memory Flashcards
the 3 components of learning are
encoding –> storage —> retrieval
—- is how info gets into memory and it requires — such as — on characteristics
example :
- encoding
- attention
- focusing awareness on characteristics
- example: forgetting names , everyday memory failure
true or false:
in encoding the divided attention impedes memory
true
levels of processing theory ( types of codings are ) :
1- shallow: structural aka physical appearance
2- intermediate: phanoemic aka sound
3- deep: semantic aka meaning
true or false:
-deeper levels result in longer lasting memory codes as better recall
- invention of computers influenced theories of memory storage —> info processing models
true , true
in the 2nd component of memory : storage the most influential theory is —-
multi-store model which is separated into 3 stores :
1- sensory memory
2- short term memory ( STM)
3- long term memory ( LTM)
and its not an anatomical structure
— where info lasts for milliseconds or seconds depending on the stimulus
sensory memory which is avtivated by a sensory input
— where it has limited capacity and info lasts ab 20 seconds
short term memory which requires attention
—- is when the capacity is unlimited and info lasts indefinitely
long term memory which go back to back w the storage and retrieval —> <—-
auditory , tactile or visual info persevered momentarily is —-
- sensory memory
in sensory memory it gives just enough time to — and —- and it can be linked to —-
- recognise and direct ur attention
- echo rather than a store eg. visual after-image
- has limited capacity
- follow the 7+- units info ( miller law )
- new info/interderance can displace current info as 8th/9th/10th of info bump out earlier info
- limited duration : 20-30 seconds and rehearsal extends duration as verbal repetition
short term memory
visual after-image is an example of
sensory memory
rehearsal and verbal repetition is an example of
short term memory
unlimited capacity and indefinite duration ( permentant flashbulb memory debate and evidence of decay , interference/retrieval failure is —
long term memory
covid , 9/11 , and trauma are examples of
long term memory
multiple memory system is organised in —- which consists of :
logical framework and it goes like:
long term memory:
1- declarative ( that ) which is related to facts and explicit knowledge as events in hepthatlon. This is divided into:
- Semantic: general knowledge as capital of France
- episodic: dated recollection of personal experiences as first boy/gf
2- procedural ( how) which is related to action , perceptual-motor skills , conditioned responses as riding a bicycle
the issues of retrieval include :
- not the exact replicas
- can be distorted by unrelated events
- misinformation effect ( misleading post-event info , question wording , implications for eye witness testimony )
factors affecting retrieval :
1- order of encoding :
serial position effect –> U shaped retrieval
2- time :
most forgetting occurs immediately after memorisation ( ebbinghaus nonsense syllables eg.XOS )
3. meaningfulness , connectives and retrieval clues as hints and reinstating context clues
meaningfulness and connectives — recall
increase
retrieval methods used:
1- recall : no cues , most diffult
2- recognition : select from an array of options
3- re-learning : effort saved 2nd time indicated extent of learning 1st time
4- reconstruction: combines stored info w other available info
info lost if not encoded can be in — and —-
while info lost due to retrieval failure , interference , decay
- sensory and working memory
- long term memory
why do we forget ?
- Ineffective encoding
* Information not encoded properly due to lack of attention– pseudo-forgetting - Decay
* Memory fades with time due to decay in physiological mechanisms
* Not much empirical support - Interference: Competition from other information e.g.:
* New information impairing retention of old (retroactive interference)
* Old information interfering with retention of new (proactive interference) - Retrieval failure
* “Tip-of-the-tongue” phenomenon
* Retrieval often best when context is similar to encoding context - Motivated forgetting
* Freud - people bury unpleasant, painful, or embarrassing memories deep in
unconscious mind - REPRESSION
clinical disorders of memory includes —– which is the partial or total memory loss
amnesia
—- is inability to remember events that happened
prior to onset
➢ retrieval failure
retrograde amnesia
is the inability to take in new factual information or
remember day-to-day events
➢ consolidation failure
anterograde amnesia
Combines both
– Period of retrograde shrinks
– Period of anterograde determines classification
of head injury [mild, moderate, or severe]
post-traumatic amnesia
causes of amnesia :
. Brain injury
* Drugs (e.g. BZDs; anaesthetics)
* Encephalitis
* Electroconvulsive therapy (ECT)
* Alcoholism (Korsakoff’s Syndrome)
* Lack of stimulation
* Severe emotional trauma
* Alzheimer’s disease
– ~50% of people by age 85
– Not normal ageing
one of the first signs and symptoms of alzehimers is
declarative ( episodic ) in long term memory
in Alzheimers the working memory is — at first but — sensitivity to distraction. In long term memory the — is intact while the declarative semantic can have —–
- intact
- increased
- procedural relatively intact
- difficulty in language , recall of conceptual info as clock can occur several years before the diagnosis
in alzhemiers the declarative episodic long term memory characteristics:
- among first signs and symptoms ( forgetfulness of missed appointment )
- robot law - recent memories are more likely to be lost
- deficit in consolidation from ST to LT
true or false in memory loss of alzehmers Implications:
– Vivid memories can be confused with psychotic symptoms
– Therapeutic application: Reminiscence therapy
true
Strategies for improving memory and recall:
Patients
- Know the factors that affect recall
- Insight into why patients do not remember information/present with memory problems
- Not always age-related! Referral and/or screening for cognitive impairment
- Situational factors may play a role (e.g. stress, distraction)
- Recall is critical for good adherence! You can facilitate your patients’ recall
1. Factors that affect encoding e.g. divided attention
2. WM capacity
– Don’t present too much information at once
– CHUNK information into explicit categories (e.g. treatment steps, side-effects)
3. The order information is presented
– Give most important information early and summarise at the end (PRIMACY & RECENCY
EFFECT)
4. Facilitate encoding from WM to LTM
– Repeat key information to promote REHEARSAL and transfer to LTM
– Make information MEANINGFUL to promote DEEP ENCODING and ELABORATION e.g. explain
rationales, give specific concrete examples, use visual aids
– Create CONNECTIONS - Relate information to patients’ existing knowledge and prior learning
5. Facilitate recall
– Provide recall cues e.g. diagrams/visuals of exercises, information leaflets, written instructions
Strategies for improving memory and recall:
Personal – Study Skills
- Maximise your encoding capacity
– Minimise interference; maximise attention - Be mindful of WM capacity
- Space learning; avoid mass practice
– Relearning consolidates - Avoid shallow processing
– e.g. Reading and rereading - Use strategies for DEEP processing
– Elaborate on information, draw diagrams, think of examples, paraphrase information,
explain concept to a friend
– Build connections with existing knowledge - Use techniques to help your recall
– e.g. reconstruction, reinstating context, chunk information, think of cues
