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Psych year one > Memory > Flashcards

Memory Flashcards

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1
Q

Patient HM

A

had an operation where the hippocampus was removed

he had: anterograde amnesia and temporally graded retrograde amnesia

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2
Q

what does HM show?

A

The hippocampus is vital for encoding short-term memories into long-term memories
There are different systems for retrieving and encoding.
There are different types of memories.
Different brain regions are responsible for procedural and semantic memories.

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3
Q

Describe HM memory after the removal of the hippocampus

A
  • he had short term memory
  • had some LTM
  • couldnt create new LTM
  • He could remeber some things from his youth
  • had procedural memory - cane and maze
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4
Q

retrograde amnesia

A

is a loss of memory-access to events that occurred or information that was learned, before an injury or the onset of a disease.

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5
Q

anterograde amnesia

A

is a loss of the ability to create new memories after the event that caused the amnesia.

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6
Q

Proactive interference

A

The negative influence of old material on new material.

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7
Q

Retroactive interference:

A

The negative influence of new material on old material.

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8
Q

partial report superiority

A

accurately recall information when they are given instructions to give a partial report rather than a full report - theyll remeber 3/4 items sperling

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9
Q

visual stimuli

A

iconic memory

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10
Q

auditory stimuli

A

iconic memory

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11
Q

touch stim

A

haptic memory

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12
Q

what is held in sensory memory?

A

colour
shape
size
brightness
( no meaning)

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13
Q

when isnt there a partial report advantage?

A

No partial report advantage when asked to report items of a certain category eg. letters or digits (Sperling, 1960).

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14
Q

span task

A

list of something (numbers/words) that needs to be remembered and recalled

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15
Q

cued recall task

A

paired associate, give first word of pair and they have ti remember the second word

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16
Q

what is a false alarm, hit, correct rejction and miss?

A

Miss - not new its old
correct rejected - new say its new
hit - old say its old
false alarm - new but its old

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17
Q

slots model

A

certain number of lockers that can be filled cant get anymore in if you dont take more info out, nothing in the brain suggests theres a limimted number of slots in the brain

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18
Q

rescourse model

A

more items = less resources because giving memory to multiple so slope, wider distribution

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19
Q

dual coding hypothesis

A

for words we can imagine there are two routes to retrieval. language and the image in your mind. more likely to remember concrete words rather than abstract

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20
Q

Declarative / Explicit memory

A

memoriesthat can be consciously recalled (or “declared”), consisting of information that is explicitly stored and retrieved

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21
Q

Nondeclarative / Implicit memory

A

memoriesthat can not be consciously recalled (or “declared”), consisting of information that is implicitly stored and retrieved

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22
Q

cortical reinstatement

A

Retrieval involves the same pattern of brain activity that was present when the memory was encoded.

report and encode has similar brain activity

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23
Q

example of hm having implcit memory

A

when hm had implicit memory he was faster at getting through the route but couldnt exactly remeber that he had done it before

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24
Q

priming amnesic patientrs

A
  • Amnesic patients,
  • Performed badly with the recognition procedure (explicit task),
  • Performed normally when shown visually degraded versions of the words and asked to “guess” (implicit task).

skills —> bike, golf etc, piano yuh

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25
Q

golf study

A

golf study

practice golf, explcict stratergies to improve golf, another group to do implict group, concurrent task metrenome at the same time whihch told them to come up with a letter, getting in the way of stratergy making,

explcit = 6 stratergies

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26
Q

what is the primacy and recency effect?

A

new information is most easily absorbed and retained at the beginning and end of a learning episode.

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27
Q

the sas model

A

action of behavour is at two levels- we can do everyday tasks and still think about other things and allowing us to make a new plan over our usual habit

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28
Q

Elaborative encoding

A
  • enhances memory retention
  • consider meaning of info and linkng it to ther info
  • this will lead to deeper processing and us able to learn better
  • better than rote learning
    e.g., chuncking
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29
Q

example of chucnking

A

example - person couple remember 81 random digits - they did this by linking digits to running times - didnt transfer to other remembering skills

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30
Q

what is far transfer

A

when skill transfers to something dissimilar from the origin of learning

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31
Q

what is stratergy training?

