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U1 Psychology of Cognition 213 > M2 Lecture 12 > Flashcards

M2 Lecture 12 Flashcards

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1
Q

what is Implicit memory

A

¤Formed via the striatum ¤Broken via the prefrontal cortex

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2
Q

what is Explicit memory

A

¤The difference between episodic and semantic memory

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3
Q

is Remembering in the real world constructive

A

yes
¤Schemas provide a scaffold for remembering
¤A result of this way of remembering are false memories

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4
Q

what is the Imagination inflation technique

A

1) Participantsrateifeventsthatcouldhappenasachild (e.g., getting stuck in a tree) happened to them
2) They imagine some of the events that did not happen to them
¤ Told to focus on the details of this imagined event as if it were a memory
3) Later,whenparticipantratethesamelistofchildhood events from phase 1 (judge if it is something that happened to them), many will say the one they imagined was a real memory

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5
Q

do people remember false memories

A

YES
¤ Participants completed a gambling task with a partner (a confederate)
¤ Later, the experiments falsely told the participants the partner cheated
by viewing false footage of them cheating
¤ Many believed they had seen the partner cheating (false memory)
¤ When the participants were asked to sign a statement saying they witnessed the partner cheating, 20% of those shown false footage signed were willing to sign the statement
¤Implications for fake news and doctored videos

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6
Q

what are the types of Explicit memory

A

¤ Episodic memory

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7
Q

what is episodic memory

A

¤ Consciously retrieving a memory of an event
from a specific time and place
¤ “My delicious French dinner in Paris last fall”
¤ Semantic memory

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8
Q

what is semantic memory

A

¤ Consciously retrieving general facts and
information
¤ “Paris is the capital of France”

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9
Q

Acquired knowledge of the world as well as the self

is an example of what kind of memory

A

Semantic memory

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10
Q

semantic memories are Accumulated throughout our lifetime from how

A

from episodic memories

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11
Q

what is Quillian’s model of semantic memory

A

¤ Searching through a network takes time (mental chronometry)
¤ The length of the path in the network will determine this time
¤ E.g., verifying sentences re: relationships farther apart in the network takes longer than sentences re: relationships closer together

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12
Q

why isnt the quallians model of semantic memory followed

A

Difficult to explain contradictions

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13
Q

what is Spreading activation

A

¤ Activation in a semantic network is not hierarchical, but spreads from the concept (unit) being retrieval to other interconnected units based on semantic relatedness
¤ The more active a unit (concept), the easier that information and related (connected) concepts can be processed
¤ This supports the semantic priming effect

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14
Q

what is an experiment that tests Spreading activation & priming

A

Lexical Decision Task

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15
Q

what is Lexical Decision Task

A

Determining if a string of letters is a real word or a non-word

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16
Q

A lexical decision to a second semantically-related concept with be faster (primed) when what

A

lexical decision to a second semantically-related concept with be faster (primed) than if it is made after a non-semantically related concept

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17
Q

what is Tip of the tongue (TOT)

A

Knowing that you know something without being able to recall the concept ¤ You can recall parts or certain details, but can’t recall the full idea
¤ Recalling the first letter of a word you want to remember
¤ Remembering the plot of the movie you watched on Netflix but not the title ..

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18
Q

TOY happens more often with what

A

¤ low frequency terms

¤ proper names (names of people or places)

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19
Q

can TOT be resolved

A

More likely to resolved with time away, a period of incubation, that consistent retrieval efforts

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20
Q

is there a Link between TOT states and aerobic fitness and in older adults

A

yes– the more fit, the less TOT

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21
Q

what is Tip of the finger

A

¤ The TOT phenomenon can occur in sign language
¤ Deaf signers asked to name famous faces or countries
¤ Proper names
¤ The signers reported knowing the name but not
remembering the full sign
¤ The signers could remember some components of the sign (e.g., shape of the hands, but not how to orient them)
¤ Similar to spoken language TOT
¤ Recalling part of a word, but not the full thing

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22
Q

are the ideas in your head are connected together

A

yes

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23
Q

can Accessing one concept can cause partial activation of related concepts

A

yes (semantic memory)

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24
Q

explain Cognitive aging and memory

A

¤ Implicit memory intact
¤ Procedures and habits

¤ Semantic memory intact
¤ Words, facts, concepts
¤ Verbal knowledge

¤ Episodic memory declines
the most
    ¤ What did I do?
   ¤ Where was I?
    ¤ Flashbulb memories
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25
Q

what are the Theories of cognitive aging

A

Domain-general theories

Associative deficit hypothesis

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26
Q

explain Domain-general theories

A

¤ Older adults have deficits in general cognitive processing – executive functions
¤ Older adults are slower at processing information
¤ Older adults are unable to inhibit irrelevant information
¤ E.g., trouble focusing on one picture and ignore all other pictures on a wall

