Learning and Memory

Question 1

Digits forward on the WISC is an example of what kind of memory?

Answer 1

verbal primary memory

Question 2

What term is used to describe memory retrieval without the aide of external cues?

Answer 2

free recall

Question 3

Bilateral removal on the temporal lobes in the case study of H. M. produced what types of memory impairment?

Answer 3

anterograde amnesia

Question 4

What are the names of the three major stand-alone tests of memory and learning for children?

Answer 4

Wide Range Assessment of Memory and Learning - 3rd Edition, Test of Memory and Learning-2, and Child and Adolescent Memory Profile

Question 5

Which two brain structures plays a major role in memory

Answer 5

Amygdala and hippocampus

Question 6

When memorizing a list of words, the words that are last to be presented are more easily recalled. This is called the:

Answer 6

recency effect

Question 7

What part of the brain seems to be responsible for transferring short-term memories to long-term memories?

Answer 7

hippocampus

Question 8

Baddeley and Hitch’s (1974) Working Memory Model theorizes a modality nonspecific cognitive system that coordinates processes in working memory. What are the two mechanisms that the central executive of working memory regulates?

Answer 8

phonological loop and visuospatial sketchpad

Question 9

The type of memory that refers to general knowledge of the world (e.g., facts, vocabulary, rules) is called:

Answer 9

semantic memory

Question 10

Tests such as recalling digits or letters backwards are designed to measure what aspect of memory?

Answer 10

verbal working memory

Question 11

True or false? All memory for stories tests across batteries measure the same neurocognitive abilities?

Answer 11

False

Question 12

In Baddeley and Hitch’s Working Memory Model, what is the command and control center that presides over the interactions between the two subordinate systems and long-term memory?

Answer 12

central executive

Question 13

Memory for Stories tests would be categorized where in the school neuropsychology conceptual model?

Answer 13

verbal memory with context

Question 14

On a list learning test, the number correct from the last trial minus the number correct on the first trial is considered a measure of:

Answer 14

learning

Question 15

In a memory recall test, a recall error such as recalling “car” for “truck” is called?

Answer 15

a semantic error

Question 16

Which type of memory is not assessed on the WRAML-3, ChAMP, or TOMAL-2?

Answer 16

semantic memory

Question 17

In the School Neuropsychological Conceptual Model, the broad classification of memory and learning is categorized into what four divisions?

Answer 17

rate of new learning, immediate memory, long-term memory, and verbal-visual associative memory

Question 18

In children, memory problems occur more frequently as secondary to deficits in attention, verbal processing, and visual perception, rather than as problems that are specific to memory alone. True or False?

Answer 18

True

Question 19

Low scores on memory free recall tasks but adequate scores on cued or recognition tasks may indicate:

Answer 19

poor memory retrieval

Question 20

Retrograde amnesia is:

Answer 20

the inability to recall information prior to a brain injury.

Question 21

Analyzing memory as a process tells us how students learn.
True or False

Answer 21

True

Question 22

What are the two types of sensory memory?

Answer 22

Iconic: Visual, Lasts about 0.3 seconds (Sperling, 1963)
Echoic memory (Darwin et al., 1972) * Auditory
* Lasts about 3-4 seconds

Question 23

Short term memory is for active use of information
True or false?

Answer 23

True

Question 24

Two types of short term memory are:

Answer 24

Primary memory: for static information

Working memory: manipulating information
*Capacity develops over time—Alloway (2014)
* 15% of children struggle with working memory deficits—Holmes et al. (2010)
Associated with reading and mathematics ability

Question 25

Long-Term Memory

Answer 25

• Long-term memory is storage for information we want to
  remember indefinitely
  *Memories/information organized by time, place, and meaning in an
  associative network—Carlston (2007)

Question 25

What is prospective memory?

Answer 25

• Prospective memory is remembering to do something in the future.

Question 26

Types of Long-Term Memory

Answer 26

1. Declarative memory
   (explicit memory)
   -Events (episodic memory)
   -Facts (semantic memory)
2. Nondeclarative memory
   (implicit memory)
   -Procedural memory
   -Perceptual system representation
   -Classical conditioning
   -Non associative learning

Question 27

Memory can be impacted by

Answer 27

-Sensory input difficulties
Hearing/Auditory Processing can present as inattention—Scherer (2020)
* Vision problems impact reading and learning visually—Kurokami
(2019)
* Tactile issues can lead to sensory seeking or sensory avoiding
behaviors—Little et al. (2018)
* Fine motor difficulties interfere with writing—Carlson (2013)
* Oro-motor difficulties can make pronunciation and articulation hard
and look like phonological problems—Dodd (2007)

Question 28

What are encoding problems?