A

WM as a whole not limited tricks with limited transfer

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32
Q

core training

A

core training improves whole - cognitive control , reading comprehnsion

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33
Q

ADHD study using core training

A
  • 20 minutes per day, 4-6 days a week, 5 weeks
  • adaptive training
  • changed difficulty along with working memory capacity
  • visual training task, backwards digit span, letter span, reaction time tasks, head movements
  • control group, group with doing test once and twice with no effort or training in the middle. different control, test, different training then post training
  • double blind, less than ten mins a day
  • longest effect 6 months
  • means that core T does work
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34
Q

adaptive training study

A
  • sustained enhancement of poor working memory in children
  • people were using domain-specific strategies
  • asked why they improved
    • 37% - concentrating harder
    • 27% - other strategies eg.rehearsing and tracing
  • found improvements on the test but no real world effects and transferable skills
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35
Q

perceptual discrimination task

A

vertical lines moving towards and apart from each other, improvement in accuracy with training

grey squares moving and had to remember distraction - shown blank screen and then had to say if swaure moving in same direction. training group did improve.

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36
Q

EEG test on perctual discimintaion in older adults

A

EEG scan

differences on the surface of the head, lots of trials and average out signals.

event related potentials - N1 - attention

difference in N1 amplitude before and after training

change in amplitude predicted how much they improved

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37
Q

older auldts multi tasking study

A

60 year olds play a game (NEURORACER) for twelve hours over a month. multi tasking improved and attention and sustained WM ability. profrontal cortex activity.

one group did multi one did drive only one did sign only came back six months to do again

single task skill dropped but multi improved and didnt have as big of a drop at 6 months

bbc study

didnt find any transfer tasks and young adults already at max caapcity not well controlled

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38
Q

brain plasticity juglle study

A

brain scans before and after learing to juggle

diffusion tensor imaging

grey matter - white matter - water moves inb rain constraned by axions in white mater - build a pic of white matter in brain as to where water is moving. differences in white matter structure before and after juggling

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39
Q

wm - clickinig circles whilst in scan found an increase of activity in what bran areas

A

frontal and parietal cortex

40
Q

the density of what NT can predict improvement in WM tasks?

A

dopamine

41
Q

do you remeber first or last words of a lsit better?

A

last

42
Q

what were relevant limitations of the modal model

A

Levels of Processing
* Patients with impaired STM

43
Q

does similliarity of sound of disimiliarty of sounds leed to poor immediate recall

A

similarity

44
Q

does similar or dissimilar menaing effect immediate recall

A

no baddeley found it doesnt

45
Q

what did patient PV have

A

phonological deficit necesary for acuring vocab

46
Q

PV results on learning russian

A

tried to teach pv words of russian

after ten trials she had learnt non of the words when the contols had even though she performed the same on words that were english

47
Q

language disorder group results on learning nonwords

A

they compared 6 year olds (non disability) and 8 years olds who had language disability to learn non words with increasing syllables

they found that language disorder 8 year olds were better at learning 5 syllable ords that lanugage impaired

48
Q

what is one reason for English being easier to learn than arabic?

A

on average arabic has more syllables per word than english does making it harder to remeber the words

49
Q

what languages were in syllable study in order of average syllables?

A

spanish - hebrew - arabic

50
Q

Trackings importance when using visuo-spatial sketchpad

A

we have less errors rembering a room when use tracking

51
Q

what was the differnce in what they could remeber when they used spatial and nonsense words to locate something.

A

spatial = remember 8 things
nonsense = 5/6

52
Q

is tracking still effective in LTM tasks?

A

NO

53
Q

when PP given sentences to read and have to reember last word how many can they generally remember?

A

3/4

54
Q

why was the episodic buffer added?

A

because how can things be linked and multidimensional if only a spatial and phonological loop

55
Q

what does episodi buffer do?

A

stores conscious information

56
Q

embedded process model

A

everything is in ltm
these features can be activated
store 4-5 chunks

57
Q

what memory does recency occur?

A

LTM and STM

58
Q

WHEN DOES RECENCY EFFECT DECRSES

A

RECALL IS DELAYED

59
Q

does a concurrent task stop recency effect from working

A

no

60
Q

what did sperling say is the sna of immediate memory

A

4.5

61
Q

whats a partial report

A

reported a sub set of items which are cued

62
Q

when sperling gave cue how many could they remeber

A

typyically could remember 4

63
Q

partial report superiority

A

people remeber items straight after than rather waiting a few sceonds

64
Q

at what second you get partial report ruperioty

A

0.5 seconds - increases the sooner cue is shown

65
Q

how did the difference between dark and light pre field influence sensory ?
(sperling)

A

dark - sensory memory duration was imroved

66
Q

if you put a visual mask after stimulus can sensory memory be shorter?

A

sensory memory duration drops as exposure duration increases

67
Q

does the masking in pserling experiments influence vusual proe=sseisng before or fter info is combned in the eys and why

A

after because when showed a mask in one eye the effect is the same as if shwon in both eyes.

