Lecture 12- Memory Using It Not Losing It Flashcards

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1
Q

Written free recall of words improved by

A

Scene cues at test

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2
Q

What’s free recall

A

Minimal cue

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3
Q

What’s cued recall

A

Additional cue

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4
Q

What do global matching models believe retrieval is a function of

A

Match of cues with all stored memory traces

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5
Q

What is content addressable memory

A

Find by knowing content

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6
Q

What does the complementary learning systems model believe

A

Episodic memory representations stored in cortex, partial cue triggers pattern completion by the hippocampus

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7
Q

Context is incorporated in the

A

Memory trace

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8
Q

Cueing with context helps

A

Retrieve that memory

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9
Q

Idea that a cue should match

A

It’s processing overlap with what was encoded

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10
Q

Cue- dependent forgetting related to

A

Morris et al’s Transfer- Appropriate Processing principle

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11
Q

Scene cues had a larger effect when

A

Studied videos were associated with fewer words

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12
Q

Cues better when more

A

Diagnostic

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13
Q

What did Polyn et al 2005 study with fMRIs show

A

Different types of events had unique patterns brain activity which were reinstated during recall

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14
Q

Reinstatement started his long before recall

A

5 seconds before

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15
Q

Different types of events have unique patterns of brain activity which are

A

Reinstated during recall

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16
Q

People may also use what to trigger recollection

A

Mental reinstatement

17
Q

Hippocampus binds memory traces reflecting

A

Cortical processing

18
Q

At retrieval what initiates recollection in response to cue

A

Hippocampus

19
Q

Prefrontal cortex is involved strategically to

A

Organise and monitor

20
Q

Stored episodic memories include

A

Items and surrounding context

21
Q

Successful cues are

A

Diagnostic

22
Q

Successful cues overlap with

A

Items and surrounding context

23
Q

Cues can override

A

Encoding factors like deep processing, picture superiority: transfer appropriate processing

24
Q

Cue dependent forgetting more than

A

Passive decay

25
Q

What’s the testing effect

A

Testing boosts memory more than studying

26
Q

Testing may enrich

A

Semantic representations of a memory because additional associations are formed, giving alternative retrieval routes

27
Q

Wing et al 2013 had successful encoding activity showing that

A

People were encoding during the initial test or restudy

28
Q

When item is studied and later tested, the context is

A

Different

29
Q

Testing updates

A

Context representations so memory trace now includes both old and new context

30
Q

Larger range of potential cues can now trigger

A

Recall as they may overlap with either old or new context

31
Q

A difficult initial test is better or worse

A

Better

Because people have to do more mental reinstatement

32
Q

When learning 2 word-face and word-object pairs what had a stronger activation

A

Tested items

33
Q

When learning 2 word-face and word-object pairs what had a suppression

A

Competitor items

34
Q

Testing has a strong effect on

A

Longer-term retention

35
Q

Semantic memory emerges to some degree from

A

Episodes

36
Q

Older memories seem to be more resistant to damage to the

A

Hippocampus in amnesia