Lecture 14

Question 1

What are the three aspects of memory?

Answer 1

1. Encoding
2. Retention
3. Retrieval

Question 2

What does double dissociation show about Long-Term And Short-term memory? And How About Semantic and Episodic Memory

Answer 2

• There are patients with only an impairment in Short-term memory and there are patients with only an impairment in Long-Term Memory
• This shows that they are separate systems
• The same goes for Episodic and Semantic Memory.

Question 3

What are the subtypes of Declarative and Non-declarative memory

Answer 3

• Declarative: Semantic (no context of when it was learned) and Episodic (time and place)
  -. Non-declarative: Priming, Simple Classical Conditioning, Procedural Memory, Non-associative learning.

Question 4

What are the three steps of an average memory test?

Answer 4

1. Presentation of Material (encoding)
2. Delay Period (retention)
3. Memory test (Retrieval)

Question 5

What are Free Recall, Serial Recall, Cued Recall , Forced Choice recognition and Recognition Memory test

Answer 5

• Free recall you have to recall the items without cues in any order
• Serial Recall you have to recall the items in the same order
• Cued recall you get cues of the item
• Forced Choice you have to say which of the options is the one you learned
  Recognition memory test you have to say if you learned them or not.

Question 6

What is encoding specificity?

Answer 6

An item is stored together with the context at the moment you learned it.

Question 7

How did Tulving and Thomson study weak and strong cues? what phenomenon does this show?

Answer 7

1. Learning of weak associations together with target words.
2. Free associate task where you get a word that is strongly associated to the target word. You need to find associates to this word and will likely name the target word.
3. Recognition task of your own associates and you have to say which word was in the target words list. (low amount correct)
4. You are shown the weak cue the original encoding, your performance is better
   - So there is encoding specificity where the context is stored together with the item

Question 8

How did Godden and Baddeley study encoding specificity with learning context under water and on land.

Answer 8

1. People had to learn the words either under water or on land
2. When they had to retrieve the words, Some people stayed in the same context and others switched to the different context.
   - The result was that the performance on the memory task was better is you switched to a different context.

Question 9

What is the Bucher on the Bus phenomenon?

Answer 9

• If you see someone/something out of context it is harder to recognize them because you have stored the context together with the item/person.

Question 10

What is the difference with Familiarity and recollection/Source monitoring? Which is explicit/implicit

Answer 10

• Familiarity is when you know that you are familiar with a word, but not from where you know it. (implicit)
• Recollection/source monitoring is when you know where you know the word from. (explicit)

Question 11

How did Huppert and Piercy study the implicitness of familiarity in people with amnesia without explicit memory

Answer 11

1. Different pictures were shown on day 1 and 2.
2. If pictures where shown more dan once on day 1, amnesia patients thought they were shown on day 2 because they were more familiar with it.

Question 12

How did Jacoby et al study familiarity in famous vs “new” and “old” non-famous names?

Answer 12

1. The people were shown a list of Non-Famous names (and they knew this)
2. They were shown a list and asked if it was famous immediately or the next day.
   - If the test was immediately (“NEW”), people knew that the names from the Non-Famous list were not famous. They remembered the source of the new non famous names
   - If the test was the next day (“OLD”), the old non-famous names were familiar, but the source was forgotten. So subjects often thought the names were famous.

Question 13

How Did Loftus and Palmer study false memories with car crashes? (2 experiments)

Answer 13

1. In experiment 1, people were shown a video of cars crashing and asked a question with wording from “Hit” to “Smashed”. And they had to say how fast the car drove.
2. In experiment 2 subjects were shown the same video and had to come back a week later. It was either worded as “hit” or “smashed” and they had to say if there was broken glass.
   - The result was that people indicated a higher driving speed and were more likely to say that there was broken glass if the wording was “smashed”.

Question 14

What is the Misinformation effect (post-event misinformation)? What is an example with stop/yield sign?

Answer 14

• You are given false information after the event.
• The video showed a stop sign.
• In the question it was either said that there was a stop or yield sign
• If they later had to pick between the yield and stop sign
• they were more likely to get it wrong and pick the yield sign if the question assumed that there was a yield sign.

Question 15

How does the Lost-In-The-Mall technique show false implanted memories? What to things increase the effect?

Answer 15

1. The close family of the subject is asked about real childhood memories
2. The subjects is told and asked about these memories.
3. There is also a fake memory (about being lost in the mall).
   - Sometimes subjects think this actually happened
   - The effect becomes stronger if an edited picture is shown of the event or of a context of that time (class photo).
   - The effect is also stronger if the fake memory has been implanted a while ago.

Question 16

How does imagining things increase false memory over 3 stages.

Answer 16

1. First a questionnaire is filled in if something did or did not happen to them.
2. Then people have to imagine the things that did not happen to them.
3. At a later time they were asked again and often thought the things had happened to them.

Question 17

What is the cognitive interview to increase the memory of eye witness testimony?

Answer 17

• You have to recall the event from different aspects and re-imaginge the environment etcetera to improve the memory.

Question 18

What is a semantic script and schema and how do they interact with your memories?

Answer 18

• Script is when you know when go go to a restaurant the order of what happens and what to do. If you remember it, you fill in the gaps based on the script.
• A schema is general knowledge of things, like what you usually find in the office or in a classroom. You use this to fill in the gaps of the memory

Question 19

What does the semantic network “look” like?

Answer 19

It is a network of words/things that are closer to each other in the network if they are closely related

Question 20

What is the Lexical Decision task?

Answer 20

A task where you have to say if something is a real or fake word

Question 21

How did Meyer and Schvaneveldt use a lexical decision task of strings of words?

Answer 21

• You were shown two strings of words at a time
• They could be related or non-related
• You had to press the “yes” button only if both were real words and not if there was a fake word
• The results were that the reaction time was shorter if the words were associated.

Question 22

What is the Hub-And-Spoke Model of Semantic memory?

Answer 22

• There is a Central Hub in the anterior temporal lobe (ATL) of a specific concept that is always active in semantic memory tasks
• You have different regions for specific aspects of the concept like sounds and olfaction and visual features.
• These are modality specific spokes that only process a specific aspect of the concept.