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27
Q

explain Associative deficit hypothesis

A

¤ Older adults have problems forming and remembering the associations or links between items more than they have problems remembering items
¤ Older adults can remember a face, but may not be able to remember where they met that person (associate face to place)

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28
Q

wha are some Memory strategies that help older adults

A

¤ Unitization as a strategy for learning ¤ Remember two things as one item
¤ A gorilla holding an umbrella NOT a gorilla and an umbrella

¤ Young and old adults remembered items (words) presented in a color background in two conditions:
¤ Unitized
¤ Non-unitized

¤ Less of an age difference in the unitized condition

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29
Q

explain the experiment that showed Adaptive cognitive aging

A

¤ Participants
¤ Young adults ; High memory performing old adults; Low memory performing old adults

¤ Learned a list of word pairs; Remembered the word pairs in a PET scanner
¤ Both younger adults and low performing older adults recruited the right prefrontal cortex
during retrieval.
¤ High performing older adults recruited both the left and right prefrontal cortex
¤ Evidence of neural compensation for age-effects of memory
¤ Extra brain activity helped them ‘match’ memory performance to the younger

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30
Q

what is Alzheimer’s disease

A

Progressive disease characterized by memory problems from neuro-degeneration that begins in the medial temporal lobes
¤ Decline in structure and function of neurons

31
Q

wat are the early stages of alzheimers

A

¤ Impaired episodic memory, the ability to retain recently learned information and subjectively re-experience the past
¤ Spared semantic memory, including autobiographical knowledge ¤ I like dancing

32
Q

what is the Late stage of of alzheimers disease

A

¤ Decline in all forms of memory, including semantic memory ¤ Changes in emotion, personality

33
Q

what can be a memory enhancer in AD patients

A

Music

34
Q

why is music a memory enhancer in AD patients

A

¤ Music creates an alternate memory pathway
¤ Musical appreciation is one of the last remaining abilities in AD
¤ Allows for one to use musical mnemonics to ‘re-awaken’ a memory
¤ Music activates emotions that are linked to memory
¤ Music improves mood and reduces stress, which improves cognitive function

35
Q

what is Semantic dementia

A

¤ Also caused by neurodegeneration
¤ Begins in the left anterior temporal lobe
¤ An area critical for meaning, concepts, facts

36
Q

is episodic memory spared in Semantic dementia

A

Impaired semantic memory but spared episodic
memory
¤ Recognizing faces of friends, words, and uses of objects

Highlights that semantic memory can be impaired separately from episodic memory

37
Q

Semantic memory retrieval deficits present as a loss of what

A

word meaning

38
Q

what are common symptoms of Semantic dementia

A

Word finding difficulties (anomia)
¤ Will call common objects ‘thingys’
¤ Difficulty describing the function of common objects
¤ Problems with categorizing concepts and accessing fine-grained differences between things
¤ E.g., will call all four-legged animals (e.g., a horse) dogs
¤ E.g., will draw a camel without atypical features

39
Q

what is Amnesia

A

Impaired episodic memory loss

40
Q

what are the types of amnesia

A

¤ Anterograde

¤ Retrograde

41
Q

what is preserved with amnesia

A

Preserved function
¤ Normal short term memory
¤ Linguistic and IQ abilities are intact
¤ Implicit memories (e.g., priming, habituation, simple skills learning)

42
Q

what is Anterograde amnesia

A

q The inability to form new memories or retain information
q Information cannot move from short term to long term memory

(remember the past but not the present… you liv sin the present cant think about the future or form new memories)

43
Q

what is Retrograde amnesia

A

The loss of past memories from before the onset of amnesia
¤ Often temporally graded
¤ Ribot’s law: remote memories are less affected than recent (newer) memories
¤ Remote memories have been consolidated; less prone to forgetting

44
Q

who is patient 0 (HM)

A

great example of retrograde amnesia

45
Q

explain the case of patient HM

A

¤ Experimental neurosurgery to reduce seizure activity
¤ This involved removing his bilateral medial temporal lobe, including his hippocampus
¤ Result
¤ Selective episodic memory loss
¤ Spared semantic and implicit memory

¤ Intact short term memory
¤ Can remember a short list of word for 30 seconds

¤ Intact procedural memory
¤ Could learn new skill-based tasks

¤ Intact semantic memory
¤ Could recall major historic events of childhood ¤ Good vocabulary
¤ Profound episodic memory loss.
¤ He couldn’t learn new information and recalled his past in sparse detail

