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Cognitive Psychology London Met > Memory 2 > Flashcards

Memory 2 Flashcards

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1
Q

2 Types of long term Memory

A

EXPLICIT/Declarative memory (conscious; ‘knowing that’)

PEOPLE CAN DESCRIBE OR REPORT THE CONTENTS

Episodic memory (personal events)
Semantic memory (knowledge)

IMPLICIT memory (not conscious; ‘knowing how’)

Repetition priming
Procedural memory (skills)
Conditioning

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2
Q

EXPLICIT/Declarative memory (conscious; ‘knowing that’)

split in to two kinds….

A

Episodic memory (personal events)

Semantic memory (knowledge)

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3
Q

IMPLICIT memory (not conscious; ‘knowing how’)

three kinds….

A

Repetition priming
Procedural memory (skills)
Conditioning

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4
Q

Episodic Memory

A

Memory for personally experienced events (‘autobiographical’)

WHAT WHERE WHEN

Involves ‘mental time travel’ (remembering/self-knowing)

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5
Q

Semantic Memory

A

Knowledge about the world (facts, vocabulary, numbers and concepts)

Does not involve ‘mental time travel’ (knowing)

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6
Q

Separation of episodic and semantic memories

A

Neuropsychological evidence (case studies of preserved and impaired abilities of brain-damaged patients)

KC: damage to hippocampus due to motorcycle accident

- Could not relive any events of his past
- Could recall factual knowledge

A person referred to as…An Italian woman in the literature : brain damage due to encephalitis

- Could relive events in her life and form new memories after brain damage
- Had difficulty with general knowledge, historical facts, word meanings, recognising familiar faces
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7
Q

double dissociation

kc and the italian Woman

explain…..

A

there are Two Dissociation patterns

KC had OK Semantic Memory
but Poor Episodic Memory

IW had Poor Semantic Memory
but OK Episodic Memory

Because the two dissociations are opposites of each other , together they form what scientists refer to as a Double Dissociation

Traditionally taken as a strong case for the separation of two psychological phenomenons

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8
Q

Levine et al. (2004)

A

Brain imaging evidence:

IMAGE OF THE BRAIN WITH BLUE AND YELLOW HIGHLIGHTED IN DIFFERENT PLACES.

participants were played recordings of either

1) information about episodes in their own personal lives (episodic)
2) and general knowledge (semantic)

The two types of descriptions activated different areas of the brain
yellow – episodic
blue – semantic

provides evidence that the two areas are FUNCTIONALLY SEPERATE

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9
Q

participants were played recordings of either

1) information about episodes in their own personal lives (episodic)
2) and general knowledge (semantic)

A

LEVINE ET AL 2004

The two types of descriptions activated different areas of the brain
yellow – episodic
blue – semantic

provides evidence that the two areas are FUNCTIONALLY SEPARATE

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10
Q

Connections between episodic and semantic memories

A

‘Morphing’ from episodic+semantic to only semantic memory

Memory for learning episode AND what was learned in that episode

Memory for what was learned remains while memory for learning episode fades away

IE YOU CAN REMEMBER THE FACTS BUT NOT THE EXACT CLASS THEY WERE LEARNED IN.

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11
Q

‘Morphing’ from episodic+semantic to only semantic memory

A

Memory for learning episode AND what was learned in that episode

Memory for what was learned remains while memory for learning episode fades away

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12
Q

morphing shows one way that episodic and semantic memory interact.

another way way is the

A

enhancing effects they have on each other.

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13
Q

Westmacott & Moscovitch what when?

A

Semantic memory enhanced by episodic memory
Westmacott & Moscovitch (2003)

Collected norming data on autobiographical significance (AS) of hundreds of famous names from across the 20th century (Remember/Know judgment)

Lists made up of high-R names better recalled and recognised than lists made up of low-R names

High-R names responded to more quickly in fame judgement task

Conclusion: Autobiographical significance (AS) plays a role in semantic memory.

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14
Q

Chase & Simon (1973)

A

Episodic memory enhanced by semantic memory

Chase & Simon (1973)

Participants either experienced or Inexperienced

Participants were shown a picture of chess pieces on a chessboard for 5 seconds and then required to reproduce the positions from memory

Two types of participants: Masters (with more semantic knowledge about chess) and beginners.

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15
Q

Enhancing effect of semantic memory on episodic memory. who tested this and how

A

CHASE AND SIMON IN 1973

CHESS BOARD MEMORIZING

5 SECONDS

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16
Q

HOW many seconds did the chess masters and the chess novices get to see memorise the boards in Simon and Chases 1973 study?

A

5 seconds

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17
Q

Chunking?

