Lecture 12- Memory Using It Not Losing It Flashcards
Written free recall of words improved by
Scene cues at test
What’s free recall
Minimal cue
What’s cued recall
Additional cue
What do global matching models believe retrieval is a function of
Match of cues with all stored memory traces
What is content addressable memory
Find by knowing content
What does the complementary learning systems model believe
Episodic memory representations stored in cortex, partial cue triggers pattern completion by the hippocampus
Context is incorporated in the
Memory trace
Cueing with context helps
Retrieve that memory
Idea that a cue should match
It’s processing overlap with what was encoded
Cue- dependent forgetting related to
Morris et al’s Transfer- Appropriate Processing principle
Scene cues had a larger effect when
Studied videos were associated with fewer words
Cues better when more
Diagnostic
What did Polyn et al 2005 study with fMRIs show
Different types of events had unique patterns brain activity which were reinstated during recall
Reinstatement started his long before recall
5 seconds before
Different types of events have unique patterns of brain activity which are
Reinstated during recall
People may also use what to trigger recollection
Mental reinstatement
Hippocampus binds memory traces reflecting
Cortical processing
At retrieval what initiates recollection in response to cue
Hippocampus
Prefrontal cortex is involved strategically to
Organise and monitor
Stored episodic memories include
Items and surrounding context
Successful cues are
Diagnostic
Successful cues overlap with
Items and surrounding context
Cues can override
Encoding factors like deep processing, picture superiority: transfer appropriate processing
Cue dependent forgetting more than
Passive decay
What’s the testing effect
Testing boosts memory more than studying
Testing may enrich
Semantic representations of a memory because additional associations are formed, giving alternative retrieval routes
Wing et al 2013 had successful encoding activity showing that
People were encoding during the initial test or restudy
When item is studied and later tested, the context is
Different
Testing updates
Context representations so memory trace now includes both old and new context
Larger range of potential cues can now trigger
Recall as they may overlap with either old or new context
A difficult initial test is better or worse
Better
Because people have to do more mental reinstatement
When learning 2 word-face and word-object pairs what had a stronger activation
Tested items
When learning 2 word-face and word-object pairs what had a suppression
Competitor items
Testing has a strong effect on
Longer-term retention
Semantic memory emerges to some degree from
Episodes
Older memories seem to be more resistant to damage to the
Hippocampus in amnesia
