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neuropsych > lesson 15 > Flashcards

lesson 15 Flashcards

1
Q

working memory

A

a cognitive system with a limited capacity that enables us to store different types of items (objects, numbers, verbal and perceptual itams) for a short period of time and simultaneously to manipulate and modulate them to organize and perform complex tasks (reasoning and decision making), regulate behaviors and emotions, and pay attention in the moment

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2
Q

The Working Memory Model (Baddeley, 2012)

A

The Phonological Loop, Visuospatial Sketchpad, Central Executive System, Episodic buffer

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3
Q

The Phonological Loop

A

includes the phonological store and the articulator control process –> receives and rehearses acoustic input

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4
Q

The Phonological Loop includes

A

Includes brain areas that process what we hear and rehearse what we are going to say

Example: memorize a phone number or set of words

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5
Q

how can the phonological hold visual information

A

Can also hold visual information that is turned into semantic information in working memory

Example: looking at a road sign –> can turn visual information into auditory infor by repeating the meaning of the sign in your head

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6
Q

Visuospatial Sketchpad

A

refers to the ability to temporarily hold and process visual and spatial information, as well as the location/speed of objects in space

Example: map from your house to best friend’s house – seeing a top-down map with a line across each road to get there, can hold colors, shapes, and haptic information

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7
Q

what is the capacity of the phonological loop

A

Limited capacity – can remember a sequence of digits (short) but would have difficulty remembering a longer one

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8
Q

what is the capacity of the Visuospatial Sketchpad

A

Limited capacity

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9
Q

Central Executive System

A

involved in higher-order computations (decision, monitoring, planning, etc.), primarily responsible for integrating information from different sources

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10
Q

what does the central executive system also do

A

Also selects and controls the lower-level subsystems (visuospatial sketchpad, etc), increasing the amount of information that can be held

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11
Q

Episodic buffer

A

responsible for retaining information from the different systems (somatosensory, spatial and verbal domains + LTM) to connect them in a single “multi-modal” code and episodic representation

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12
Q

what is the capacity of the episodic buffer

A

Limited capacity

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13
Q

the three short-term stores are connected to what

A

The three short-term stores are bidirectionally connected with LMT

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14
Q

what are the three short-term stores

A

The Phonological Loop, Visuospatial Sketchpad, Episodic buffer

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15
Q

when does information reach working memory

A

information only reaches working memory if it is given attention – without attention, the information decays (decay theory)

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16
Q

neural correlates for working memory

A

Widespread network, mainly fronto-parietal

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17
Q

neural correlates phonological loop

A

= language = broca’s/parietal areas

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18
Q

neural correlates visuospatial sketchpad

A

= dorsal

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19
Q

neural correlates Central executive system

A

= prefrontal areas

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20
Q

how is working memory usually measured

A

Usually measured by a dual-task paradigm

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21
Q

N-Back task

A

the subject is presented with a sequence of stimuli, and the task consists of indicating when the current stimulus matches the one from n steps earlier in the sequence – the load factor n can be adjusted to make the task more or less difficult

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22
Q

how does the N-Back task work

A

4 levels of increasing working memory load (from 0 to 3-back)

Stimuli are letters and participants must respond when the letter matched the target (an X for n = 0, the immediately previous letter from n = 1, two or three letters back for n = 2 and n = 3 back, respectively)

Letter choice (accuracy), errors and reaction time are recorded

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23
Q

what does the N-Back Task estimate

A

Estimate of cognitive load

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24
Q

Paced Auditory Serial Addition Task (PASAT)

A

subjects must listen to a sequence of digits (1 – 9) every 3 seconds and are asked to add the number they just heard with the number they heard before

Versions with numbers presented every 2 seconds also available

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25
Q

what does PASAT involve

A

Challenging task that involves working memory, attention and arithmetic capabilities

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26
Q

what is PASAT commonly used for

A

Commonly used for traumatic brain injury and multiple sclerosis

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27
Q

memory

A

memory is the cognitive function that enables us to…

Record

Acquire

Retain

Retrieve information

28
Q

Multi-store model – Atkinson and Shiffrin (1968): Phrases

A

Encoding, Consolidation, Storage, Recovery

29
Q

Encoding

A

recording and processing of the input in the sensory buffers

30
Q

Consolidation

A

generation of a representation over time

31
Q

Storage

A

maintaining a permanent representation

32
Q

Recovery

A

generation of a representation or behavior based on the information stored

33
Q

Sensory memory

A

brief mental representation of a sensory information, from sensory cortices and persisting few hundred milliseconds (ms)

34
Q

when will trace for sensory information reach consciousness?

