Long Term Memory

Question 1

The archive of information about PAST events and LEARNED knowledge; the brain’s hard drive

Answer 1

long term memory

Question 2

They type of memory that works closely with short term/working memory, but is more focused on past events, stretching from a few moments ago to as far back as one can remember; more recent memories tend to be more detailed

Answer 2

long term memory

Question 3

Memories are not created equally. The distinction between short-term and long-term memories and how likely people are to remember certain things can be measured by the _____________ (3).

Answer 3

serial position curve

Question 4

Two effects found on the serial position curve:

Answer 4

primacy effect, recency effect

Question 5

Memory better for stimuli presented at the beginning

occurs because participants have more time to rehearse the earlier items, and experienced less interference encoding them, making it more likely to enter LTM

(like how I can only remember the first part of Ebenezer Bleezer’s Ice Cream Store poem; I rehearsed the first part more)

Answer 5

primacy effect

Question 6

Serial position effect; less rehearsal nearing the ends of a list because:

Answer 6

too much interference

Question 7

Memory better for stimuli at the end of the list

Occurs because stimuli was still active in the short-term memory at the point the participants’ memory was tested; introducing a delay can eliminate this effect

Answer 7

recency effect

Question 8

Form in which stimuli is represented in memory

Answer 8

coding

Question 9

Most common form of coding in short term memory

Answer 9

auditory

Question 10

Most common form of coding in long term memory:

Answer 10

semantic coding

Question 11

visual coding STM vs. LTM example:

Answer 11

STM: closing my eyes and picturing the flowers in front of me
LTM: picturing the beach and pool in Mexico from my trip in August

Question 12

Auditory coding STM vs. LTM example:

Answer 12

STM: Recreating the melody I just heard in the song I’m listening to right now in my head (Plastic Beach - Gorillaz)

LTM: Recreating the melody of a song I’ve listened to many times before that’s now stuck in my head (Love Story - Taylor Swift; I’ve listened to it since I was 5)

Question 13

STM vs. LTM semantic coding example:

Answer 13

STM: thinking about what the conversation I’m having means; analyzing the person’s words
LTM: recalling the plot of sleeping beauty or demon slayer or bojack horseman or literally any show I’ve watched in the past

Question 14

when information learned previously interferes with learning new information

Answer 14

proactive interference (past messes you up)

(Like how I would put “le” in Chinese when I wasn’t supposed to in Chinese school in elementary because I was learning French at the same time.)

Question 15

When new learning interferes with remembering past/old learning.

Answer 15

retroactive interference

(New info rewrites past learning oops)

Question 16

Study had participants encode words from various categories; items were chunked in the same category in the controlled condition (eg: apple, banana, pear -> all fruits; next trial would be peach, mango, raspberry)

Reduction in performance for successive items from the same category could be interpreted as proactive interference.

It’s easier to mix up fruits with fruits and fruits with non-fruits because there’s less of that clear distinction in a way.

What study is this?

Answer 16

The Wickens Semantic Encoding Experiment

Question 17

What did the Wickens Semantic Encoding Experiment Study?

Answer 17

The effects of Proactive interference and how to remove it

Question 18

In the Wickens experiment there was a condition in which items from distinctly different categories were presented. The first group would be items of fruits, the next group would be items of professions, etc.

Having clear distinctions in the groups of items boosted memory performance and allowed for less mix up with items from previous categories, showing that:

Answer 18

proactive interference can be reduced

Question 19

If a distinction of your memory of some knowledge isn’t sharp in your mind and your memory isn’t organized, susceptible to what type of interference

Answer 19

proactive

Question 20

Wickens experiment sandwiching two groups of professions between two groups of fruits (the fruit groups are separated by the professions in the middle)

Which was more accurate, fruit recalling or profession recalling and why?

Answer 20

Fruit recalling was more accurate because since they were seen as more distinct separated categories of fruit, people could recall them more accurately.

However, the profession groups were presented consecutively, making the participants more susceptible to proactive interference and mixing the trials up since all the professions might blur together.

Question 21

Using neuroscience and brain functions/activity to understand psychology

Answer 21

neuropsychological approach

Question 22

The ________ in the brain is essential for encoding new long-term memories.