A

Chunking, in psychology, is a phenomenon whereby individuals group responses when performing a memory task. Tests where individuals can demonstrate “chunking” commonly include serial and free recall tasks. All three tasks require the individual to reproduce items that he or she had previously been instructed to study. Test items generally include words, syllables, digits/numbers, or lists of letters. Presumably, individuals that exhibit the “chunking” process in their responses are forming clusters of responses based on the items’ semantic relatedness or perceptual features. The chunks are often meaningful to the participant.

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18
Q

Priming

repetition

and conceptual

A

Priming: presentation of one stimulus (‘prime stimulus’) changes response to a subsequent stimulus (‘test/target stimulus’)
Repetition priming – response to a test word ‘chair’ is faster after prior encounter with the same word than after no prior encounter with the same word
Conceptual priming – response to a test word ‘chair’ is faster after prior encounter with the word ‘furniture’ than after no prior encounter with ‘furniture’
Are these effects due to explicit (episodic) memory or implicit memory?

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19
Q

Priming - wiki definition

A

Priming is an implicit memory effect in which exposure to one stimulus influences a response to another stimulus

20
Q

Priming - Uni definition

A

Priming: presentation of one stimulus (‘prime stimulus’) changes response to a subsequent stimulus (‘test/target stimulus’)

21
Q

Repetition Priming

A

Repetition priming – response to a test word ‘chair’ is faster after prior encounter with the same word than after no prior encounter with the same word

22
Q

Conceptual Priming

A

Conceptual priming – response to a test word ‘chair’ is faster after prior encounter with the word ‘furniture’ than after no prior encounter with ‘furniture’

23
Q

Tulving et al 1982

Priming experiment

A

Tulving et al. (1982): Evidence for implicit nature of priming

  • Participants studied 96 words, each presented for 5s
  • Tests conducted one hour or 7 days after study
  • Word fragment completion test (C _ R _ _ T): Fragments based on ‘old’ words more likely to be completed successfully than fragments based on ‘new’ words

No requirement to consciously recall words from study phase

  • Effect due to implicit memory for the ‘old’ words
24
Q

What is Tulving’s (1982) Proof that Priming is an Implicit process?

A

Participants were under NO instruction to CONCIOUSLY recall words from the study phase.

25
Q

Give the details of Tulving et al’s 1982 priming experiment

A

Participants studied

96 words, each presented for
5s

  • Tests conducted
    1 hour or
    7 days after study
  • Word fragment completion test (C _ R _ _ T): Fragments based on ‘OLD words more likely to be completed successfully than fragments based on ‘NEW’ words

No requirement to consciously recall words from study phase

26
Q

what are the numbers to remember for Tulvings 1982 experiment?

A

96 words
5 seconds
1 hour
7 days

Word Fragment Completion Test

old and new words

participants completed the “old’ words which were from the study phase. this is Evidence towards Tulvings theory that Priming is an Implicit Process because participants were NOT CONSCIOUSLY TRYING TO RECALL words in the task thus the processes involved were Implicit.

27
Q

Tulving et al. (1982): Evidence for implicit nature of priming
- Recognition test (‘Did this word occur in the study phase?’): a test of explicit memory

A

After 7 days, implicit memory for ‘old’ words was still strong while explicit memory for them had FADED AWAY

28
Q

Warrington & Weiskrantz (1968):

A

Warrington & Weiskrantz (1968): Neuropsychological evidence for implicit nature of priming

  • Korsakoff’s patients, who were amnesic because of brain damage caused by long-term alcohol abuse

Participants asked to complete an

OBJECT FRAGMENT COMPLETION TASK

  • Amnesic = poor at explicit memory
29
Q

Amnesic patients have damaged …………..memory but intact …………. memory.

A

Amnesic patients have damaged EXPLICIT memory but intact IMPLICIT memory.

Amnesic patients would show priming if priming is due to IMPLICIT MEMORY

30
Q

Warrington & Weiskrantz (1968): Neuropsychological evidence for implicit nature of priming

process and results

A

In the Object Fragment Completion Test

the Amnesiac Alcoholics

Improved performance over three days despite inability to explicitly recall training from previous days

Brain damage confined to explicit memory. Implicit memory, as revealed in priming, remained intact.

31
Q

Perfect & Askew (1994

A

Perfect & Askew (1994): an example of priming in everyday life

  • Participants studied 25 ads ‘deliberately’ or ‘incidentally’
  • Recognition test (‘Did you see this ad in the study phase?’): ‘Deliberate’ group recognised more ads than ‘incidental’ group
  • Rating task (on a mixture of ‘old’ and ‘new’ ads): Both groups rated the ‘old’ ads more positively than the ‘new’ ads

Conclusion: Implicit memory for incidentally encountered stimuli. Advertising effectiveness can be measured explicitly and implicitly.