Answer 28

• Difficulty getting information into long-term memory

Question 29

Encoding problems can be caused by:

Answer 29

Auditory Processing Disorder
* Visual Processing Difficulties
* Encoding too quickly/carelessly/lacking attention
* Incomplete/Inadequate encoding—Nickerson & Adams (1979) * Poor executive functioning/metamemory—Dehn (2010)
* Anxiety—Ishizuka (2007)
* Depression—Dietsche et al. (2014)
* Inadequate Sleep—Tempesta (2016)

Question 30

What are retrieval problems?

Answer 30

Difficulty finding information within memory

Question 31

Retrieval problems can be caused by:

Answer 31

Causes include:
* Poor attention
* Encoding difficulties (maybe attention difficulties in disguise)
* Inadequate sleep—Tempesta (2016)
* Anxiety—Kuhajda (1998); Ishizuka (2007)
* Depression—Dietsche et al. (2014)
* Interference Theory—Bergstrom (1892)
Retroactive Interference—Barnes & Underwood (1957)
Proactive Interference—Greenberg & Underwood (1950)

Question 32

Medial temporal lobe is important to memory:

Answer 32

• Necessary for short-term to long-term transfer (encoding).
• Encodes, consolidates, retrieves, reintegrates.
• The bigger the better. * The entorhinal, perirhinal, and Para hippocampal cortices make up the Para hippocampal gyrus which processes and funnels information to the hippocampus.
• The anterior system is more involved in object and face recognition,
  conceptual identity, and salience.
• The posterior system focuses on scene recognition, location,
  trajectory, temporal context and order, and situations.

Question 33

Limbic system is included in memory by:

Answer 33

-Includes the hippocampus and the fornix which is a major output
tract of the hippocampus
-Amygdala: primarily effects encoding by influencing what is perceived or learned
*Anxiety – undermines attention so it can’t as effectively be encoded into LTM
and interferes with a focus on an effective strategy for remembering
*Depression – reduced hippocampal volume in some depressed adults
*Trauma – reduced hippocampal volume in some PTSD cases
* Surrounds the thalamus which is the relay station for all sensory
information except olfaction.

Question 34

1. Define Phonological loop:
2. Define Visuospatial sketchpad:
3. Define Episodic buffer
4. Central executive (attention) is important because:

Answer 34

1. Acoustically codes information in working memory
2. Codes visual information in working memory
3. Temporary storage of that combines information
4. Prefrontal cortex is activated during decision making
   * Everything is impacted by strategy development

Question 35

How does working memory interact with long-term memory?

Answer 35

Working memory can be a bottleneck for long-term learning. * Constraining the ability to learn new concepts. * Limiting the ability to encode new information. * Working memory plays a direct role in following instructions and staying on task.

Long-term memory (semantic knowledge) enjoys a reciprocal relationship with working memory. * Prior knowledge allows categorization and chunking of information. * Interaction between working memory and long-term memory forms a positive
feedback loop. * Better working memory allows more knowledge accumulation, which offloads of working memory to long-term memory, leaving more working memory available for
new learning.

Question 36

What is Verbal Working Memory?

Answer 36

Also referred to as auditory working memory.
The ability to hold and mentally manipulate verbal information
Often associated with reading comprehension, though visual working memory make separate and unique contributes to reading as well.

Question 37

What is Visual Working Memory?

Answer 37

Also referred to as nonverbal working memory.
* The ability to hold and mentally manipulate visual information.
* Often associated with mathematics performance and planning and
organizing abilities

Question 38

What is fusiform face area (FFA)?

Answer 38

The fusiform face area (FFA) in the
inferior-temporal cortex specializes in face recognition. * This area of the brain is selectively activated when looking at unfamiliar faces and when recognizing familiar faces. * Damage to the FFA causes
prosopagnosia (face blindness). People with this condition know
they are seeing a face but cannot distinguish faces they know

Question 39

Verbal-Visual Associative Learning and Recall

Answer 39

Testing Examines the ability to link abstract, unfamiliar, or novel visual information to meaningful verbal information.
* Verbal-visual associative learning is related to fluent reading abilities.
* Measures from this area can be very helpful when the referral
question relates to reading concerns.

Question 40

Acculturation knowledge/Semantic Memory is

Answer 40

Verbal comprehension
* General information
* Domain-specific knowledge
Semantic memory is “encyclopedic” information.
None of the stand-alone memory batteries directly measures
semantic memory.
* Look for tests semantic knowledge in cognitive abilities instruments. * SB-5
* WISC-V
* WJ IV COG.

Question 41

Examples of Memory Interventions

Answer 41

Refer for sensory processing difficulties
* Improve attention
* Increase working memory
* Spaced Learning/Distributive Practice
* Depth of Encoding/Meaning Making