Answer 22

hippocampus

Question 23

_______ (2) are evident between STM and LTM but they do interact at times; not completely separate

Answer 23

double dissociations

Question 24

Henry Molaison had his hippocampus removed and he couldn’t form new __________ (3).

Answer 24

Long-term memories

Question 25

KF on the other hand, had impaired _______ but intact ______. He was able to retrieve previously encoded information, but not newly encoded information.

Answer 25

impaired short term memory, intact long term memory

Question 26

2 branches of long term memory:

Answer 26

explicit and implicit

Question 27

Two types of explicit (conscious) memory

Answer 27

episodic (personal events) - I ate eggs today Semantic (facts, knowledge) - 2 + 2 = 4

Question 28

3 ways implicit (unconscious) memory is activated:

Answer 28

procedural memory priming conditioning (PPC)

Question 29

Conscious memory for personal events; involves mental time travel, not guaranteed to be super accurate, and multidimensional in nature - those were the days…

Answer 29

episodic memory

Question 30

memory that includes sensory, emotional, and contextual details, etc. would be considered __________ in nature.

Answer 30

multi-dimensional

Question 31

memory for facts and general knowledge

Answer 31

semantic memory (No mental time travel because you didn’t experience the thing, it’s just general knowledge)

Question 32

An autobiography would be an example of people COMBINING the explicit memory subtypes; ________ memory to recall facts from their life (“eg: I grew up in Edmonton in a large house with a park down the street”), and _________ memory to reminisce and reflect on those events (“I felt like it was a comfortable city to live it, but I always wanted to explore more.”)

Answer 32

semantic memory - recall facts episodic memory - recall personal events, experiences, emotions (multidimensional mental time travelling)

Question 33

Episodic and semantic memory can be combined but separated they show a ____________.

Answer 33

double dissociation (there can be overlap but retrieving semantic memories and episodic memories generally use different areas of the brain)

Question 34

Acquiring knowledge may start as episodic but then fade to just facts or _________. Semantic memory can be enhanced by _________ details.

Answer 34

semantic episodic

Question 35

Memory of specific experiences, including both semantic and episodic aspects

Answer 35

autobiographical memory

Question 36

Semantic memories that have personal significance; facts from our own lives

Answer 36

Personal semantic memory (really creative name)

Question 37

________ (2) memory can influence what we experience by determining what we attend to and then what we decide to do.

Answer 37

personal semantic

Question 38

Forgetting _________ with longer intervals from the original encoding (Increases or decreases)

Answer 38

increases - longer time ago, more likely to forget

Question 39

the procedure used to measure familiarity and recollection; implicit gut feelings

Answer 39

remember/know procedure

Question 40

3 possible responses/outcomes of the remember know procedure + describe:

Answer 40

1. remember response: stimulus familiar, remember encounter (remember everything) 2. know response: stimulus familiar (you know the fact), don’t remember encounter 3. don’t know response: don’t remember stimulus at all

Question 41

remember/know procedure response: remember response

Answer 41

recognize stimulus, remember where you encountered it

Question 42

remember/know procedure response: know response

Answer 42

stimulus familiar and recognized but you don’t know where you encountered/learned it from

Question 43

remember/know procedure response: don’t know response

Answer 43

don’t know stimulus, don’t know where you were supposed to have encountered it

Question 44

Loss of episodic details for remote memories

Answer 44

Semanticization - basically getting over stuff

Question 45

memories of long-ago events

Answer 45

remote memories

Question 46

Unconscious memory

Answer 46

implicit memory Non-declarative memory

Question 47

memory for actions/skills

Answer 47

procedural memory

Question 48

prior exposure to a stimuli changes a subsequent response

Answer 48

priming

Question 49

pairing a neutral stimulus with a reflexive response (to make that response unnatural or “_______”)

Answer 49

conditioning conditioned

Question 50

Memory for actions; no memory of where or when it was learned, perform procedures without being consciously aware of how to do them, just natural now (like walking)

Answer 50

Procedural memory

Question 51

Henry Molaison could not form new long term memories due to the removal of his hippocampus, but he could still learn new skills without explicitly remembering how or where he learned the skill due to:

Answer 51

procedural memory

Question 52

Unconscious, automatic nature of doing an action

Answer 52

automaticity

Question 53

Expertise in a skill may results in it being carried out with such a degree of automaticity that the individual performing the action doesn’t even remember doing it / no recollection of what actually happened.