68
Q

what was broadbents sytem

A
  • Three systems (stores):

1) “S-system” (sensory memory, unlimited capacity),

2) “P-system” – limited capacity, items processed serially and can be fed back to the S-system (rehearsal),

3) Long term memory.

69
Q

for broadbent what is necessary for information to progress to stm

A

attention, only info we pay attention will move forward to

70
Q

for stm how is info lost

A

decay

71
Q

for ltm how is info lost

A

interfence

72
Q

murdok

A

primacy and recency effect

73
Q

Glanzer and Cunitz reasoning for recency being stm

A

recency effect was affected when they had to do 30 seconds of backwards counting
this suggests info is in stm

74
Q

Glanzer and Cunitz reasoning for recency being ltm

A

they performed better when they had 9 seconds per item because they had more time to rehrse into ltm

75
Q

browns finding

A

when rehersal is prevnted items decay from memory and are lost

76
Q

brown ~+ peterson finding

A

decay even occurs whe the umber of items is well below the immediate memory span of 7+_

77
Q

what did keppel and underwood find?

A

they found evidence for interfence because PP did the same on 18seconds and thre second coutning back recall on first trial 18 only became worse when they had done more trials suggesting more trials is what affected them not the 18 sceonds

78
Q

what is release from proactive inhibition

A

switching catergory of items improves memory perfomance
wickens etal

79
Q

waugh and norman study - what they did

A

Pp heard a list of numbers then a tone played and they had to say the number that came before the tone, remeber when that number was last said and then the number that came after that number –

-

80
Q

waugh and norman - what they found

A

time taken doesnt make a differences but number of interfeing items does

81
Q

what do the distributions of the Paired association task tell us?

A
  • overlap loads = bad memory because that means theyre just guessing
  • partial overlap would mean they rember some of new some of old
  • perfect = not overlap a ditrsibution of both new and old words
82
Q

what is dprime

A
  • this is the difference in hits and misses when saying wether a stimulus has been presnted to you or not
  • shows how well they can know the presence or absence of a stimulus
  • d’ of 0 suggests the PP was guessing
  • ## d’ suggests they had good memeory performace
83
Q

how might bias influence the old and new learning task?

A
  • cautcious person may say less old than an other person bc they have to have complete absolute memory where as someone else may be more liberal
84
Q

how do look at the extent to whihc distrubution overlap ( which measures memory performance without bias) ?

A

d’ = Hites - False alarms

85
Q

what is the change detection paradigm?

A
  • look at a cross
  • look at a stimulus (e.g., 4 boxes with a different pattern )
  • blank screen
  • another stimulus and asked if it was the same
  • d’ x number of set size
  • working memory capacity is represented by K
86
Q

millers magic number should be considered as

A

chucnking
we cant just remeber 7 numbers but 7 chucnks
ltm influence stm

87
Q

what is the rescource theory?

A
  • we have a emory rescource we can give some items more rescource to help remember them
88
Q

what was the study that supported the rescource theory?

A
  • pp shown a slide with two coloured squares
  • then blank
  • then shown a black swaure that higjlighted which sqaure colour they needed to remember
  • they then had to click on a colour wheel what they thought the colour of the square was
  • if they picked red but not exact red = low precision
  • maybe bc not giving enough rescource to it
89
Q

explain the mixture model

A
  • make colour wheel into an x axis
  • target distrubition
  • mis binding = non target
  • guessing click randomly around colour wheel (a constant)
  • narrow distribution = high precision
90
Q

what does the attention and resource model suggest?

A
  • the allocation of the working memory rescource can be biased by slective attention and towards targets of upcoming eye movements
  • remeber next item we will se most
91
Q

what is spreading activation

A
  • ripple effect in the mind, remember on thing allows u to active other memories in LTM
92
Q

why might we recall words like chimney and door ebyter than joy and hate?

A
  • we remeer words better when we can code them in twos, imagery and vocab
  • we can image chimeny we cant necssarily picture joy
  • dual coding hypothesis
93
Q

encodig specificty principle?

A
  • better at retrieval if codes at encoding are present
  • tulving
94
Q

explain tulving and thomson experimet ito words pairs and encodig…

A
  • gave PP a word pair - chair and glue
  • gave them new word e.g., table
  • asked them to state words assciated with table
  • assuming they would say chair
  • then asked PP if any of the word in their new list was in the word pair
95
Q

results of tulving and thomas exp?

A
  • PP did poor
  • because they encoded chair as a word pair but were trying to retrieve from a list
  • encoding and retrieval differ
96
Q

what memories are more resistant to stress?

A

implcict memories
golf stufy
when proffesional came imlcit group improved the most

Psych year one (19 decks)

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