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cognitive research > Long-Term Memory Systems > Flashcards

Long-Term Memory Systems Flashcards

Week 3

1
Q

what are the two long term memory systems?

A

declarative memory
non-declarative memory

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2
Q

what is declarative memory?

A
  • Conscious recollection
  • Episodic memories: thing that have happened in our lives
  • Semantic memories: factual knowledge
  • Explicit memory
  • in the Medial temporal lobe & diencephalon
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3
Q

what is non-declarative memory?

A
  • Unconscious:
  • procedural memories: how to do things
  • Priming
  • Implicit memory: may not be aware of, not consciously happening.
  • in the Basal ganglia & Neocortex
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4
Q

what is the breakdown of long-term memory systems?

A

long-term memory splits into declarative memory and non-delarative memory. declaratove memory forms episodic and semantic memories and non-declarative memory forms procedural memory and priming.

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5
Q

what is episodic memory?

A
  • Recollection of events
  • Remember something as a second hand experience.
  • Things that are part of your daily life.
    Where and when personal events occurred
  • Memory that has been encountered multiple times but no longer linked to those experiences
  • Has become general knowledge.
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6
Q

what is semantic memory?

A
  • Facts or general knowledge about the world
  • Don’t really have to think about
  • Don’t have to make a lot of effort to remember it.
  • Abstracted from actual experience
  • Stored in the form of concepts
  • mental representations of categories (e.g. objects)
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7
Q

is episodic memory like a video recorder?

A
  • Are you reconstructing the experience based on what you think has happened
  • Easy to miss things
  • How accurate is our memory
  • Reproduce a detailed and accurate picture of the past…
  • Requires a large amount of processing
  • What you recall is not of the same accuracy as a video
  • We tend to recall important aspects: how we felt, who was there, what happened etc.
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8
Q

how is episodic memory a construction of events?

A
  • Rather than reproductive
  • Access gist, with trivial details omitted
  • Only remember important aspects
  • Flexibility needed to form future plans
  • Use knowledge acquired to know what to do next time
  • Prone to error and illusions
  • Easy to plant false memories
  • Study that makes people believe they committed a crime in their youth- can easily make them believe they were there.
  • Childhood memories- memory is repeated over and over to the point where we feel we remember it too even though we didn’t.
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9
Q

how is semantic memory stored in concepts?

A
  • mental representations of categories (e.g. objects)
  • Concepts are organised in hierarchies
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10
Q

what are the 3 concepts used in semantic memory?

A
  • superordinate level: the larger concept the object belongs to.
  • basic level: tend to describe a specific object
  • subordinate level: describe the object in a more specific sense- specify the type.
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11
Q

which concept is acquired by children first?

A

Basic level

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12
Q

how is the role of expertise important for concepts?

A
  • Birdwatchers: Subordinate categories when naming birds
  • Dog experts: Subordinate categories when naming breads of dog
  • Faces: Subordinate level used especially when identifying someone you know- use names and address them as individuals.
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13
Q

what do mental concepts look like?

A
  • Traditionally, assumed that to have the following characteristics: Abstract in nature/ Stable
  • Argued that concepts can vary depending on your goals, experiences etc.
  • Shared across individuals
  • More recently, argued that concepts vary depending on…
  • Individual’s goals
  • Current context/setting
    Barsalou (2009, 2012)
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14
Q

what are goal-based categories?

A
  • Difficult to define and are different for everyone.
    e.g.:
  • Things to take in a fire
  • Things you would do if you won the lottery
  • Things that float
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15
Q

what are schemas?

A
  • A number of different objects/ chunks are integrated into one section of knowledge.
  • Helps make sense of the world- without having to use a lot of cognitive resources.
  • Draw conclusion about what is happening.
    Pick out salient clues from the environment to explain the behaviour and situation.
  • Integrated chunks of knowledge about the world, events, people or actions. (Abstract form)
  • Factual knowledge that you have gained from experience- now become a stand alone fact about a concept on its own.
  • In the form of scripts
    Information about the sequencing of events
  • Abstract and corresponding to individual words
  • Broader, more flexible structures of information
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16
Q

what is anterograde amnesia?

