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Brain And Cogntion > Long Term Memory? > Flashcards

Long Term Memory? Flashcards

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1
Q

What is encoding?

A

Learning

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2
Q

What component of memory is responsible for consciousness?

A

WORKING MEMORY

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3
Q

What is consolidation?

A

The process whereby the neural trace of a memory is built until it reaches a stable state

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4
Q

What are factors for consolidation

A

Exposure
Intention
depth of processing
Structure of information

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5
Q

What is exposure and is it sufficient enough to ensure encoding?

A

Number of contacts with the object

No, We often cannot remember thing we have been exposed to frequently such as the details of a coin.

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6
Q

Outline Murdock a research into exposure

A

Tested rate of of presentation and of the number items in a list

Methods:

  • list of words
  • list varies in length (10,20,30,40 items)
  • The presentation rate varied from 1s to 2s per item

-free recall

Findings:
Primacy and recency effect occurred but words in middle not accurate

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7
Q

Outline what research into intention and learning have displayed?

A

Only a very small effect of intention on learning but differences depending on level of processing

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8
Q

What does skill acquisition follow?

A

Power law of practice (or learning curve)

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9
Q

What is the equation for power law of practice?

A

RT = B.n(-r) + a

  • a is the asymptotic RT, basically the maximum performance
  • b is the ‘training gain’ : the difference between performance prior to training and after training
  • r is the learning rate, how quickly the learning takes place
  • n is the number of trials
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10
Q

What does memory highly depend on for it to be encoded into LTM?

A

Depth of processing (HOW DEEP IT IS PROCESSED)

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11
Q

What distinctions did Craik and Lockhart find with levels of processing?

A

Shallow processing (superficial) vs Deep processing (activates related knowledge)

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12
Q

What is a important factor about skill acquisition?

A

You need more and more training to keep learning at the same rate

RT as the indicator of performance

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13
Q

What type of learning does the lawn of practice account for well?

A

Perceptual and motor learning.

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14
Q

What two types of interference do we have?

A

Retroactive interference: When a new memory interferes with old information

Proactive interference: When an old memory interferes with new information

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15
Q

What other type of interference can occur?

A

Interference due to the format of the information: Acoustic confusion

-interference due to the semantic content of the information: closely-related concepts

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16
Q

Describe experiments that determine whether acoustic and semantic interferences impair recognition of recently learned items

A

Participants were exposed to lists of eight words

Three conditions:

  • No distractors
  • phonetic distractors
  • semantic distractors
  • Interpolated task designed to control for rehearsal
  • delays varied from 0 to 100s between study and test
  • both phonetic distractors and semantic distractors generates interferences
  • phonetic distractors more efficient in these short periods.
17
Q

Summarise the factors to encode/learn

A

Exposure is not enough

Intention is not enough

Processing is required

Structuring information facilitates learning

Do not get distracted

Motivation matters

18
Q

What is retrieval?

A

The process whereby information in working memory accesses LTM

(Commonly conceived of as transfer of information from one entity (a database of knowledge) to another (a psychological space)

-Neural evidence indicates that it is more about the activation of knowledge above a given threshold

19
Q

What is recognition?

A

Means two know again. Much of perceptual performance depends upon recognition; the ability to match perceptual input with knowledge (mostly unconscious)

Working memory
-request of information (conscious process)

20
Q

Describe a recognition experiment

A

Identification of a present item as known or unknown

  • list of items is presented, participants are asked to memorise the list
  • the presentation of old and new test items. participants have to decide whether the item is old or new
  • measurement of the RT and correctness for each decision.
21
Q

What is better recognition tasks or recall tasks?

A

Performance is better in recognition tasks.

22
Q

After long retention intervals are recognition tasks still well performed on?

A

Yes

23
Q

What problem occurs in recognition tasks?

A

Distractors,

new stimuli are often considered as known stimuli if they are similar to the old stimuli

Events following the critical event can falsify recognition

Recognition performance is high but can easily be deceived

24
Q

What does retrieval of information from memory depend on?

A

Cues

25
Q

What is the encoding specificity principle developed by tilting and Thomson?

A

-Cues present at the time of encoding/learning that are also present during the time of retrieval make forgetting less likely.

26
Q

Tow forms of cues?

A

Context/environment

Sate/ internal

27
Q

Why does our brain reconstruct events?

A

During recall when there are gaps of information stored knowledge will fill in the gaps from schemas.

28
Q

What is the problem with retrieval and reconstruction?

A

-difficulty distinguishing between wether information was retrieved or reconstructed.

29
Q

Describe the procedure of McDermott’s recognition experiment?

A
  • presented word list to participants Which included words involved with sleep (without the word sleep)
  • Recognition test with old words given to them with a new word sleep
  • recognition test given two days later
30
Q

Describe the results of McDermott’s recognition test ?

A

Participants said sleep was on the list.

-activation of the concepts during encoding make it impossible to differentiate it for other concepts activated by the external stimulation

31
Q

What other study supports the idea of reconstruction?

A

Loftus and palmers study on whether verbs in a question can influence answers provided and wether reconstruction occurs.

32
Q

Describe loftus and palmers study

A

A question was provided to participants (did you see broken glass) which is a leading question

-The experimenters describe the car crash in the video with a different verbs.

They found that different percentages of participants who received different verbs reported wether there was broken glass

Conclusion: Misleading information leads to false memories, but participant are confident in their ‘memories’

Same thing was done with speed

33
Q

What is forgetting?

A

Refers to Loss of information or impossibility to access information

34
Q

What is thorndikes law of disuse?

A

Memories fade away or decay gradually if unused.

35
Q

What factors cause decay to occur according to throrndikes law of disuse?

A

Time plays a critical role.

Ability to retrieve information decliners with time after original encoding
Example: forgetting curve
Possible explanation: Normal brain metabolic processes erode memory trace.

36
Q

What are limitations of the decay theory and law of disuse?

A

Time alone does not cause anything

It is processes in time that make things occur

37
Q

What did Jenkins find about memory decay?

A

Time doesn’t influence forgetting

Participants who slept during retention interval retained more information and could retrieve it compared to those who didn’t

38
Q

What is memory retrieval used for?

A

Structure the world

It is how we make sense of what we see (perception)

It is the basis of understanding

39
Q

What two mental processes depend upon knowledge?

A

Perception and understanding

Brain And Cogntion (14 decks)

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