¤ He could not remember the people, places, and objects he saw, even after repeated encounters
¤ He forgot conversations
¤ He could not remember what he had eaten that day,
or if he ate at all
¤ He had difficulty describing experiences that had occurred from his life

46
Q

what is Korsakoff’s Syndrome

A

Anterograde and retrograde amnesia

47
Q

what causes Korsakoff’s Syndrome

A

Lack of thiamine (vitamin B1) damages the mammillary bodies of the hypothalamus, which are connected to the hippocampus

48
Q

Korsakoff’s Syndrome is most seen where

A

chronic alcoholism

49
Q

what are some symptoms of korsakoff;s syndrome

A

¤ Personality changes, apathy, and other behaviour changes

¤ Prone to confabulation

50
Q

what are Confabulations

A

Fabricated or misinterpreted memories without the intent to deceive ¤ Honest lying

¤ The result of monitoring deficits
¤ Prefrontal lobe structures that bring ‘order’ to memories

51
Q

what are the 2 types of confabulations

A

Spontaneous confabulations

Provoked confabulations

52
Q

what is Spontaneous confabulations

A

¤ Made from bits of real memories that didn’t happen together ¤ Failure to recognize temporal order of information/events

53
Q

what is Provoked confabulations

A

¤ Generating untrue stories in response to questions ¤ A failure to search effectively for a memory
¤ A bad form of compensation

54
Q

what is Fugue state

A

a dissociative state
A mental illnesses that leads to impaired access to autobiographical memory,
identity, and conscious awareness ¤ Not from brain injury

After intolerable stress or trauma, a person looses personal memories/identity ¤ Unplanned travel
¤ Assumes a new identity
¤ Can last hours to years
¤ Diagnosed when there is a confrontation to new identity

55
Q

is Fugue state common

A

no– dissociative state that is very rare (.2% of the population)

56
Q

is the Fugue episode rmemebered

A

not typically

57
Q

what is Infantile amnesia

A

he inability to recollection early episodic memories

58
Q

what is Childhood amnesia

A

¤ From 2 to 7 years of age, few episodic memories are encoded

59
Q

when does Episodic memory develop

A

later than other forms of memory (implicit, semantic)

60
Q

what are the explanations for childhood and infantile amnesia

A

¤ Freud’s view
¤ memories are too arousing for the ego and are repressed or transformed

¤ Language hypothesis
¤ language is critical for how personal memories are organized

¤ Immature brain hypothesis
¤ hippocampus and prefrontal structures are not well developed ¤ memories cannot be consolidated so are quickly forgotten

61
Q

who has superior memory

A

taxi driveres

62
Q

are Memory and space are intimately linked

A

absolutely

63
Q

what proves that taxi drivers have better memory

A

¤ Taxi drivers performed better on tests of spatial memory than bus drivers
¤ Taxi drivers have greater posterior hippocampus grey matter volumes

64
Q

The volume of the posterior hippocampus related to what

A

years of experience as a taxi driver

¤ Suggests new hippocampal neurons come with experience (use)

65
Q

The posterior hippocampal section is important for what

A

spatial navigation

66
Q

larger posterior hippocampus in taxi drivers comes at what cost

A

The anterior (front) hippocampus is smaller

67
Q

what is Highly Superior Autobiographical Memory

A

¤ HSAM
¤ People can remember every single day from their lives in detail
¤ This is NOT using mnemonic skills or use strategies
¤ HSAM people can’t remember a word list any better than the average person

68
Q

for HSAM, Consistency in recalling memories (not forgetting details of the past) relates to what

A

OCD symptoms

69
Q

are there Differences in remembering

A

yes
¤ There are individual differences in how people tend to remember
¤ Two broad forms are episodic and semantic remembering

70
Q

summarize episodic memory

A

`¤ A tendency to recall with vivid details and rich images of the past
¤ Replaying past events in the mind

71
Q

summarize Semantic remembering

A

¤ A tendency to recall facts and the general ‘idea’ or impression of the past
¤ Knowing what happened, but not forming an image of it

72
Q

is the Anterior MTL network: Semantic >or< Episodic

A

Semantic > Episodic

73
Q

is the Posterior MTL network: Episodic >or<

Semantic

A

Episodic >

Semantic

74
Q

summarize this lecture

A

¤ Network models of semantic memory
¤ Concepts in our mind are related to one another

¤ Memory changes with age
¤ This is specific to episodic memory

¤ Amnesia is marked by deficits in episodic memory
¤ Shows that different forms of memories can be dissociated

¤ How we remember and how the brain supports remembering is different across individuals

U1 Psychology of Cognition 213 (21 decks)

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