A

Trace will not reach consciousness until voluntary attention is paid

35
Q

Mismatch negativity (MMN)

A

is an auditory event-related potential (ERP), evoked by a variation of a repeated sounds – occurs ~ 150-200 ms after stimulus

36
Q

Short-term memory (also known as primary/active memory)

A

the capacity to store a small amount of information in the mind and keep it readily available for a short period of time

37
Q

what happens after short-term memory

A

After that limited period, information may be forgotten or transferred to long-term memory

38
Q

what type of information can be stored

A

Auditory-verbal (phonological), auditory non-verbal (non-significant sounds), visuo-spatial, olfactory, somatosensory, proprioceptive, emotional, etc.

39
Q

STM has limited capacity in:

A

duration and quantity

40
Q

STM duration

A

around 20/30s

41
Q

how can the duration of STM storage be increased

A

The duration of storage can be increased by implementing strategies; some information can last in STM for up to a minute but most information spontaneously decays quite quickly, unless you use rehearsal strategies such as saying the information aloud or mentally repeating it

42
Q

what happens if don’t apply strategies for STM to LTM

A

If don’t apply these strategies, the information will be forgotten

43
Q

quantity of STM

A

an early quantification of the capacity limit associated with STM was the “magical number seven” +/- 2 stimuli suggested by Miller in 1956

44
Q

what is the claimed the information-processing capacity of young adults

A

is around 7 elements, regardless of type of stimulus (digits, letters, words, or other units)

LATER research revealed this number depends on the category of stimulus used (e.g. span may be around 7 for digits, 6 for letters, and five for words)

45
Q

how might quantity for STM also be influenced

A

May ALSO be influenced by effect as length, familiarity, semantic similarity (e.g. attentional span is lower for longer words than short words

46
Q

Phonological (or Verbal) Short-Term Memory

A

short-term memory store (STS), phonological output, and phonological recoding

47
Q

Auditory input has direct access

A

to the phonological short-term memory store (STS)

48
Q

how is information maintained in the STS

A

rehearsal

49
Q

what does the rehearsal process allow for

A

The rehearsal process allows the information to circulate form the STS to the phonological output buffer

50
Q

what is the phonological output buffer

A

part of the system that produces language (requires sub-vocal repetition

51
Q

what is rehearsal also needed for

A

Rehearsal is also needed to translate visually presented information (written words) into phonological information (through grapheme-phoneme conversion)

52
Q

Word length effect

A

easier to remember a longer list of short words than longer words

53
Q

The phonological similarity effect

A

words that are phonologically similar are more easily mied up than phonologically different words

54
Q

Articulatory suppression effect

A

if you ask a healthy participant to repeat irrelevant information while trying to remember target items you prevent the rehearsal process which leads to:

Reduced STM capacity

Abolished effect of word length (for both visual and auditory presentation)

Abolished effect of phonological similarity (visual presentation only)

55
Q

Visual Short-Term Memory/Visuo-spatial Sketchpad

A

refers to ability to temporarily hold online visual and spatialinformation – updated depending on the relative position between us and external objects between us and external objects

56
Q

neural correlates for Visual Short-Term Memory/Visuo-spatial Sketchpad

A

Depends on temporo-occipito-parietal areas lateralized on the right

57
Q

Patients with phonological STM deficits show

A

Reduced span of immediate recall for auditory-presented stimuli

Reduced ability to comprehend long and complex sentences (relatives)

Difficulty in learning new (foreign) words

Difficulty in remembering digits in the correct order

Difficulty in doing mental arithmetic operations

No “recency effect”

58
Q

Aetiology of STM deficits

A

Cerebrovascular lesions, tumors, brain injury, neurodegenerative diseases (e.g. Parkinson’s), psychiatric pathologies

59
Q

recency effect

A

last stimuli presented are better remembered

60
Q

primary effect

A

first stimuli presented are better remembered –> LMT

61
Q

Patients with reduced visuo-spatial short-term memory may show

A

impairment in learning new paths

62
Q

STM deficits are independent of

A

These deficits are independent of those of LTM:

Reduced STM does not compromise LTM

Amnesic patients do not show a reduction in STM

63
Q

How to test STM

A

immediate recall tests

64
Q

span capability

A

i.e. the length of the sequence of items that can be repeated while maintaining the order of presentations

65
Q

what do immediate recall tests do

A

Tests the span capability

66
Q

what can items of the immediate recall tests be

A

Items can be verbal (verbal span, e.g., digits, letters, words) or non-verbal (visual or visuo-spatial information)

67
Q

visual STM span is test by using

A

Visual stimuli (e.g. matrices/patterns), Visuo-spatial stimuli (corsi block-tapping test, Milner 1971)

neuropsych (25 decks)

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