32
Q

Procedural Memory TWO TYPES

how do we know they are separate from explicit episodic memories?

whats the word beginning with D that describes being FUNCTIONALLY SEPARATE

A

Skill memory – cannot remember when or where a skill was learned; not aware of how a skill is performed

  • Motor skills: driving; riding a bicycle; swimming; etc.
  • Cognitive skills: reading; speaking; doing arithmetics; etc.

Evidence for separation of procedural memory: DISSOCIATION between episodic and procedural memories in brain-damaged amnesic patients

  • Clive Wearing: preserved ability to play the piano
  • KC: preserved ability to learn a new skill
33
Q

describe two brain processes which have been proved to be DISSOCIATED and thus FUNCTIONALLY SEPARATE

A

IMPLICIT PROCEDURAL V EXPLICIT EPISODIC

eg clive wearing and kc s ability to make new and remember old skills but no ability to form new explicit episodic memories.

SEMANTIC V EPISODIC

eg KC damaged his HIPPOCAMPUS and had no episodic memory facility

the Italian Woman had damaged her ENCEPHILITIS and had no semantic memory facility

34
Q

Atkinson & Shiffrin’s (1968) modal model of memory (a.k.a. multi-store model of memory)

whats the process they describe.

What are DCC?

A 
input
sensory memory
short term memory
rehearsal; a control process
output
input to and output from the long term memory

(the three boxes )

Duration: for how long can information be held?
Capacity: how much information can be held?
Coding: in what format is information held?

35
Q

Murdoch 1962

A

Behavioural evidence: Serial position curve/effect
Murdoch (1962)

Participants received a list of words, each presented for a fixed amount of time

Participants tried to recall the words in any order (‘free recall’)

Words at beginning of the list were better recalled than words in the middle of the list (‘primacy effect’)

Words at end of the list were better recalled than words in the middle of the list (‘recency effect’)

36
Q

primacy effect

A

Words at beginning of the list were better recalled than words in the middle of the list (‘primacy effect’)

37
Q

Words at beginning of the list were better recalled than words in the middle of the list

A

PRIMACY effect

38
Q

Words at end of the list were better recalled than words in the middle of the list

A

RECENCY effect

39
Q

Participants tried to recall the words in any order

WHAT IS THIS CALLED?

A

FREE RECALL

40
Q

RECENCY EFFECT

A

Words at end of the list were better recalled than words in the middle of the list

41
Q

explain the serial position curve

in terms of LTM and STM

A

Recency effect: words at end of list still in STM at time of recall

Primacy effect: words at start of list transferred to LTM after rehearsal

(Words in the middle are not in STM at time of recall, and not in LTM because there has not been enough time for them to be rehearsed and transferred to LTM.)

42
Q

Rundus (1971): evidence that primacy effect is due to rehearsal and transfer of words to LTM

A

Participants repeated words out loud during list presentation

Number of rehearsals a word received correlated well with its probability of recall

but not at the end - implying that a different process was at work there - short term memory

43
Q

Glanzer & Cunitz (1966): evidence that recency effect is due to retrieval from STM at the time of recall

A

Adding a 30-second delay between end of list presentation and recall killed off the RECENCY effect

No word remained in STM after the delay

44
Q

Neuropsychological evidence (case studies of preserved and impaired abilities of brain-damaged patients)

A

Neuropsychological evidence (case studies of preserved and impaired abilities of brain-damaged patients)

Clive Wearing: brain damage due to encephalitis

HM: removal of hippocampus by surgery

- Could remember what had just happened within the most recent one or two minutes
- “I have woken up for the first time” – inability to form new memories

KF: brain damage due to motorcycle accident

- Could form and hold new memories
- Abnormally low digit span (a measure of STM)
45
Q

Brain imaging evidence: Talmi et al. (2005)

A

Brain imaging evidence: Talmi et al. (2005)

List presentation as in standard serial position effect experiment

Instead of free recall, probe recognition test was carried out (“Did this word appear in the list?”)

Participants’ brain activity was measured with fMRI during probe recognition test

Early probes (i.e., words from beginning of list) activated left hippocampus and frontal and parietal cortices

Late probes (i.e., words from end of list) activated frontal and parietal cortices

LEFT HIPPOCAMPUS IS USED IN LONG TERM MEMORY STORAGE.

46
Q

Early probes (i.e., words from beginning of list) activated ……

A

Early probes (i.e., words from beginning of list) activated LEFT HIPPOCAMPUS and frontal and parietal cortices

47
Q

Late probes (i.e., words from end of list) activated

A

Late probes (i.e., words from end of list) activated Frontal and Parietal cortices

Cognitive Psychology London Met (6 decks)

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