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U1 Psychology of Cognition 213 > M2 Lecture 11 > Flashcards

M2 Lecture 11 Flashcards

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1
Q

what are the types of long-term memory

A

Implicit and Explicit memory

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2
Q

what are the two main categories of implicit memory

A

procedural memory and priming

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3
Q

what is priming

A

When prior exposure facilitates information processing without awareness

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4
Q

explain the Experimental Paradigm to study implicit memory

A

showed priming effect
¤ Experimental Paradigm to study implicit memory: Word-fragment completion test
¤ Participants study a list of words
¤ After a day, they complete word fragments
¤ Typical result: Participants are likely to use studied words to complete the fragments, but without being aware they are doing this

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5
Q

what is Procedural memory

A

Memory for well-established procedures and skills

¤ These don’t require conscious thought to be
activated in mind
¤ Writing
¤ Riding a bike

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6
Q

what kind of knowledge is associated with implicit memory

A

Tacit Knowledge

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7
Q

what is Tacit Knowledge

A

Information that is hard to verbalize or describe

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8
Q

where is procedural memory located in the brain

A

Basal Ganglia (Striatum) and Prefrontal Cortex

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9
Q

habits are part of implicit or explicit memory

A

implicit
Activities that may initially rely on declarative (explicit) memory, but with training/exposure become habitual and implicit

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10
Q

what are habits

A

Sequences of behaviors that are learned and can operate on autopilot ¤ These can be:
¤ Motor action sequences (e.g., remember your phone’s password by just moving your fingers over the pad)
¤ Repetitive thoughts and emotions
¤ Habitual acts are related to conditions like Obsessive Compulsive Disorder (OCD) and addiction

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11
Q

explain the experiment about Forming and breaking habits

A

¤ Rats trained on a T-shaped maze
¤ At the decision point, learned they would be rewarded (choc.
milk; sugar water) for turning left or right based on tones

¤ Habit formation depends on the striatum but difficult to break
¤ When one reward was removed (choc. milk), rats still ran through the maze as determined by the tones
¤ When one reward was mixed with a substance that made the rats sick, they still ran to that reward when hearing the tone

¤ Breaking habits requires the prefrontal cortex
¤ Inhibited specific cells in the prefrontal brain via optigenetics
¤ The rats stop engaging in habitual maze running

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12
Q

what are the two main areas of explicit ling term memory

A

episodic and semantic

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13
Q

what is Episodic memory

A

Remembering specific events and episodes

Retrieval is accompanied with the context in which something was originally learned
¤ The what, the where and the when
¤ “Dancing at my high school prom”

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14
Q

what is Semantic memory:

A

Remembering facts and general
information about the self and world

¤ Retrieval is independent of the context in which it was originally learned
¤ “Proms occur at the end of high school”

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15
Q

are episodic and semantic memory intertwined

A

no– Patient KC: impaired episodic memory

yet he could recall facts about where he works but not necessarily what he did at this work

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16
Q

Dividing long-term memory via consciousness: what are the 3 types of consciousness

A

Anoetic Consciousness
Noetic Consciousness
Autonoetic consciousness

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17
Q

what is Anoetic Consciousness

A

¤ Procedural memory

¤ No awareness of knowing. No personal engagement

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18
Q

what is Noetic Consciousness

A

¤ Semantic memory

¤ You have an awareness of knowledge. No personal engagement ¤ Feeling of familiarity or kn

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19
Q

what is Autonoetic consciousness

A

¤ Episodic memory

¤ You have an awareness and personal engagement in a remember episode ¤ Mental time-travel

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20
Q

what are the diff ways of storing explicit memeories

A

Memory traces

Memory schemas

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21
Q

what are Memory traces

A

¤ Physical representation in the brain ¤ The substrate of memory
¤ Traces are not static

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22
Q

what are Memory schemas

A

¤ Information extracted from overlapping experiences
¤ Helps organize information at retrieval
¤ These reflect connections between existing information with a current experience

23
Q

further explain the hypothesis of explicit memories: memory traces

A

The reappearance hypothesis
¤ The same memory can disappear and reappear,
unchanged, again and again
¤ A memory trace is just reactivated with no interpretation

24
Q

what is Evidence against memory traces

A

¤ Autobiographical memories of the same event vary
considerably over time and retrievals
¤ Memories are reconstructed when we remember them

25
Q

what are flashbulb memories

A

¤ Vivid, detailed memories of significant events ¤ Typically public events
¤ Typically emotionally arousing

26
Q

what are Two necessary features for flashbulb memories

A

Surprise and Consequence

27
Q

what theory is associated with flashbulb memories

A

Brown and Kulik’s (1977) Now Print! Theory

28
Q

what is the Brown and Kulik’s (1977) Now Print! Theory

A

Significant experiences are immediately “photocopied” and preserved in long-term memory (lends to the reappearance hypothesis) …

29
Q

explain how the Now Print! theory was tested

A

¤ Asked about the 9/11 (flashbulb event) and other autobiographical events at three time periods
¤ For both memory types, the research examined
¤ The details used to describe these events
¤ Participant ratings for how the events were remembered
¤ vividness of the recollection ¤ belief in their memory
¤ confidence in their memory

30
Q

How do flashbulb memories change over time?

Is this change different from non-flashbulb autobiographical memories?