A
  • Reduced ability to acquire new memories
  • Don’t lose all memory
  • May lose memories from a certain point onwards.
  • Damage to hippocampus
    ○ Poor episodic memory
    ○ Don’t remember personal experiences well.
  • Damage to para-hippocampal cortex
    ○ Poor semantic memory
    ○ Not easily able to remember knew factual knowledge.
  • Damage to both regions
    ○ Poor episodic/semantic memory
    ○ Both factors are lacking
  • Tells us they are stored and processed in different parts of the brain
  • Qualitatively different
  • Can both be affected separately and together.
  • If one is affected, doesn’t mean the other will be affected.
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17
Q

what is interdependence?

A
  • Involve similar brain systems at time encoding and retrieval
  • A level of interdependence between them.
  • During coding and retrieval- episodic and semantic memories.
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18
Q

what did Kan et al (2009) study in relation to interdependence?

A
  • Learn prices of grocery items (episodic memory task)
  • Prices either congruent (what you would normally expect to pay in a shop) or incongruent (not what they would expect) with prior knowledge (semantic memory)
  • Healthy controls had better memory for congruent grocery prices
  • When prices were what they would normally expected to pay (episodic in line with semantic) could remember it more as it fit in with expectations
  • Amnesiac patients with poor semantic memory showed no congruency effect
  • Remembered both of the prices equally (well or badly)
  • For healthy controls, showed how the systems support each other and work together.
19
Q

what is semanticism?

A
  • Episodic memories can become semantic memories over time
  • Know it as a fact but don’t know how you know it is true- becomes engraved.
  • lack personal/contextual information over time
20
Q

what did Harland et al (2012) study in relation to semanticism?

A
  • 200 pictures presented to participants
  • Memory tested 3-days and 3-months later using ‘remember/know’ paradigm
  • 100% sure they saw it vs pretty sure they saw the photo
  • Some memories episodic (remembered) at both intervals, with stable hippocampal activations
  • Others were episodic at short interval, but became semantic (know, or familiar) at long interval
  • Became semantic after 3 months- felt familiar, some images became somaticized rather than episodic over a long time.
21
Q

what are the two forms of non-declarative memory?

A
  1. priming
  2. procedural
22
Q

what is priming?

A
  • Facilitated processing of repeated stimuli
  • Can shape thoughts and behaviour for subsequent things that happen to you
  • Occurs very rapidly- Too fast to notice
  • Tied to a specific stimulus
  • Specific to a situation
  • Short lived
23
Q

what is procedural memory?

A
  • Skill learning (e.g. riding a bike)
  • Happens slowly- initially for it to become automatic
    ○ Occurs very slowly
    ○ Generalises to numerous stimuli
  • Once it is automatic it can generalise across stimuli and behaviours
  • Also referred to as ‘knowing how’ memory- For skills that have become automatic.
  • Includes memory for acquired skills and abilities that have become automated and can be carried out without conscious thought
  • Many of the processes stored in procedural memory are initially effortful before being fully learnt and no longer requiring concentrated attention to be completed
  • Need to be learned initially to become automated
  • Automatisation of these processes allows capacity to be freed up for more urgent tasks that require cognitive resources
24
Q

what are the two types of priming?

A
  1. Perceptual
    * Repeated presentation of a stimulus leads to a facilitated processing of its perceptual features
    * Something that is based on its appearance/ visual features of the way it looks
    * superficial
  2. Conceptual
    * Repeated presentation of a stimulus leads to facilitated processing of its meaning
    * What does it mean/refer to as an object
25
Q

what type of memory is also known as explicit memory?

A

declarative memory

26
Q

what type of memory is tied to a specific stimulus?

A

priming

27
Q

what type of memory uses recollection of past events?

A

episodic memory

28
Q

which type of memory focuses on unconscious awareness?

A

procedural memory

29
Q

how do we study memory?