Answer 53

expertise-induced amnesia (being so good at doing something that doing it is like breathing to you)

Question 54

the presentation of a stimulus affects performance when it is presented again

Answer 54

Repetition priming

Question 55

processing something without trying to memorize it

Answer 55

incidental processing

Question 56

incidental processing first - rate how much they liked this list of words; after a delay, test participants on either how much they recall (explicit memory assessment) or on word stem completion (implicit memory assessment) What study is this?

Answer 56

Graf’s Repetition Priming Implicit Memory Study

Question 57

Graf’s implicit procedural memory tested on 3 groups: Findings?

Answer 57

amnesiacs - explicit memory impairment but not implicit impairment regular inpatients (no amnesia or alcoholism) alcoholics - could recall stuff - *amnesiac patients did as well as the other patients on the implicit memory test (completing three letter word stems)

Question 58

completing word stems would be an example of an _________ memory test and example of __________

Answer 58

implicit PRIMING

Question 59

What did Graf’s study on amnesiacs, average inpatients, and alcoholics find?

Answer 59

implicit memory can remain intact even when explicit memory is compromised

Question 60

Incidental processing is used in the process of

Answer 60

priming

Question 61

the tendency to like things we have already been exposed to

Answer 61

mere exposure effect

Question 62

we tend to deem statements as true if we’ve read or heard them before

Answer 62

propaganda effect (low key me on tests except that’s because of studying, the propaganda effect is due to incidental processing)

Question 63

Incidental processing effects (2):

Answer 63

mere exposure effect propaganda effect

Question 64

Behaviour that is mediated by a procedural memory has undergone _____________ (2). Snoopy example:

Answer 64

classical conditioning The sound of the can opening has conditioned Snoopy’s stomach to feel hungry.

Question 65

____________ conditioned responses can affect behaviour without conscious awareness.

Answer 65

classically

Question 66

Activation/retrieval of conditioned responses may also lead to activity in explicit memory systems implicit memory may lead to explicit memories Example?

Answer 66

- feeling hungry after seeing a commercial for a restaurant for some reason, then realizing you’ve eaten there before - hearing a song and not realizing why you feel uneasy, then realizing and remembering it was your ex’s favourite song

Question 67

Acquiring information and transforming it into memory

Answer 67

encoding

Question 68

transferring long term memory to short-term for actively thinking about it

Answer 68

Retrieval

Question 69

Processes acting on/affecting information in short term memory/working memory

Answer 69

control processes

Question 70

repetition of stimuli that maintains information but does not transfer it to LTM

Answer 70

maintenance rehearsal

Question 71

using meanings and connections to help transfer information to LTM

Answer 71

elaboration rehearsal (like i did with Douma and the condition of alexithymia)

Question 72

Encoding -> Retrieving -> Consolidating This process gets information into:

Answer 72

long term memory (LTM)

Question 73

Levels of processing theory (2 levels) + describe

Answer 73

Shallow processing - little attention to meaning, superficial, poor memory (eg: skimming over textbook) Deep processing - close attention to meaning, better memory (eg: listening and connecting to an engaging lecture

Question 74

Assuming whatever method produces better memory performance must have done so because it involved deeper levels of processing; explaining memory based on levels of processing where levels of processing is based purely on memory performance - this MUST be because of this because of this

Answer 74

circular reasoning in levels of processing

Question 75

3 cool ways to benefit encoding (not necessarily just deep levels of processing, but effective):

Answer 75

1. Linking words to yourself, making it personal 2. Visual imagery 3. Generating information

Question 76

MORE beneficial factors found to benefit encoding (3):

Answer 76

1. organizing information 2. relating words to survival value 3. Retrieval practice

Question 77

All cool encoding techniques (6):

Answer 77

1. Making it personal - linking words to self 2. Visual Imagery 3. Generating Information 4. Organizing information 5. Relating words to survival value 6. Retrieval practice MVGORR

Question 78

3 general categories for the 6 encoding techniques:

Answer 78

1. Making connections 2. Active creation 3. Organization (imagery, recall, repetition - mental framework)

Question 79

Testing yourself while studying rather than rereading helps you do better. This is called the:

Answer 79

Testing Effect

Question 80

Many memory failures have to do more with _______ failures than encoding failures

