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Brain and Cognition 2 > Memory > Flashcards

Memory Flashcards

1
Q

learning

A

change in behaviour as a result of interacting with the environment

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2
Q

memory

A

acquisition and retention of information from new experiences in nervous systems that can be used to guide behaviour.

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3
Q

long-term potentiation

A

long-lasting increase in communication between neurons

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4
Q

long-term depression

A

long-lasting decrease in communication between neurons

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5
Q

three steps in learning and memory

A

encoding/acquisition -> consolidation/storage -> retrieval/remembering

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6
Q

long term memory 2 systems

A

declarative + non-declarative

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7
Q

declarative

A

episodic, semantic

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8
Q

non-declarative

A

priming, skill learning, conditioning

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9
Q

iconic memory

A

millimeters-1 second, high capacity, few seconds

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10
Q

short term memory

A

working memory, seconds-minutes, limited capacity, requires attention

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11
Q

long-term memory

A

long lasting, long term, high capacity

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12
Q

iconic memory figure

A

figuur bekijken in schrift / nog maken!! dia 9 echt belangrijk

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13
Q

iconic memory vs short term memory experiment

A

whole report vs partial report -> bij whole report kan je 4 dingen benoemen.

partial report -> report only cued row -> bij partial report kan je meer dingen benoemen, omdat het iconic en short term memory aparte systemen zijn.

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14
Q

working memory

A

visuospatial sketch pad
central executive
phonological loop

|

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15
Q

central executive

A

attentional guidance

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16
Q

visuospatial sketch pad

A

rehearsing visual/spatial information

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17
Q

phonological loop

A

rehearsing auditory/speech information

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18
Q

different brain regions for … and … working memory

A

verbal and spatial working memory

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19
Q

change detection paradigm to measure…

A

visual working memory

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20
Q

wat is de change detection paradigm

A

kleuren patroon, array disappears, daarna aangeven of er een verandering was of niet

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21
Q

capacity for change detection paradigm

A

4 colour patterns, daarna rapid decline

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22
Q

long term memory structures

A

hippocampus and medial temporal lobe

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23
Q

damaged hippocampus and mediotemporal lobe leads to…

A

anterograde amnesia (vóór het ongeluk is alles great, geen nieuwe herinneringen meer vormen, problems with encoding)

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24
Q

damaged brain areas other than the hippocampus leads to…

A

retrograde amnesia (na het ongeluk is alles great, kan zich niks meer van vroeger herinneren, problems with retrieval).

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25
Q

waar had H.M damage en wat voor ziektebeeld

A

damage to hippocampus -> anterograde amnesia

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26
Q

hoe wisten ze het verschil tussen working memory en long term memory

A

door double dissociation!

KF: damage to left TPJ, impaired verbal working memory but normal declarative long term
HM: damage to hippocampus, impaired declarative long term but normal verbal working memory and normal implicit/non declarative working memory
MS: damage to right occipital lobe, impaired implicit/non declarative memory, but normal decarative memory

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27
Q

priming definition

A

changed (usually faster) processing of a stimulus due to a previous (even single) encounter with the same or a related stimulus

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28
Q

declarative heet ook wel….

A

explicit

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29
Q

non-declarative

A

implicit

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30
Q

priming welke soort memory?

A

in the absence of explicit memory

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31
Q

3 forms of priming

A

conceptual priming
perceptual priming
semantic priming

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32
Q

4 kenmerken working memory

A
  • seconds
  • limited capacity
  • focuses attention
  • manipulates information
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33
Q

perceptual priming

A

gaat om dingen met dezelfde vorm; bijvoorbeeld de hond bij de boom zwarte stippen. als je het een keer gezien hebt, kom je sneller op het plaatje. of bijv. bij woorden: E_V_L_P_ -> envelope

34
Q

perceptual priming becomes weaker when the…

A

priming is less similar to the stimulus

35
Q

perceptual priming is unaffected by tasks…

A

that promote semantic processing

36
Q

repetition suppression

A

may be involved in perceptual priming: minder neuronal activation nodig omdat het makkelijker is om de stimulus te processen. dan worden wss alleen de neuronen met de meest cruciale informatie over de stimulus actief (= sharpening theory)

37
Q

waar in het brein gebeurt perceptual priming wss

A

sensory cortex

38
Q

hoe heet het fenomeen waarbij minder neuronale activatie is door priming

A

repetition suppression; leads to sharpened neurons

39
Q

conceptual priming

A

when the cue is conceptually/semantically related to the prime. (Envelope = Stationary)

40
Q

how to measure conceptual priming

A

category association test: generate words in response to a cue

41
Q

conceptual priming is … dependent (en leg uit)

A

task dependent: task 1 is: is the word abstract or concrete? task 2: is the word written in capital letters?
alleen task 1 repeaten: repetition suppression
als task 2 en dan task 1: geen repetition suppression

42
Q

semantical priming

A

when the target word is semantically related to the prime. when a word is presented, all words that are connected to that word in the brain will be activated.

43
Q

difference conceptual and semantic priming

A

bij conceptual priming is de prime hetzelfde als de target, maar zit er nog een cue tussen die er op lijkt (envelope - stationary - envelope)
bij semantic priming is de prime anders dan de target (doctor - nurse)

44
Q

in welk gebied van de hersenen komt semantical priming

A

left anterior temporal lobe

45
Q

difference priming and skill learning

A

priming can happen after only one stimulus representation, skill learning requires practice and effort

46
Q

waar in het brein komt skill learning door

A

basal ganglia

47
Q

two tasks to study motor skill learning

A

serial reaction time task (SRT)
motor adaptation task

48
Q

serial reaction time task

A

SRT.

knop indrukken bij stimulus. either structured or random. bij structured worden ze nog beter, ook al weten ze niet dat het structured is.

