an alternative response to be executed
120
Q

What are the different predictions for inhibition in retroactive interference?

A
  • Cue independence: forgetting caused by inhibiton should generalize to novel test cues
  • Retrieval specificity: active retrieval from LTM needed to induce RIF of related info
  • Interference dependence: interference from competitors during target retrieval is needed for RIF of related info
  • Strength independence: degree competitors are strengthened by retrieval practice unrelated to size
    of retrieval induced forgetting deficit
121
Q

What is positivity bias?

A
  • Tendency increasing over lifespan to recall more pleasant memories than either neutral or unpleasant ones
122
Q

What does motivating forgetting encompass?

A
  • Intentional forgetting: forgetting arising from processes initiated by a conscious goal to forget
123
Q

What are methods of controlling unwanted thoughts?

A
  • Limit encoding
  • Prevent retrieval if its to late to stop encoding
  • Stop retrieval in face of reminder
124
Q

What is the difference between retrieval inhibition hypothesis and context shift hypothesis?

A
  • Retrieval Inhibition: forget instructions inhibit list one items, reduces activation for unwanted memories and representing forgotten items restores their activation levels
  • Context shift: forget instructions mentally separate list one from list two, context shift b/t lists, list two context lingers into final test and new context is poor retrieval cue for list one items
125
Q

What is behavioral control?

A
  • Ability to initiate discontinue or prevent motor actions based on goals
  • Go/No-go task: press button whenever a letter appears on screen, if letter is X then withhold response
126
Q

What is cognitive control?

A
  • Ability to flexibly control thoughts in accordance with our goals to stop unwanted thoughts
  • Think/No-think task: learn word pairs, retrieve target words, if cue is red avoid retrieval of learned target
127
Q

What are different types of memory recovery?

A
  • Passage of time
  • Repeated retrieval attempts
  • Cue reinstatement
128
Q

Why do memories spontaneously recover?

A
  • If RIF reflects inhibition for responses that had previously been relevant then forgotten memories recover when inhibition is gradually released

Memory and Attention (2 decks)

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