Answer 80

retrieval

Question 81

__________ is better than free-recall, and is most effective when created by the person using them

Answer 81

cued-recall (wow look at me making cue cards)

Question 82

Retrieval is better when the encoding is ___________ and contextual

Answer 82

specific

Question 83

If learning is associated with a particular internal state, better memory if state at encoding matches state during retrieval. If you study happy you’re more likely to retrieve what you studied if you’re happy while doing the test. This is called (3):

Answer 83

state dependent learning

Question 84

Phenomenon where the results of a memory task will be better if the type of processing used during encoding is the same as the type during retrieval. (3)

Answer 84

transfer-appropriate processing

Question 85

Better performance on a rhyming test when words were encoded in the study phase based on the way they sound rather than their meaning was due to ____________ (3).

Answer 85

Transfer-appropriate processing

Question 86

Rereading can result in greater fluency and greater feelings of familiarity, but this doesn’t necessarily translate to better memory. this is called the:

Answer 86

illusion of learning

Question 87

Distributed practice more effective than massed practice take breaks don’t cram well I’m cramming now so whatever

Answer 87

Testing yourself after a break is better than testing right after because it eliminates the recency effect.

Question 88

Transforming new memories from a fragile state to a more permanent one

Answer 88

consolidation

Question 89

Consolidation happening at synapses, happens rapidly

Answer 89

synaptic consolidation

Question 90

gradual reorganization of circuits in the brain, happens slowly

Answer 90

systems consolidation

Question 91

studying in chunks may make you perform better because within those breaks, you are _________ new memories

Answer 91

consolidating

Question 92

Learning and memory is represented in the brain by physiological changes at the synapse. This is called

Answer 92

synaptic consolidation

Question 93

Enhanced firing of neurons after repeated stimulation - produces structural changes and enhanced responding within the process of synaptic consolidation “Neurons that fire together wire together” This is called:

Answer 93

Long-Term Potentiation (LTP)

Question 94

In the ________ model of consolidation, retrieval initially depends on the hippocampus

Answer 94

standard

Question 95

The hippocampus REPLAYS neural activity associated with memory during INITIAL RETRIEVALS, assisting with shaping connections associated with memory. This is known as what model?

Answer 95

standard model of consolidation

Question 96

According to the standard model of consolidation, the hippocampus is no longer needed to retrieve __________ memories

Answer 96

crystallized

Question 97

Loss of memory for events prior to trauma (head trauma)

Answer 97

retrograde amnesia (think retro; before)

Question 98

loss of memory for events after trauma (head trauma)

Answer 98

anterograde amnesia

Question 99

Memory for recent events is more fragile than for more distant events (presumably relates to consolidation). This is known as ________ amnesia.

Answer 99

graded amnesia

Question 100

Model of consolidation proposing that the hippocampus REMAINS INVOLVED int he retrieval of memories from the distant past

Answer 100

Multiple-trace model of consolidation

Question 101

Multiple-trace model of consolidation - involvement of __________ in retrieving distant (episodic) memories

Answer 101

hippocampus

Question 102

When retrieving recent AND remote memories the ___________ and the ___________ is activated.

Answer 102

prefrontal cortex and hippocampus

Question 103

Sleeping after you study helps ________ the information

Answer 103

consolidate

Question 104

Expecting that you will revisit a task/information later results in more effective __________ because you’re mentally prioritizing that information

Answer 104

consolidation

Question 105

Since we interrupt the formation of new memories after head trauma, can we artificially modulate traumatic memories so that people forget them? To test this, Brunnet et. All administered _________ which:

Answer 105

propranolol (pro-pra-no-lol), a beta blocker that reduces activity in epinephrine and norepinephrine, therefore reducing and regulating the stress response

Question 106

In Brunnet’s modulation of traumatic memories and consoildation experiment, he made PTSD patients listen to a description of their traumatic experience (dudes a menace) to reactivate the memory, and were given either _________ or a placebo. What were the results of this experiment when the participants came back a week later to have their traumatic memory reactivated?

Answer 106

propranolol (pro-pra-no-lol) propranolol group had less of a physiological response (reduced heart rate + galvanic skin response), compared to the placebo group Memory reactivated -> changed -> reconsolidated - overwriting memory