memory

Question 1

the 3 components of learning are

Answer 1

encoding –> storage —> retrieval

Question 2

—- is how info gets into memory and it requires — such as — on characteristics
example :

Answer 2

• encoding
• attention
• focusing awareness on characteristics
• example: forgetting names , everyday memory failure

Question 3

true or false:
in encoding the divided attention impedes memory

Answer 3

true

Question 4

levels of processing theory ( types of codings are ) :

Answer 4

1- shallow: structural aka physical appearance
2- intermediate: phanoemic aka sound
3- deep: semantic aka meaning

Question 5

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

Answer 5

true , true

Question 6

in the 2nd component of memory : storage the most influential theory is —-

Answer 6

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

Question 7

— where info lasts for milliseconds or seconds depending on the stimulus

Answer 7

sensory memory which is avtivated by a sensory input

Question 8

— where it has limited capacity and info lasts ab 20 seconds

Answer 8

short term memory which requires attention

Question 9

—- is when the capacity is unlimited and info lasts indefinitely

Answer 9

long term memory which go back to back w the storage and retrieval —> <—-

Question 10

auditory , tactile or visual info persevered momentarily is —-

Answer 10

• sensory memory

Question 11

in sensory memory it gives just enough time to — and —- and it can be linked to —-

Answer 11

• recognise and direct ur attention
• echo rather than a store eg. visual after-image

Question 12

• 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

Answer 12

short term memory

Question 13

visual after-image is an example of

Answer 13

sensory memory

Question 14

rehearsal and verbal repetition is an example of

Answer 14

short term memory

Question 15

unlimited capacity and indefinite duration ( permentant flashbulb memory debate and evidence of decay , interference/retrieval failure is —

Answer 15

long term memory

Question 16

covid , 9/11 , and trauma are examples of

Answer 16

long term memory

Question 17

multiple memory system is organised in —- which consists of :

Answer 17

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

Question 18

the issues of retrieval include :

Answer 18

• not the exact replicas
• can be distorted by unrelated events
• misinformation effect ( misleading post-event info , question wording , implications for eye witness testimony )

Question 19

factors affecting retrieval :

Answer 19

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

Question 20

meaningfulness and connectives — recall

Answer 20

increase

Question 21

retrieval methods used:

Answer 21

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

Question 22

info lost if not encoded can be in — and —-
while info lost due to retrieval failure , interference , decay

Answer 22

• sensory and working memory
• long term memory

Question 23

why do we forget ?

Answer 23

1. Ineffective encoding
   * Information not encoded properly due to lack of attention– pseudo-forgetting
2. Decay
   * Memory fades with time due to decay in physiological mechanisms
   * Not much empirical support
3. Interference: Competition from other information e.g.:
   * New information impairing retention of old (retroactive interference)
   * Old information interfering with retention of new (proactive interference)
4. Retrieval failure
   * “Tip-of-the-tongue” phenomenon
   * Retrieval often best when context is similar to encoding context
5. Motivated forgetting
   * Freud - people bury unpleasant, painful, or embarrassing memories deep in
   unconscious mind - REPRESSION

Question 24

clinical disorders of memory includes —– which is the partial or total memory loss

Answer 24

amnesia

Question 25

—- is inability to remember events that happened
prior to onset
➢ retrieval failure

Answer 25

retrograde amnesia

Question 26

is the inability to take in new factual information or
remember day-to-day events
➢ consolidation failure

Answer 26

anterograde amnesia

Question 27

Combines both
– Period of retrograde shrinks
– Period of anterograde determines classification
of head injury [mild, moderate, or severe]

Answer 27

post-traumatic amnesia

Question 28

causes of amnesia :

Answer 28

. 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

Question 29

one of the first signs and symptoms of alzehimers is

Answer 29

declarative ( episodic ) in long term memory

Question 30

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 —–

Answer 30

• intact
• increased
• procedural relatively intact
• difficulty in language , recall of conceptual info as clock can occur several years before the diagnosis

Question 31

in alzhemiers the declarative episodic long term memory characteristics:

Answer 31

• 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

Question 32

true or false in memory loss of alzehmers Implications:
– Vivid memories can be confused with psychotic symptoms
– Therapeutic application: Reminiscence therapy

Answer 32

true

Question 33

Strategies for improving memory and recall:
Patients

Answer 33

• 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

Question 34

Strategies for improving memory and recall:
Personal – Study Skills

Answer 34

• 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