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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
Q

principle of associative learning

A

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

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26
Q

when do encoding and cellular consolidation occur?

A

soon after learning

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27
Q

memory as a reconstruction

A

we use inferences to reconstruct what we think happened, and these beliefs become part of our memory

28
Q

sensory register

A

Relatively faithful representations of sensory input. Most info decays within seconds and is permanently lost. Codes for Auditory, Visual, Tactile, etc. memory

29
Q

short-term memory

A

If info is not continuously rehearsed, then decay within 18-30 seconds. Codes for acoustic and linguistic memory

30
Q

long-term memory

A

unlimited capacity/ duration. codes for semantic memory

31
Q

Memory span

A

measured by how many items can be juggled and manipulated in the mind.

32
Q

Chunking

A

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
Q

Brown-Peterson Paradigm of STM

A

in order to measure the duration of information in STM, rehearsal has to be prevented because continuous rehearsal keeps information in STM

34
Q

phonological loop

A

processes spoken and written material

35
Q

Working memory

A

a two-way bridge between STM & LTM. includes the phonological loop, visuospatial sketchpad, central executive

36
Q

visuospatial sketchpad

A

stores and processes information in a visual and spatial form

37
Q

central executive

A

supports cognitive operations on new info coming into STM from different systems & previous LTMs

38
Q

models of systems consolidation

A
  • 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
Q

Hebbian learning

A

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
Q

temporary retrograde gradient in amnesia

A
  1. temporally graded retrograde amnesia for episodic memory (LTM)
  2. hippocampal lesion becomes present
  3. anterograde episodic amnesia
41
Q

anterograde amnesia

A

decreased ability to retain new information (STM)

42
Q

retrograde amnesia

A

affects memories that were formed before the onset of amnesia. (LTM)

43
Q

Théodule Armand Ribot

A

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

44
Q

Donald Hebb

A

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
Q

Schemata

A

We learn and remember in the context of what we already know.

46
Q

Frederic Bartlett

A

Discovered schemata (organization of past reactions)

47
Q

Hyperthymesia

A

A condition where one possesses an extremely detailed autobiographical memory

48
Q

Misinformation effect

A

post-memory info can change memory such that the original memory is lost. can be induced by leading questions

49
Q

Frame effect

A

when one encounters a new situation, one selects from memory a framework adapted to fit reality by changing details as necessary

50
Q

memory reconsolidation

A

a consolidated memory can become susceptible to impairment after retrieval

51
Q

prediction error

A

when we expect something and it doesn’t happen memory becomes plastic and subject to change

52
Q

flashbulb memories

A

highly detailed memory for the circumstances in which one learned of a public event. often inaccurate

53
Q

forgetting curve

A

rapid forgetting within hours, but then curve peters out

54
Q

law of disuse

A

when memory isn’t used, it is lost (Thorndike)

55
Q

trace decay

A

memory weakens over time and is eventually lost

56
Q

interference

A

new learning overwrites existing memory

57
Q

new law of disuse

A

storage strength will not be reduced, but retrieval strength changes over time

58
Q

active decay

A

built-in memory trace erases memories over time

59
Q

retroactive interference

A

new memories interfere with the recall of old memories

60
Q

proactive interference

A

old memories interfere with the recall of new memories

61
Q

availability vs. accessibility

A

available- info is stored somewhere in the brain

accessible- able to be retrieved

62
Q

encoding-specificity principle

A

the likelihood to recall encoded info depends on how similar the encoding and retrieval situations are

63
Q

transfer-appropriate processing

A

if the processes used to encode an item are appropriate for the retrieval task, memory performance will benefit

64
Q

shallow vs. deep processing

A

shallow- fragile memory (phonemic processing)

deep- durable memory (semantic processing)

65
Q

Hermann Ebbinghaus

A

developed the forgetting curve by memorizing and recalling syllables

PSYC 100 (12 decks)

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