A
  • Key differences between everyday memory and lab- based memory
  • Memory is often studied in lab-based settings as its so complex to study- does cause hiccups.
30
Q

what are the differences between everyday memory and lab-based memory?

A
  1. Everyday memory
    * Long time and often remembered
    * Incidental: don’t actively try to remember all the details
    * Social factors important: the people we interact with are important, what the experience is like.
    * Accuracy is not our main goal/motive: remember the information we want to
  2. Lab-based memory
    * Remember information shortly beforehand: no long-term memory there
    * Intentional: remembering information for a specific purpose.
    * Social factors and demands absent: social factors aren’t important as you just want to do well
    * Motivated to be as accurate as possible: want to be perceived as being good and doing well, make an effort to remember as much as possible- little intentional conscious effort on unimportant stimuli.
31
Q

what is autobiographical memory?

A
  • Long-term memory for life events
  • Type of episodic memory.
  • Related to episodic memory, as both relate to personally experienced events.
  • Relevant to an individuals personal life.
  • Complex memories of personal significance that extend back over many years
  • Everything you have gone through since you have born
  • Stands out as a major life event- meaningful, big or small events worth remembering.
32
Q

how are flashbulb memories an example of autobiographical memory?

A
  • Vivid memories of distinctive events
  • Something that happened- usually a shared experience with many people
  • Long-lasting if there was an intense emotional experience when formed
  • Can be positive or negative
  • Has a massive emotional impact- often completely unexpected.
33
Q

how is trauma an example of an autobiographical memory?

A
  • Painful memories repressed to protect person from psychological harm
  • Some instances may be remembered others are repressed.
  • Not consciously aware of anymore
34
Q

what is childhood amnesia?

example of autobiographical memory

A
  • Inability to recall autobiographical memories from early childhood
  • Neurogenesis= process of generating new neurons
  • Cant clearly recall memories from early childhood.
  • May think you remember something but you actually don’t.
  • Due to lots of new connections in the brain developing
  • Don’t have developed schemas or knowledge of the world- not much context to place memories in making them easier to forget.
35
Q

what is a reminiscence bump?

a form of autobiographical memory

A
  • Recall disproportionate number of memories from early adulthood
  • teenager adulthood
  • Generation of life scripts
  • Many significant life events happen
36
Q

what is the significance of Jill price?

A
  • The woman who cant forget.
  • Example of where memory went “wrong”
37
Q

what is retrospective memory?

A
  • Emphasis is on the past
  • Recalling things that have happened
  • Many external cues
  • Things that can remind us of an event.
  • What we already know= high informational content
  • Lot of information that we know about things that have already happened.
38
Q

what is prospective memory?

A
  • Remembering to carry-out an intended action
  • External reminders become part of the environment- would need creating by the individual to remember something
  • Absence of an explicit reminder
  • When to do something = low informational content
  • Don’t know what the event iwll look like as it hasn’t happened yet.
39
Q

what are the stages of prospective memory?

A
  1. Intention formation
    * Intention linked to a specific cue
    * Deciding to do a particular thing
  2. Retention interval
    * Environmental monitoring of task-relevant cues
    * Have to remember what you are going to do at that date and time
    * Have to keep track of the environment to remember the action you want to complete.
  3. Cue detection and intention retrieval
    * Realise the relevant cue has happened.
  4. Intention recall
    * Retrieve intention from retrospective memory.
    * Remember exactly what it was you needed to do.
    * Recall the attention of the action to be completed.
  5. Intention execution
    * Fairly automatic and undemanding
    * Execute the action to attend what you wanted to do
40
Q

what are the types of prospective memory?

A
  • Time-based: Remembering to perform an intended action at the right time
  • Event-based: Remembering to perform an intended action in the right place
  • Implementation intention- Action plans to achieve goal, Where, when and how will goal be achieved
41
Q

which type of memory includes vivid memories of distinctive events?

A

flashbulb memory

42
Q

which type of memory focuses on remembering to perform an intended action?

A

prospective memory

43
Q

which type of memory uses long-term memory for personal life events?

A

autobiographical memory

cognitive research (12 decks)

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