Lecture 5 Flashcards

Question

repetition priming

Answer 1

a form of implicit memory, whereby classification or identification of a stimulus is improved by prior presentation of the same stimulus

Answer 2

learning that occurs when a neutral stimulus (e.g., a tone) becomes associated with a stimulus (e.g., food) that naturally produces a behaviour.

Answer 3

§ Memory loss for events after amnesia Typically does not recover

Answer 4

□ Seizures started at 10, perhaps having smtg to do with his bike accident □ By 27, they became intractable: so severe no medication helped, would happen multiple times a day □ Bilateral removal of medial temporal lobe in 1953 □ Successfully treated seizures Intelligence, language, personality, and memory for past events relatively intact

Answer 5

® Complete loss of ability to form new memories ® Loss of memory consolidation ® Had lost all ability to form new explicit memories but demonstrated normal implicit learning ® Didn't understand his new home when he moved to an assisted living home ® Didn’t understand his parents passed away, and learned it for the first time every day Didn’t remember he was aging; thought he was 27 and would see pictures of himself and not recognize himself

Answer 6

® Priming ◊ Word completion tasks despite not remembering reading the list ◊ Image completion despite not remembering seeing it for the first time ® Procedural tasks Memory for action ex. mirror tracing even though no memory of being able to do it for the first time

Answer 7

○ Occurs at the neuronal level and is fast-acting We now know that long-term potentiation increases the sensitivity of post-synaptic neurons by causing structural changes

Answer 8

○ Involves multiple brain structures and can take decades ○ Formation of long-lasting stable memories requires more than a local cellular response Medial temporal lobe is particularly important for systems consolidation

Answer 9

§ Is hippocampal-dependent, but retrieval is hippocampal-independent Hippocampus binds information across different cortical areas- over time, cortical connections are strengthened

Answer 10

§ Like the standard model, it is hippocampal-dependent for consolidation and hippocampal-independent for retrieval, but for semantic memories only § Unlike the standard model, it is hippocampal-dependent for consolidation and retrieval of episodic memories ○ Each time memory is reactivated, hippocampus "points" to active cortical regions - the more overlap across time, the stronger the memory Hippocampus is important for binding information in time and space

Answer 11

Occurs when a memory is reactivated but over a much shorter time course

Answer 12

- Is generally believes that episodic memories become semanticized when hippocampus is not involved in storage or retrieval Although there is behavioural evidence of semanticization of episodic memories, individuals with developmental amnesia provide support for a processing view of memory

Answer 13

§ Suffered hippocampal damage at 4 Resulted in anterograde amnesia for episodic memory -> semantic memory, language development, school performance and IQ were normal

Answer 14

○ Was an alternative to systems approaches to describing memory Describes the observation that how we encode information affects the likelihood of retrieval, rather than where it is stored or how long it is stored there

Answer 15

□ Participants were not expecting a recall task Were surprised asked to recall

Answer 16

□ Keeps information active in STM Repeating info over and over again

Answer 17

□ Links info from STM with that already in LTM Adding meaning to information

Answer 18

creates meaningful links to LTM

Answer 19

§ Showed two words in diff fonts and asked if they were written in the same font § Showed two words that rhymed and asked if they rhymed § Showed two similar words and asked if they were similar § Were least likely to remember diff fonts, then rhyme and most likely for synonym § Thus, memory is a by-product of the level at which information is processed at encoding

Answer 20

Did not independently define what deep processing is ex. they said deep processing leads to better memory but this is both the definition of deep processing and the results. should've said memory is better after processing for meaning hence deep processing leads to better memory

Answer 21

○ AKA isolation effect or the von restorff effect ○ Different from all other memories in LTM One cue tells us exactly where to find information

Answer 22

□ You know you have the memory but you cannot retrieve it Ex. in a test you read a question you know the answer too but can't retrieve it

Answer 23

○ Forgetting from LTM is often caused by retrieval failures Information is available but not accessible

Answer 24

□ You know the memory is there but can't retrieve all the information Ex. can picture seeing the page of the textbook for the question but can't retrieve it

Answer 25

® Showing a list of words with one letter in bold More likely to remember that letter and word

Answer 26

○ Levels of processing theory predicts that they deeper the processing at encoding, the better the retrieval Learning is better when the context at encoding matches the context at retrieval But, sometimes shallow processing can produce better recall than deep processing

Answer 27

phenomenon where people remember more information if their physical or mental state is the same

Answer 28

® If I'm drunk in class, should I come to the exam drunk too? ® Intoxicated at encoding and retrieval is better than just encoding But memory is better if sober at encoding even if drunk at retrieval

Answer 29

memory performance is not only determined by the depth of processing, but by the relationship between how information is initially encoded and how it is later retrieved

Answer 30

® Scuba divers learned word lists on land and in water ® Memory scores are best when encoding and retrieving in water Environment was a cue for remembering even though words were unrelated

Answer 31

the storage and retrieval of memory are influenced by the environment in which it was learned or remembered

Answer 32

§ Provide evidence that causes problems for levels of processing theory § Phase 1 □ Target words presented with context words ® Ex. Train - BLACK

Answer 33

□ Participants recalled more words than they recognized □ Recognition in phase 3= 24%, recall in phase 4= 63% Can conclude the encoding specificity principle is an important factor in memory code

Answer 34

§ Phase 2 □ Free association task □ Given new words and told to write first word they thought □ Hoped that they would write recall target words even though not told to

Answer 35

§ Phase 3 □ Recognition task using self-generated items from phase 2 □ Look at words they wrote down and circle the ones they remember being target words from phase 11

Answer 36

§ Phase 4 □ Cued recall task using context words from phase 1 Train - _

Answer 37

- Engage in deep processing (add meaning to meaningless lists/information) Organize - make it personally relevant - Generate the information yourself - Use imagery - Use interactive images

Answer 38

§ Students organizing information using hierarchy/categories § 72 items to remember Over 4 trials, participants in hierarchy remembered all 72 items while participants without this remembered only half

Answer 39

§ We think as more important More likely to remember

Answer 40

§ Showed participants either full words or full word and half word □ Ex. king-crown and king-cr Those who generated crown themselves were more likely to remember later

Answer 41

Image of wearing bread shoes instead of a photo of bread and a photo of shoes

Answer 42

- Levels of processing and encoding specificity help explain why distributed practice leads to better memory than massed practice - More likely to engage in elaborate coding due to alternate strategy use Increased number of cues available to use at recall

Answer 43

§ Spreading info over time Ex. 2 hours 4 days in a row

Answer 44

§ Info all at once Ex. 8 hours in one day