49
Q

welke brain areas bij serial reaction time task

A
  • eerst: motor skill learning (basal ganglia, premotor, SMA, cerebellum, parietal cortex)
  • later: reduced activity in these areas, because less error correction is needed. .
50
Q

motor adaptation task

A

move towards a target, but a force is pushing you the other way. some practice = redelijk goed gelijk.

51
Q

TMS to which part of the brain leads to worse performance in motor adaptation task?

A

parietal cortex: leads to adjustment of motor function and leads to the relationship between sensory <-> movement

52
Q

perceptual skill learning

A

dingen die je oppikt met je zintuigen: language, reading, mirror reading and drawing etc.

53
Q

on which brain area does perceptual skill learning depend

A

basal ganglia and sensory cortex.

54
Q

which types of memory are independent of hippocampus and medial temporal lobe?

A
  • perceptual priming
  • perceptual skill learning
  • motor skill learning
  • cognitive skill learning
55
Q

wat liet het greebles onderzoek zien

A

dat mensen geen activiteit in de fusiform face area hebben voor greebles. behalve de experts (ook FFA activity in car lovers and bird kenners etc)

56
Q

FFA is involved in …

A

visual expertise, instead of alleen faces (but faces remain with the highest activity)

57
Q

cognitive skill learning meten met..

A

weather forecasting task. participants need to forecast the weather, receiving cards that sometimes predict the weather right (task is probabilistic). they also receive feedback.

58
Q

on which brain area does the weather forecasting task depend

A

basal ganglia (striatum)

59
Q

which participants do not perform well in the weather forecasting task

A

Parkinson patients

60
Q

which type of skill learning does the weather prediction task depend on

A

cognitive skill learning

61
Q

paired association task

A

intentional learning of associations (twee circels en een rondje = zon met regen)

62
Q

on which type of memory and which brain area does the paired association task depend

A

declarative memory, medial temporal lobe.

63
Q

classical conditioning

A
  1. Conditioned stimulus (CS) is initially
    neutral (NS, e.g. tone, flash of light)
  2. Unconditioned stimulus (US) evokes
    a reflex (food → drool, shock →
    withdrawal)
  3. As the CS is presented repeatedly
    before the US, an association is
    formed
  4. Now the reflex (CR) also occurs to the
    CS
64
Q

classical conditioning which brain area

A

cerebellum (motor) and amygdala (affective)

65
Q

eye blink conditioning

A

CS: tone
US: puff of air

delay conditioning: CS eerst, dan tijdens laatste deel vd tone een pufje (US)
trace conditioning: eerst CS, dan moet er een memory trace komen van CS, en dan pas US.

66
Q

what brain area is important in delay conditioning

A

cerebellum

67
Q

what is imporant in trace conditioning

A

hippocampus. (dus lastig voor mensen met MTL amnesia) = daarom ook declarative memory!

68
Q

dus verschil trace en delay conditioning

A

trace is declarative, je hebt de hippocampus nodig (want de stimulus komt later, dus je moet hem onthouden!).
delay is alleen cerebellum, en nondeclarative.

69
Q

operant conditioning basics

A

reward behaviour that is favorable, punish behaviour that is not favorable.

70
Q

habituation and sensitization in sea slugs

A

Sea slugs have only a few thousand
neurons that are very large and easy to
differentiate
* Sea slugs retract their gills when their
siphon (a kind of water jet) is touched
* When this is done repeatedly,
habituation (= reduced response) occurs
* When the siphon is touched and an
aversive stimulus (shock at the tail) is
delivered simultaneously, sensitization
(= stronger response) occurs

71
Q

habituation

A

decreased neurotransmitter release with each stimulus presentation, last only a couple of minutes -> short term memory

72
Q

sensitization

A

increased neurotransmitter release, last only a couple of minutes -> short term memory

73
Q

sensitization after a couple of pairings

A

gene expression, can last for weeks -> long term memory

74
Q

long-term potentiation

A

de pathways die het meeste gebruikt worden krijgen de sterkste pathway: highly sensitive

75
Q

LTP kenmerken

A
  • zelfs na een burst
  • kan weken duren
  • heel specifiek
  • associatief leren -> twee dingen worden aan elkaar gelinkt
76
Q

long-term depression

A

zelfde als LTP, maar dan met lage frequencies en leidt tot weakening of synapses

77
Q

LTP en memory performance

A
  • Rats in a stimulus-rich “enriched” (toys
    etc.) or new (e.g. “Morris water maze”)
    environment → lots of LTP occurs
  • In knock-out mice, where gene
    modification prevents LTP, no (spatial)
    learning happens anymore (in e.g. the
    “Morris water maze”)
  • Evidence for LTP involved in auditory
    fear conditioning (thalamus → amygdala)
78
Q

structural changes due to LTP

A
  • larger spine neck
  • more presynaptic vesicles
  • more postsynaptic receptors
  • more ribosomes
  • more synaptic zones
  • a single spine can divide in two
  • new dendritic spines after one hour after the LTP
79
Q

which priming is task dependent

A

conceptual

80
Q

drie vormen van skill learning (non-declarative memory)

A
  • motor skill learning
  • perceptual skill learning
  • cognitive skill learning
81
Q

3 vormen van skill learning + testen hiervoor

A
  • motor: serial reaction time task + motor adaption task
  • perceptual: reading, language, greebles…
  • cognitive: weather prediction task
82
Q

all skill learning depends on….

A

BASAL GANGLA

Brain and Cognition 2 (9 decks)

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