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Intro To Cog > Lecture 4 > Flashcards

Lecture 4 Flashcards

1
Q

Clive Wearing

A

Memory imperfectly erased blackboard (as opposed to blank slate)
-Importance of this case
—unrivaled importance of learning and memory
—many different kinds of memory (not a single cohesive process)

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2
Q

What is memory

A

Key aspect of what makes us human
—it’s the capacity to preserve and recover information

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3
Q

Primary memory

A

-Active and conscious
-rapidly accessed
-limited in capacity
-forgotten quickly
(Short term)

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4
Q

Secondary memory

A

-Not currently in consciousness
-accessed more slowly
-unlimited in capacity
-forgotten quickly quickly
(Long term)

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5
Q

Modal model of memory

A

3 interconnected memory systems
1. Sensory
2. Short term
3. Long term
-Atkinson and shiffrin
—input from environment-> sensory memory -> short term memory (recall and rehearsal loop) -> long term memory (rehearsal and retrieval)

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6
Q

Sensory memory

A

Buffer system for stimuli received through the senses
-decays quickly
-large amounts of info
2 empirical findings
1. Something that looks or sounds like a stimulus continues to be present for a short time after stimulus is presented
2. Info can be extracted for a short time after stimulus is removed

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7
Q

Iconic sensory memory

A

Visual
-decays rapidly if not transferred to short term
Simplest type of memory
—early stages are probable best regarded as aspects of perception

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8
Q

Echoed sensory memory

A

Auditory
-decays rapidly if not transfer to short term
-simplest type of memory
—will need to fully be integrated with a broader theory of speech perception

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9
Q

Short term memory

A

Temporary storage of small amounts of material over brief delays
-attended info is retained for a short time (<18 seconds)
-limited capacity
-receives both info from sensory and long term

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10
Q

Short term memory

A

Temporary storage of small amounts of material over brief delays
-attended info is retained for a short time (<18 seconds)
-limited capacity
-receives both info from sensory and long term

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11
Q

Testing short term memory

A

-asses amount of info an individual can store after a single exposure
—tested either immediately or with short term delay
—retention span

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12
Q

Digit span test

A

-start with 2 or 3 digits
-increase until participant cannot realest list without error
—normal range is 7 +/- 2

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13
Q

Rehearsal

A

Process of maintains info in short term memory
-if you get distracted by something else you are likely to forget some or all of the items

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14
Q

Rehearsal prevention task

A

Task that prevents participants from maintaining info in ST

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15
Q

Chunking

A

Strategy to increase capacity of short term memory by arranging elements in groups that can be more easily remembered
-STM can usually contain only about 7 items (even chunked)

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16
Q

Pronunciation time

A

Amount of time it would take to say aloud items being rehearsed

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17
Q

Word length effect

A

Longer words are more difficult to maintain in working memory than shorter words

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18
Q

Working memory

A

Stores and manipulates info as to allow people to perform complex tasks
-can be viewed as an alternate/more delayed/more dynamic version of STM

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19
Q

Cognitive control

A

Also known as executive control/function
-manipulation of info in working memory allows us to
-plan
-task switch
-attention
-inhibition of inappropriate behaviors

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20
Q

Phonological loop

A

Maintains auditory memories by internal (subvocal) speech rehearsal

21
Q

Visuospatial sketchpad

A

Holds visual and spatial images for manipulation

22
Q

Episodic buffer

A

Hold info integrated across phonological loop, VS sketchpad and long term memory for a brief period of time

23
Q

Central executive

A

Monitors and manipulates both working memory and buffers
-the “working” component of working memory allows us
Abilities:
-adding/deleting items in buffers
-selecting among items in order to guide behavior

24
Q

N-back task

A

Participants are read seemingly random list of items (ex. Numbers)
- a certain item is a target
-whenever target is read, participant is to respond with the number that was read N numbers ago

25
Q

Long term memory

A

-consists of info that is stored and brought back to short term memory for immediate use
-consists of many different division

26
Q

Non-declarative memory

A

Associated with behavior that does not require conscious thought

27
Q

Procedural memory

A

Concerned with mowing how to do things

28
Q

Priming

A

Recognition of a particular item is facilitated by previous exposure to identical/similar item (the prime)

29
Q

Spreading activation

A

Can be used to interpret the priming effects of words that are semantically related

30
Q

Declarative memory

A

Contains knowledge that can be stated

31
Q

Episodic memory

A

-details of personal life

32
Q

Retrograde amnesia

A

Intact semantic knowledge, no personal episodic memory
-severity of damage predictive of how much loss
-almost always accompanied by anterograde amnesia

33
Q

Anterograde amnesia

A

Loss of ability to form new memories
—Clive wearing

34
Q

Semantic memory

A

Deals with general knowledge

35
Q

Semantic dementia

A

Loos or inaccessibility to facts and concepts

36
Q

Butcher-on-the-bus phenomenon

A

Feeling of knowing a person without ability to remember and previous meeting or anything else about them

37
Q

Tip-of-the-tongue phenomenon

A

Knowing you know something without being able to quite recall it
-generic recall (recalling parts or attributes)
-may recall later after effort to recall has stopped

38
Q

Hippocampus

A

-Part of limbic system
-associated with learning and memory
—encodes new memories
(Both conscious and unconscious)
—when we retrieve info it becomes activated

39
Q

Bilateralism

A

There is a hippocampus in each hemisphere
-left has more responsibility with verbal memory
-right involved with memory of spatial world and directions within

40
Q

Infantile amnesia

A

We recall very few memories from infancy and erly childhood
-goals of baby very different from those of adult
—development of other systems more important
-not a well developed self-system necessary for retrieval cues

41
Q

Reminiscence bump

A

Increased recall of events between ages 10 and 30
-many first time, distinctive events occur during this time
—a critical period for self-development

42
Q

Memory and aging

A

-healthy aging versus onset of pathology
-episodic memory declines while semantic memory is much less affected
—many older adults show negative self appraisal with their cognitive skills

43
Q

Associative deficit hypothesis

A

Older adults have a deficiency in creating and retrieving links between single units of info
-ex. Face to name

44
Q

Paired associative learning

A

Objects frequently seen together become linked in the mind (human memory relies heavily on associations)
-PAL is learning and recalling associations of two pieces of info
—unrelated pairs are harder to learn

45
Q

Cue-response (word-word)

A

Learning phase:
-participants hear list of cue-response word pairs
Test phase:
-participants produce response given cue word

46
Q

Bilinguals

A

Have less experience with one language (usage and experience is split)
-worse performance on language related tasks
-better executive control and distraction inhibition
—helps inhibit irrelevant associations

47
Q

Aging and experience

A

As we age, we have more info/experiences stored
-we are continually encountering new words
Experience brings increasing info processing loads
-remembering birthdays
—performance confounded with age

48
Q

Semantic diversity

A

Measures content variability of contexts of words we occur
-builds words strength based on semantic uniqueness in context
—captures association between words indirectly

49
Q

SD as a measure of association

A

Words high in SD have both more association to other words in lexicon, and stronger levels of association
-high SD words should be relatively more difficult to form new associations

Intro To Cog (10 decks)

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