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PSYC 105 - cognition > Interconnections between aquisition and retrieval > Flashcards

Interconnections between aquisition and retrieval Flashcards

1
Q

what is long term memory

A

archieve about infor from past events and knowledge learned
works closely with WM
in general more recent memoire are more detailed
time is indefinite

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2
Q

how do we show LT and ST memory is different

A 
double dissociate
funcitoning STM but cannot form LTM
-clie wearing
-HM
-Mr G
poor STM but functinoing LTM
-KF
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3
Q

what is context-depended learning

A

recall is dependednt on the state on is in during aquisition

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4
Q

explain the Diving recall study (Baddeley and Godden) then other variations of this

A

study a list of words underwater vs land
this didnt change recall
what did change recall was if the recall context matched the learning context
so if studied underwater, recalled best underwater
also shown with noise vs without noise and feeling sad vs feeling happy

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5
Q

what is context reinstatement

A

context changes how you think about the material you are learning
so re create the context present during learning = improved performance

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6
Q

what was Fisher and Craik 1997 experiment for learning as preparation for retrieval

A

particiaptns told to learn second word in a word pair that were semanticlaly related or rhymed
during testing recieved a hint based on meaning or sound
matched learning with hint = best memoty
so both depth of processing shown (meaning better than sound) as meaning = more deep processing)
and context reinstatement shown

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7
Q

what is encoding specificity

A

remebering something within a specific context

so when we aquire a memory we are storing not just the target materila but also connections that lead to that memory

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8
Q

encoding specificity word remebering experiment

A

sentence presented
must remember last word from the sentence
penultimate word changed in diff groups
performance was better if the cue word given to help aid retrieval matched the measning of the penultimate word heard at study

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9
Q

so how can we best improve our learning

A 
elaborate
generate and test
organize
match learning and testing conditions
associate what you are learning to what you already knew
avoid the illusion of learning - familiarity does not mean compreehension
consolidation - sleep after studying
take breaks, dont cram - spacing effect
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10
Q

why does the spacing effect occur

A

spacing effect = distributed practice

  • difficult to maintain close attentino throughout a long study session
  • studying after breaks gives feedback about what you already know
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11
Q

what is a memory network

A

a theory of how the long term memory system represents and retrieves information

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12
Q

what is spreading activation

A

activation travles from one node to another, via tha associative links
similar to neurons - input sums to reach a threshold causinf firing
nodes that have recently fired are warmed up and require less stimulation to fire again

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13
Q

memory networks is a theory for…

A

a model for long term memory

is for explicit memory

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14
Q

so by spreading activation why do hints help us

A

summative effect

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15
Q

so by spreading activation why does context depending learning occur

A

again inputs are summative so add together leadnign to higher likelihood of activation

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16
Q

semantic priming

A

faster response time in lexical decision tasks for semantically realted pairs of words vs inrelated words
experiment - 2 words presented have to say whether are real words or not
so response time is faster when semantic relationship (so both are related vs not as your network for that semantic context is already activated

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17
Q

recall

A

generate item with or without a cue

requires search through memory

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18
Q

recognition

A

decide if an item is the right one
does it match from the memory store
source memory vs familiarity

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19
Q

what is source memory

A

specific memory of the event/ item
so recognise restuarant name as have a specific memory of it
if source memory available = similar to recall process

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20
Q

source memory and familiarity are distinguishable…

A

neuroanatomically
activation in rhinal cortex during encoding predicts later feelings of familiarity and feeling of just know response
activation in hippocampus during encoding predicts a later cource memory and remeber response

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21
Q

study set up for source memory vs familiarity

A

participant given words to study

participatns asked to judge whether a particular item was encountered or if they had a familiarity of it

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22
Q

two types of long term memory

A

explicit / declarative - conscious

implicit / non-declarative - unconscious

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23
Q

types of explicit memory

A

episodic - personal events / episodes

semantic - facts / knowledge

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24
Q

which type of memory is easiest to test

A

explicit as can directly test

eg recall and recongition

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25
Q

types of implicit memory

A

procedural
priming - previous experiences change response without conscious awareness
conditioning
we have to test this indirectly

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26
Q

define explicit memory

A

conscious recollection of event experiences and facts learned
episodic and semantic subtype

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27
Q

double dissociation in explicit memory

A

KC
-damaged hippocampus
-no episodic memory (cannot relive any events of his past)
-semantic memory intact, can remeber general infor about the ast
Italian woman
-encephalitis (diffuse damage)
-impaired semantic memory
-episodic memory for past events was preserved

28
Q

mental time travel with different types of explicit memory

A 
epiosodic = mental time travle, no guarantee of acuracy
semantic = no mental time travel, general knowledge (so is testable for accuracy)
29
Q

evidence from brain imaging that retrieving episodic vs semantic memories

A

diff brain areas
listen to audio diaries or personal events or semantic facts
although there was overlap, significant difference were found in processing events vs facts

30
Q

aquiring knowledge may start as…

A

episodic but then fade to semantic

31
Q

semantic memory is enhanced if..