A

¤ How consistent are the details used to describe events across the three sessions?
¤ The number of details that didn’t change across the sessions (consistent details)
¤ The number of details that changed across the sessions (inconsistent details)

31
Q

what is the difference between objective details of flashbulb memories and regular memories

A

The objective details of flashbulb memories and regular memories are similarly recalled, but the experience of remembering is different

Details: No difference between flashbulb and Details: No difference between flashbulb and everyday memories

Ratings: Flashbulb memories has greater ratings of belief and recollection (vividness) over time

32
Q

Are people more consistent with recalling certain types of details from flashbulb memories?

A

¤ Surveyed 3000 people in the US at three time points about 9/11 and memories
¤ 1 week after attack; One year later; Two years later
¤ Asked questions about objective details and emotional reponse
¤ Objective details: number of planes, name of airlines
¤ Emotional response: reactions to hearing the news

33
Q

are flashbulb memories more or less consistent across time than objective memory

A

Memories for emotional responses are less consistent across time than objective memory, but only for flashbulb memories

34
Q

what are some Factors that affect forming flashbulb memories

A

¤ Flashbulb memories are not recordings of events, they change over time
¤ Emotional aspects of the event are less consistently recalled across time for flashbulb memories compared to regular memories
¤ Personal experience (e.g., distance) can determine whether a memory is a flashbulb event

35
Q

what is Memory consolidation

A

¤ Experiences are encoded and then consolidated into a long term memory trace ¤ The formation of stable cortical representations of memories

learning stimulus –> short term memory —-consolidation—> longterm memory

36
Q

what is Memory re-consolidation

A

The act of recalling a consolidated memory makes it de-stable or an active memory ¤ Once a memory is active, connections can be strengthened and modified before being
reconsolidated
¤ Memories are dynamic

37
Q

What influences remembering in the real world?

A

Schemas

38
Q

what are Schemas

A

¤ What we expect to find as we explore the world or learn new information
¤ A way to organize and categorize information

39
Q

what tested schemas

A 
The work of Bartlett
¤ The War of Ghosts experiments
¤ Participants read a story about young men hunting seals in a river
¤ Asked to reproduce that story
¤ Examined how the story would change
40
Q

what is Method of repeated reproduction (relating to the war of ghosts story)

A

¤ Participants read the story. recalled it 15 minutes later, then again at a later
time point, and again at a later time point ¤ How does the story change across time?

41
Q

what is Method of serial reproduction (relating to the war of ghosts story)

A

¤ Participant A recalls the story to Participant B who recalls that story to
Participant C …
¤ How does the story change across people

42
Q

what was the finding for the war of ghosts experiment for schemas

A

¤ First finding: Participants remembered a simplified version of the story

¤ Second finding: The story became more conventional with repeated
retrieval (i.e., closer to a participants’ schema)
¤ There were omissions/changes that followed a process of rationalization:
¤ People dropped or changed material that didn’t fit with their schema
¤ There was no mention of strange phases like “a black thing rushed
out of his mouth” that was in the original story
¤ People changed uncommon activities (e.g., seal hunting) to more conventional activities (e.g., fishing)

43
Q

give a final conclusion for the schema findings

A

¤ Schemas are the scaffolding that we use to interpret events
¤ If we can’t remember the full details of an event, we ‘fill in’ the gaps with schemas as we construct the past

44
Q

wha are The virtues and sins of memory construction

A

¤ Adaptive processing

¤ False memories

45
Q

explain the Virtues of schemas

A

¤Enables us to store the central meaning or gist of new information
¤ Related to the benefits of forgetting discussed last lecture ¤Helps us understand new information and fill in missing parts of
it using ‘default values’
¤ This makes the world more predictable

46
Q

wha are the Virtues of reconstructive memory

A

¤ The same processes that help us construct the past help us imagine the future and plan for our lives
¤ These are processes of the hippocampus

47
Q

what is a disadvantage of rschemas

A

¤ Because memory is reconstructive, we don’t always remember correctly …. ¤ This leads to distortions and false memories

48
Q

what is the Deese-Roediger-McDermott effect

A

¤ Study a list of associated words that has a strong associate/prototype but that prototype is not present on the studied list
¤ Nap, Bed, Rest
¤ At test: Free recall or recognition test with words from the list and the
associated prototype
¤ Nap, Bed, Rest, Sleep
¤ People will mistakenly remember the non-studied prototype
¤ False memory
¤ Why? People construct a schema at study that affects remembering

49
Q

False memories: Three examples

A

¤ The misattribution effect ¤ The misinformation effect ¤ Implanted memories

50
Q

what is The misattribution effect

A

¤ A failure in source monitoring

¤ Retrieving information that is assigned to a wrong source ¤ E.g., recalling the right person but from the wrong place

51
Q

what is The misinformation effect

A

¤ The effect of leading questions on false memory formation
¤ Participants viewed a simulated car crash ¤ After, asked either:
¤ “how fast were the cars going when they SMASHED into each other?”
¤ “how fast were the cars going when they HIT into each other?”

aka work choice impacts memory

52
Q

what are Implanted memories

A

¤ Asked people to recall childhood experiences recounted by their parents over three experimental sessions
¤ A false memory was added to the list of experiences by the experimenter ¤ An overnight stay in a hospital
¤ 20% of people had a false memory of this event by the end of the experiment

53
Q

give a summary for this lecture

A

¤ Implicit and Explicit memory dissociate

¤ Big lesson: Memories are reconstructed and not permanent stores
¤ Memories we believe are static and accurately recalled change with time (flashbulb memories)
¤ Schemas guide how we encode and retrieve information
¤ Distortions in memory can be adaptive and ‘sinful’
¤ They help us plan for the future
¤ They lead to false memories

U1 Psychology of Cognition 213 (21 decks)

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