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PSY270 > Lecture 5: Long-Term Memory > Flashcards

Lecture 5: Long-Term Memory Flashcards

1
Q

What is retrograde amnesia?

A
  • memory loss for events prior to trauma

- recovery usually happens with older memories being retrieved first

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2
Q

What is anterograde amnesia?

A
  • memory loss for events after trauma

- recovery is generally not possible

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3
Q

Describe the case of H.M.

A
  • patient with seizures starting at the age of 10
  • seizures worsened and became intractable so at 27 had surgery
  • bilateral removal of medial temporal lobe
  • intelligence, language, personality, and memory for past events relatively intact
  • lost all ability to form new explicit memories but demonstrated normal implicit learning
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4
Q

What could H.M. remember?

A

PRIMING

  • word completion tasks
  • incomplete pictures

PROCEDURAL TASKS

  • memory for action
  • mirror tracing
  • tower of Hannoi
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5
Q

What was Tulving and Pearlstone’s memory experiment and what did the results suggest?

A
  • subjects presented with a pair of words and had to memorize only one of the pair
  • first showed a list of words and asked to recognize which ones they had to memorize
  • next given an incidental memory task, presenting the first of the pair and asked to remember the second
  • people RECALLED more words than they RECOGNIZED
  • suggests that rather than decay, forgetting is an inability to access information
    i. e. the encoding is off
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6
Q

What is the Ebbinghaus forgetting curve?

A
  • shows how information is lost over time when there is no attempt to retain it
  • showed that while forgetting does occur rapidly over time, at some point some of the information is stored in LTM and is there indefinitely
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7
Q

What types of rehearsal are there?

A
  1. MAINTENANCE
    - keep information active in short-term memory
  2. ELABORATIVE
    - links information from short-term memory with that already in long-term memory
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8
Q

What was the experiment performed by Craik & Lockhart that researched encoding to long-term memory?

A
  • participants saw pairs of words and had to answer if they had the same font, if they rhymed, or if the words had similar meaning
  • when given a surprise quiz on these word pairs later, participants more easily remembered the word pairs in which they had to analyze meaning
    > elaboration technique
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9
Q

What is the isolation effect?

A
  • one item is so unique it sticks out in the memory
  • different from all other memories in long-term memory
  • one cue tells us exactly where to find the information

(also called the von Restorff effect)

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10
Q

How can long-term memory be improved?

A
  • Engage in deep processing (add meaning to meaningless lists)
  • Organize (e.g. categories or hierarchies)
  • Make it personally relevant
  • Generate the information yourself (Slameka & Graf, 1978)
  • Use imagery
  • Use interactive images
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11
Q

Why does forgetting occur for long-term memory?

A
  • retrieval failures highly related to encoding

- information is available but not accessible

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12
Q

What is evidence for retrieval failure from LTM?

A
  • Feeling of knowing
  • Tip-of-the-tongue phenomenon
  • Cued vs. uncued recall
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13
Q

What was Tulving & Thomson’s experiment and what was its relevance to memory processing?

A

PHASE 1 - target words presented with context words

PHASE 2 - recognition task

PHASE 3 - cued recall task using context words from Phase 1

  • subjects recalled more words than they recognized
  • concluded encoding specificity principle is an important factor in memory retrieval
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14
Q

What is the encoding specificity principle?

A

Learning (i.e. memory) is better when the context at encoding matches the context at retrieval

  • Context dependent learning (ESP)
  • State-dependent learning
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15
Q

What is declarative memory?

A
  • explicit
  • memories we know we have, retrieved and reflected on consciously
  • facts (semantic) and events (episodic)
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16
Q

What are examples of explicit memory tasks?

A
  • serial recall
  • free recall
  • cued recall
17
Q

What are examples of implicit memory tasks?

A
  • priming
  • procedural tasks
  • incidental
18
Q

What is non-declarative memory?

A
  • implicit
  • memories in our subconscious,
  • skills and habits, priming, simple classical conditioning, nonassociative learning
19
Q

What is a mnemonic?

A
  • active strategic learning device or method
20
Q

What is the advantage of mnemonics?

A
  • material is practiced repeatedly
  • material is integrated into existing memory framework
  • provides a way to retrieve material
21
Q

What is the method of loci technique?

A
  • envision a place you know intimately and can “search” procedurally
  • place the items that you want to remember in this memory location
22
Q

What is the peg word mnemonic?

A
  • a prememorized set of words serves as a sequence of mental “pegs” onto which the to-be-remembered material can be “hung”
  • relies on rhyming words + mental pictures
23
Q

What three principles allow mnemonics to work so well?

A
  1. Structure for acquiring the information.
  2. Associations with visual images/rhymes/etc. and rehearsal creates durable and distinctive memories.
  3. Gives cues for recall.
24
Q

What is metamemory?

A
  • knowledge about one’s own memory, how it works or fails to work
  • memory involves both monitoring (knowing how well we’re doing) and self-regulation (finding ways to improve memory)
25
Q

What was Rundus’s memory experiment and what were the results?

A
  • Rundus had people learn 20-item word lists
  • compared the number of times the words were rehearsed aloud v. likelihood they were remembered
  • found that people tend to remember front and back end of list (i.e. primacy and recency effect)
    > former because it was repeated more often
    > latter because it was recall from short-term memory
26
Q

Describe the relearning task.

A
  1. Original learning: Learn list items to some accuracy criterion (i.e. get at least 35/40 words)
  2. Delay
  3. Learn the list a second time
  • measuring how many times relearning had to occur a second time
    i. e. measuring the “savings”
27
Q

What is the self-reference effect?

A
  • memory better for information that you relate to yourself
28
Q

What is the generation effect?

A
  • information you generate or create yourself is better remembered than information provided for you
  • more likely to occur with free recall
29
Q

What is the enactment effect?

A
  • memory is better if you did it yourself as compared to watching someone else do it
30
Q

What was Bower et. al’s memory experiment and what did it show about long-term memory?

A

Condition 1: Organized trees of words with list headers
Condition 2: Disorganized trees, headers had nothing to do with presented items

Higher accuracy in Condition 1 (near 100%) compared to Condition 2.

  • shows that the structur of information as stored in memory (i.e. the organization) mattered to recall
31
Q

What is the dual-coding hypothesis?

A
  • non-abstract words can be encoded into the memory twice: once verbally and once visually
32
Q

What was Thorndike’s theory of forgetting?

A
  • decay theory

- memories fall under law of disuse (memories are strengthened if repeated and weakened if not)

33
Q

What is the problem with decay theory of forgetting?

A
  • time doesn’t cause forgetting but all the things that happen between learning and recall (i.e. interference)
  • some things people just never seem to forget
34
Q

What is memory consolidation?

A
  • more permanent establishment of memories in neural architecture
35
Q

What is the part-set cuing effect?

A
  • people remember less if you give part of a memory set than if you just let them recall it by themselves
  • theorized that it disrupts the retrieval plan that’s normally used
36
Q

What is the HERA model?

A

Hemispheric Encoding/Retrieval Assymmetry model
- different parts of the brain are involved in different types of memory processing

  • Left frontal lobe more likely to be involved in retrieval of semantic memories and encoding of episodic memories
  • Right frontal lobe is more likely to be involved in the retrieval of episodic memories
37
Q

What is rehearsal?

A
  • deliberate recycling or practicing of information in the short-term store

PSY270 (10 decks)

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