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Cognition Psychology > Long-Term Memory > Flashcards

Long-Term Memory Flashcards

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1
Q

Whats the classic way of categorising long-term memory?

A

Declarative Memory
- Episodic memory
- Semantic memory
This distinction isnt as clear is at seems, they influence each other
Nondeclarative Memory
Procedural Memory
Priming
Simple classic conditioning
Habituation sensitization

  • Is consciousness the only way to distinguish different kinds of LTM?
  • Different LTM memories stored in different parts of the brain
    There is evidence that there is more overlap
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2
Q

Mnemonic device

A

A method to help remembering things
- Use of visual imagery and memorized locations
To help with recall

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3
Q

Why is mnemonics effective?

A
  • Gives structure to learning
  • Offer different types of associations
  • Providing cues for retrieval of info
  • Needs to be done correctly
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4
Q

Amnesia

A

Loss of memory capacities caused by brain damage or illness

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5
Q

Retrograde amnesia

A

Loss of memory before onset of amnesia
- Can form new memories
- Uncommon

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6
Q

Anterograde amnesi

A

Unable to form new LT memories after onset of amnesia

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7
Q

Korsakoff amnesia syndrome

A
  • Retrograde and anterograde amnesia
  • STM functions relatively intact
  • Ability to learn motoric skills
  • Caused by chronic alcohol abuse
  • No clear onset
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8
Q

Episodic memory

A

Concrete events in a specific context, often time-specific
- Last June, I saw a street performer sing in Stockholm

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9
Q

Who is patient K.C?

A
  • Motorcycle accident
  • Cant remember events
  • Semantic memory intact
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10
Q

Semantic dementia patiens

A
  • Loss of semantic memory
  • Intact episodic memory
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11
Q

What determines how well we remember new information?

A
  • How the information is processed
  • Distinctiveness
  • Relevance
  • Emotions
    Helps to decide what we find important, effects can be seen on fMRIs
    Often more distinct than others
  • Organization
  • Survival
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12
Q

Why do we forget information from LTM?

A
  • Decay
  • Inference
  • Failure to retrieve info du to effective context cues not available
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13
Q

Atkinsons & Shiffrin’s Memory Model - LTM

A
  • Rehearsal of info in STM
    Deliberate or practicing
  • Helps store information permanently into memory
  • Repeating information gives a memory trace
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14
Q

Craik & Lockhart Depth of Processing*

A
  • There are different types of analysis
  • All info get analysed to a degree
  • Shallow analysis - Physical analysis
    Hearing words while daydreaming
  • Deep analysis of the stimulus - Semantic analysis
    Intentional
    Context matters
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15
Q

What are the two kinds of rehearsal?

A

Maintenance rehearsal
- Only repetition, simple and easily forgotten
Elaborative rehearsal
- More complex, meaning of info, helps store something permanently

A bit of a circular argument

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16
Q

How can we test depths of processing?*

A

Manipulation of level of processing followed by unexpected memory test
1. Series of words and task
2. Surprise recognition

  • Easier questions the more shallow the analysis - Structure vs Sentence
  • Use of RT
  • Results are in line with the idea that deeper processing results in better memory performance
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17
Q

Explicit recognition

A

Was this word presented during the study phase?

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18
Q

Implicit recognition

A

Suboptimal word presentation: What word is presented now?

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19
Q

How can we remember things better?

A

By putting more mental effort to the task
- By generating the information yourself
- By enacting the information
Actors do it - cues that helps them remember their lines

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20
Q

Embodied cogntition

A

The body and the mind influences the memory

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21
Q

What are some challenges to depth of processing theory?

A
  • Possible to define specific levels and ahead of time?
  • Use of recognition tasks
    Easier than recall
  • Some studies show that shallow analysis isnt as shallow as they claim
    That info can stay in LTM
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22
Q

Distinctiviness

A
  • Information distinct from other-to-be-learned information
    Highlighting certain words
    Isolating effect- better memory for info that is distinct
  • Encoding distinct from previous encoding
    Irregular grapheme-phoneme correspondence
    How you pronounce some words differently from how you spell it
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23
Q

Organization in storage

A
  • Makes retrieval of information easier
  • We tend to group units together, even when presented randomly
    Not limited to just words
  • Works with rehearsal too
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24
Q

Visual Imagery

A

Mental picture

25
Q

Paired-associate learning

A

Stimulus helps remembering the correct item
- Not an automatic process

26
Q

Dual-coding hypothesis

A

Words + Image enters the memory twice
- An advantage

27
Q

Relevance

A

Better memory for information that was relevant during encoding

  • Better memory on standard recognition tests with semantic level of processing
  • Better memory on rhyme recognition test with phonemic level of processing
28
Q

Ebbinghaus forgetting curve

A

Showed how much time he needed rehears the words he wanted to learn + how much time there has been
- Shows time saved each learning session
- Forgetting more with time

