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PSYC 100 > L09: Memory > Flashcards

L09: Memory Flashcards

1
Q

The modal model of memory

A

Memory is a structural model consisting of the sensory register, STM, and LTM. You can keep things in there indefinitely

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2
Q

Henry Molaison (HM)

A

Bilateral hippocampectomy to treat epilepsy led to anterograde amnesia for episode memory, while other forms of memory were unaffected

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3
Q

Modern Memory Taxonomies

A

Divides memory into declarative and nondeclarative

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4
Q

Declarative/ Explicit Memory

A

Allows us to consciously remember events and facts. Includes episodic and semantic memory

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5
Q

Nondeclarative/ Implicit Memory

A

Accessed without consciousness, or implicitly through -performance rather than recollection. Includes procedural, priming, classical conditioning, and non-associative learning

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6
Q

Episodic Memory

A

Memory for events. Controlled by hippocampus-medial temporal lobe

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7
Q

Semantic Memory

A

the memory of meaning, understanding, general knowledge about the world. Controlled by hippocampus-medial temporal lobe

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8
Q

Procedural Memory

A

a type of long-term memory involving how to perform different actions and skills. Controlled by the striatum, motor cortex and cerebellum

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9
Q

Priming Memory

A

exposure to one stimulus influences a response to a subsequent stimulus Controlled by the neocortex

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10
Q

Classical Conditioning

A

an automatic conditioned response is paired with a specific stimulus. controlled by the amygdala and cerebellum

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11
Q

Non-associative learning

A

When you’re not pairing a stimulus with a behaviour. Controlled by the reflex pathway

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12
Q

Memory (def)

A

The ability to use or receive info that was previously encoded or processed

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13
Q

Challenge of memory

A

Requires a holistic perspective and is never directly observed. It is a quale. Challenges: false memories, difficult to scientifically observe

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14
Q

Law of regression/ Ribot gradient

A

Memories that haven’t been consolidated are more likely to be affected by brain damage

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15
Q

Preservation-Consolidation hypothesis

A

Consolidation is a transient, unidirectional process that occurs only after acquisition. disrupting consolidation impairs memory formation

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16
Q

Two levels of memory consolidation

A

synaptic consolidation & systems consolidation

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17
Q

Synaptic consolidation

A

the stabilization of synaptic modifications needed to form long-lasting memories

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18
Q

systems consolidation

A

the transformation in the brain structures responsible for memories’ expression

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19
Q

cellular consolidation

A

learning changes communication between neurons

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20
Q

synaptic connectivity

A

basis of memory is the connection between neurons

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21
Q

dendritic spines

A

small membranous compartments protruding from dendrites that receive synaptic contacts from axons

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22
Q

long-term potentiation (LTP)

A

high-frequency stimulation of neurons results in long-lasting strengthening of synaptic connections b/n neurons

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23
Q

spine remodelling during learning

A

LTP increases the size of spines and neurotransmitter sensitivity

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24
Q

synaptic plasticity & forming of memory

A

memories are made by changing the structure of synapses. forming of memory increased number of connectors at synapses

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25
principle of associative learning
whenever the axon of cell A repeatedly takes part in firing B, some growth process takes place such that A's efficiency as one of the cells firing B increases
26
when do encoding and cellular consolidation occur?
soon after learning
27
memory as a reconstruction
we use inferences to reconstruct what we think happened, and these beliefs become part of our memory
28
sensory register
Relatively faithful representations of sensory input. Most info decays within seconds and is permanently lost. Codes for Auditory, Visual, Tactile, etc. memory
29
short-term memory
If info is not continuously rehearsed, then decay within 18-30 seconds. Codes for acoustic and linguistic memory
30
long-term memory
unlimited capacity/ duration. codes for semantic memory
31
Memory span
measured by how many items can be juggled and manipulated in the mind.
32
Chunking
A process of grouping separate stimuli into meaningful wholes or categories. Allows us to overcome the limited amount of information we can retain in short-term memory
33
Brown-Peterson Paradigm of STM
in order to measure the duration of information in STM, rehearsal has to be prevented because continuous rehearsal keeps information in STM
34
phonological loop
processes spoken and written material
35
Working memory
a two-way bridge between STM & LTM. includes the phonological loop, visuospatial sketchpad, central executive
36
visuospatial sketchpad
stores and processes information in a visual and spatial form
37
central executive
supports cognitive operations on new info coming into STM from different systems & previous LTMs
38
models of systems consolidation
- standard model of systems consolidation (Marr) encoding and cellular consolidation processes are completed soon after learning - cortical reorganization model: existing cortical map is affected by a stimulus resulting in the creating of a 'new' cortical map.
39
Hebbian learning
Principle of associative learning. When our brains learn something new, neurons are activated and connected with other neurons, forming a neural network. Neurons that fire together wire together
40
temporary retrograde gradient in amnesia
1. temporally graded retrograde amnesia for episodic memory (LTM) 2. hippocampal lesion becomes present 3. anterograde episodic amnesia
41
anterograde amnesia
decreased ability to retain new information (STM)
42
retrograde amnesia
affects memories that were formed before the onset of amnesia. (LTM)
43
Théodule Armand Ribot
law of regression. Memories that haven't been consolidated are more likely to be affected by brain damage
44
Donald Hebb
Principle of Associative Learning: whenever the axon of cell A repeatedly takes part in firing B, some growth process takes place such that A's efficiency as one of the cells firing B increases
45
Schemata
We learn and remember in the context of what we already know.
46
Frederic Bartlett
Discovered schemata (organization of past reactions)
47
Hyperthymesia
A condition where one possesses an extremely detailed autobiographical memory
48
Misinformation effect
post-memory info can change memory such that the original memory is lost. can be induced by leading questions
49
Frame effect
when one encounters a new situation, one selects from memory a framework adapted to fit reality by changing details as necessary
50
memory reconsolidation
a consolidated memory can become susceptible to impairment after retrieval
51
prediction error
when we expect something and it doesn't happen memory becomes plastic and subject to change
52
flashbulb memories
highly detailed memory for the circumstances in which one learned of a public event. often inaccurate
53
forgetting curve
rapid forgetting within hours, but then curve peters out
54
law of disuse
when memory isn't used, it is lost (Thorndike)
55
trace decay
memory weakens over time and is eventually lost
56
interference
new learning overwrites existing memory
57
new law of disuse
storage strength will not be reduced, but retrieval strength changes over time
58
active decay
built-in memory trace erases memories over time
59
retroactive interference
new memories interfere with the recall of old memories
60
proactive interference
old memories interfere with the recall of new memories
61
availability vs. accessibility
available- info is stored somewhere in the brain | accessible- able to be retrieved
62
encoding-specificity principle
the likelihood to recall encoded info depends on how similar the encoding and retrieval situations are
63
transfer-appropriate processing
if the processes used to encode an item are appropriate for the retrieval task, memory performance will benefit
64
shallow vs. deep processing
shallow- fragile memory (phonemic processing) | deep- durable memory (semantic processing)
65
Hermann Ebbinghaus
developed the forgetting curve by memorizing and recalling syllables

PSYC 100 (12 decks)

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