Lecture 6 Flashcards
1
Q
Types of LTM
A
Declarative:
- Facts
- Events
- Medial temporal lobe
Non-declarative:
- Priming
- Procedural
- Associative learning
- Non-associative learning
2
Q
Memory trace
A
A mental representation of a previous experience
3
Q
Where are our memories?
A
- PFC = role in non-declarative
- Basal ganglia = non-declarative
- Medio temporal lobe = hippocampus and amygdala for both declarative and non
4
Q
Hippocampus and taxi drivers
A
- Question = do memory skills alter hippocampus?
- Found more activation when asked to recall route -Activation gets more longer you are taxi drive –< learning alters brain
- Greater grey matters in posterior (navigation) and less in anterior (visa-spatial information)
Criticism:
-Could be due to driving changing the brain
5
Q
Schematic processing principle
A
- Memory = interaction between event and schema
- Schema congruent = your schema and what you see match
- Schema incongruent = schema and what you see don’t match
- Schema irrelevant e.g. what colour were waiters eyes
6
Q
Rationalising a schema
A
Making it in line with own expectations
7
Q
Autobiographical memory
A
- Recency effect = more memories in last 5-10 years
- Reminiscence bump = most memories between 15-25
- Childhood amnesia = no memories before age 3
8
Q
Explanations for childhood amnesia
A
- Freud: repression of sexual feelings towards parents
- Neurological: e.g. hippocampus and frontal lobes still developing
- Language development
- Emerging cognitive self - self recognition at around 18 months
- Multi-component
9
Q
Cross cultural differenced in childhood amnesia
A
- Average age of 1st memory is 3.8 for US and 5.4 for Chinese –> More elaborate and emotional memories for US participants
- Related to how mothers talk to children –> more individual emphasis in the US
10
Q
Reminiscence bump views
A
- Neurological view = brain peaks –> neither maturing or declining
- Identity formation view = time of important decisions and life narrative –> sense of identity
- Cognitive view = primacy effect = better memory for first time events and less proactive interference
11
Q
Accuracy of autobiographical memory study
A
- Questioned students before and after exams
- If they had better mark than expected they said number of hours studies was the same but were more likely to say mark was important
- If worse than expected, claimed they did less work and claimed grades unimportant
12
Q
Flashbulb memories
A
-Vivid memories for surprising events relatively resistant for forgetting e.g 9/11
13
Q
Memory and the law
A
- Many convictions due to misidentification and mistaken EWT
- Cross racial identification harder than inter-racial
Cross-race effect experiment:
- White-white was better than white-black
- Due to expertise hypothesis = more experience distinguishing faces of same race
- Social cognitive hypothesis = more thorough facial processing of faces in their own race
14
Q
Factors that affect EWT
A
- Perceptual stage: darkness, distance, duration, lighting
- Encoding stage: Stress, violence, Yerkes-Dodson law, weapon focus
- Storage stage: time (decay, interference), forgetting curve (sharp drop within 20 mins, continue forgetting till levels out 2 days after event), unconscious transference = correctly recognise face but assign incorrectly to perpetrator
- Retrieval stage: leading questions, expectations and misremembering, car crash experiment
15
Q
Eyewitness identification
A
- Composite sketch:
- -> Recall
- -> People are bad at describing faces
- -> Better with more sketches morphed into one
- Mugshots:
- -> Recognition
- -> Tendency to pick wrong person
- -> When picked incorrectly less likely to pick out perpetrator if then seen
Line ups:
–> Based on actual memory and relative judgment