29
Q

Savings score

A

The reduction of trials needed to relearn the words

30
Q

Consolidation

A

The more permanent establishment of memories in the neural architecture
- A process
- Thinking of writing in clay, easy to write over when its not dry
- Older memories more robust
- Hippocampus to neocortex
Memory traces once consolidated

31
Q

Tip-of-the tongue

A

A temporary retrieval failure

32
Q

Decay and Sleep

A

Active delay happens mostly during sleep
- Cleaning up processes during sleep
- Removes memory traces in hippocampus

33
Q

Encoding specify principle

A

More likely to retrieve info from memory if info that is available during retrieval matches the information stored in our memory

  • Context gets stored in our memory too
34
Q

Mood-dependant learning

A

Remembering things because of your mood
- Easier to remember happy memories when youre happy

35
Q

State-dependant learning

A

Easier to remember info in the same state as you got it
- New info when drunk, easier to retrieve as drunk compared to sober

36
Q

Retrieval cue

A

A useful prompt or reminder for the information to be retrieved
- Can be a hinder as well
Part-set cuing

37
Q

Semantic Memory

A

Our general knowledge
Stored in form of concepts

38
Q

Semantic Network

A
  • All concepts that we ever learned are organized
  • Each concept is represented by a node
  • Related concepts are connected
  • Activation from one concept leads to activation of related concepts

The Collins & Quillian model

39
Q

Hierarchical Network

A

There is a hierarchy of concepts in semantic memory
- Its not flexible enough : added connections
Longer lines, more semantically close

  • Assumption of its structure
  • Assumption of the process of retrieving info
    Spreading Activation
40
Q

How to test the semantic network?*

A
  • Sentence verification task
    Yes or No
  • Use of RT
    Shorter lines = Faster RT
41
Q

Is there organization in semantic memory?

A
  • Studies shows that there is
    Quite complex
  • Influenced by many factors
    Hierarchy
    Interaction in the world
    Relatedness
    Embodied
    Emotions
42
Q

Perceptual symbols

A

Build on sensory and motor elements from experiences

43
Q

How does knowledge affect memory retrieval?

A
  • The amount shows difference in memory search and retrieval
  • Easier to learn new things thats related to knowledge you already have
44
Q

Smiths Feature Comparison Model*

A
  • Focuses on semantic features of words
  • There is a priority list
  • Process of retrieval through comparison
    True or false
  • Stage 1 is fast
  • Stage 2 is longer, more deliberate thinking
45
Q

Priming

A

Automatic process

46
Q

Priming within trials*

A

Temporary activation of semantic network leads to facilitation of access to related concepts

Trial 1.
Lexical decision, are both strings words?
Trial 2.
Two unrelated words
Trial 3.
Two related words

Gives evidence for the structure of our semantic memory- Faster responses when words are semantically related than when unrelated
- Both semantic relatedness and expectation plays a role
- There is a hierarchy

47
Q

Prime stimulus

A

A related word will come after - the target stimulus
Bird leads to wings

48
Q

Reconstructive Memory

A

Construct memory from old knowledge with original material
- From Bartlett story

49
Q

Whats the classic view of organization in semantic memory?

A
  • Hierarchy
  • Based of certain rules
50
Q

What are the characteristics of human categories?

A
  • Often loose and fuzzy
    Graded memberships, even for clearly defined categories (whats a more odd number)
  • Central Tendency
    Mental core/center with best member
  • Typicality
    The degree of which we view something to be more typical of a specific category
51
Q

Probabilistic theories on semantic organizing

A
  • Based on our experiences
  • Prototype
    An average of our experiences of that specific unit in that category
52
Q

Exemplar Theory

A

Assumption that each experience, instance or example of members in a specific category
- Use of reference frame

53
Q

Explanation-based theories on semantic organizing

A

Structures we impose on the world to explain what we see
- May not be an objective representation
- Embodied cognition

54
Q

Psychological essentialism

A

Treat members of a category as if they have underlying property or essence
- Problem solving

55
Q

Schemas

A

Well-organized chunks of knowledge
- Vary in degree and complexity
- New info fitting in with the old

56
Q

Scripts

A

Specific type of schema that capture the order in which events or actions occur
- Not many details, based partly on expectations and predictions

57
Q

What evidence is there of scripts?

A
  • Preknowledge helps when e are told about a person
  • We remember atypical events during a normal day
    Something unusual happening at the vets
  • How we judge situations afterwards
    How we remember things
58
Q

Procedural memory

A

Manifested in behaviour, not via conscious memories. Cognitive and sensorimotor habits and skills learned through repetition
- When learning motoric sequences
- Shallow forgetting curve
- Shown in profound amnesia
Typical loss of declarative memory but procedural knowledge or skills are intact

Cognition Psychology (8 decks)

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