A

associated with episodic memory

-peronal semantic memory = semantic memory that has personal significance

32
Q

semantic memory can influence…

A

what we experience (episodic) by determining what we attend to

33
Q

define implicit memory

A

memory that unconsciously influences behaviour

  • repetition priming
  • procedural memory
  • classcial conditioning
34
Q

example of implicit memory experiment with words

A

rate words for how much we like them / how pleasant they are (100s of words)
later lexical decision task - is this a word, some will have been on the first likeability list and others won’t have
will have faster response time for words you ahve seen on last list even if no memory of having rated the word

35
Q

repetition priming

A

presentation of one stimulus affects performance on that stimulus when it is presented again
use indriect memory tests to test
eg tulving
presented words in unrelated context and then later fragments to be completed
particpants completed many more primed words than new words

36
Q

graf et al repetition priming in amnesic patients with no functioning explicit memory
what was the conclusion

A

had participants rate words based on likability
amnesics (korsakoffs - no explicit memory), alcoholics and nonamnesics + nonalcoholics
amnesics could not recall but showed equal implict memory in stem completition task
demonstrates priming in absence of explicit memory does occur

37
Q

warrington and weuskrantz implicit memory experiment (non verbal)

A

korsakoffs syndrome patients
showed fragmented pictures
image would slowly build and participatn had to identify object
3 days of training
korsakov patient = have to re explain task every day as no memory of oding task day before
but each day made fewer errors - got better at the task so there was an implicit memory of doing the task before even though no explicit memory

38
Q

what is the propoganda effect

A

perfect and askew
more liekly to rate statements read or hear before as being true later on
the illusion of truth
this occurs even in participants are told the first time ther hear them that the statements they are hearing is false
so big implications for advertising
implicit familiarity maintained (source memory must have faded as was told it wasn’t true)

39
Q

what is procedural / skill memory

A

memory for actions
no emmory for where on when learned
perform procedures without beig consciously aware of how to do them

40
Q

can people who cannot form explicit memories still learn new skills / form procedural memories

A

yes they can

eg HM

41
Q

classical conditioning and implicit memory

A

pair neutral stimulus with a reflexive response

pavlov’s dogs, little albert etc

42
Q

what is a source monitoring error

A

misidentifying a source of memory

also called source misattribution

43
Q

learning as preparation for retrieval

A

learning connects new material with existing emmory
these retireval paths help us learn new material
context dependent learning = dependent on the state one is in during aquisition = diving experiment

44
Q

what is a source memory

A

process of determing origins of our memories

45
Q

becoming famous overnight study

A

after 24hr some non-famous names were misidentified as famous
explanation - some non-famous names were familiar and the particiaptns misattributed the source of the familiarity
-failed to identify the source as the list read on the previous day

46
Q

where is source confusion really problematic

A

eyewitness may select someon from a photo lineup based only on familiarity and not on actual recall

47
Q

what is amnesia

A

a disruption of memory due to brain damage

48
Q

retrograde amnesia

A

loss of memory before disruption (soap opera style)

less common, tends to be integrated most recent memories most liekly to be damaged as not consolidated yet

49
Q

anteretrograde amnesia

A

inability to form new long term memories

50
Q

clive wearing amnesia

A

viral encephalities

unable to form new long trm memories

51
Q

Mr G from oliver sacks book

A

korsakoffs - often due to chronic alcoholism

unable to form new ltm

52
Q

HM

A

had hippocampus removed to prevent epileptic seizures - bilateral medial tempora lobe resection to treat epilepsy
after unable to form new ltm
stm/wm remained intact
suggested hippocampus was vital for the formation of new ltm

53
Q

what hm could not do

A

no new episodic memories
could not remember events 1-2 years before the surgery (retrograde)
digit span ability did not improve with practice

54
Q

what hm could do`

A

normal sensory register and wm
normal digit span abilities
improved performance with practice on procedural memory tasks but jhe had no conscious memory of ever completing task before (was copy drawing a figure whilst looking in a mirror)

55
Q

what did we learn about the hippocampus from hm

A

it is vital for the creation of new explicit ltm, but not necessarily for the creation of new implicit memories or the recall of old explicit ltm

56
Q

pin in hand informal study

A

korsakoff syndrome patient
when first shook hands with him hid a pin in his hand and spiked him
later the patient could not explicitly remember the meeting but refused to shake his hand saying sometimes pins are hidden in people’s hands

57
Q

implicit vs explicit memory results from double dissociation

A

impairment of explicit with preserved implicit (hm, clive wearing, WC1606)
impairment of implicit with preserved explicit (SM046)
sm = amygdala, explicit memory with no fear
wc = hippocampus, fear with no explicit memory

58
Q

hebb and learning

A

learning and memory represented in the brain by physiological changes at the synapses

59
Q

long term potentiation

A

enhanced firing of neurons after repeated stimulation
structural changes and enhanced responding
neurons that fire togther wire together

60
Q

where does memory occur in the brain

A

medial temporal lobe

  • hippocampus (HM)
  • perirhinal cortex - showed peririhinal cortex was more active during the encoding of words that were later remembered
61
Q

fragility of new memories

A

retrograde amnesia - loss of memory for events prior to the trauma
antereterograde amnesia - cannot form new memories
memory for recent events is more fragile than for remote events = graded retrograde amnesia

62
Q

consolidation

A

transform new memories from fragile state to more permament state. 2 levels
synaptic consolidation occurs ar synapses, happens very rapidly
systems consolidation involves gradual reorganization of circuits in the brain, takes 1-2 years

63
Q

standard model of consolidation and the brain

A

retrieval depends on hippocampus during consolidation, after consolidation hippocampus no longer needed
reactivation - hippocampus replays neural activity associated with memory

64
Q

multiple trace hypothesis for consolidation

A

questions the assumption that the hippocampus is important only at the beginning of consolidatoin
hippocampus has been shown to be activated during retrieval of both recent and remote memories

65
Q

are memories ever permament?

A

reactivation and reconsolidation evidence from research on animals
-occurs under certain conditions
-flashbulb memories?
human memory as a work in progress
-constantly being restructured and remodelled
consolidation and PTSD (watch video)

PSYC 105 - cognition (11 decks)

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