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Memory 2 Flashcards

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1
Q

Traditional Stages of Memory

A
  • Sensory
  • Short term
  • long Term
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2
Q

Facts about Sensory Memory

A
  • Initial stage of encoding from stimulus to neural energy (Ex: tranduction of eye/ retina to brain or ear to brain or smell to brain)
  • Briefest stage of memory process (lasts milliseconds to a few seconds)
  • Rapid decay
  • limited capacity
  • _________________
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3
Q

Short-Term Memory

A
  • Typically auditory
  • Rehearsal (maintenance vs elaborative)
  • Fill in the blank
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4
Q

History of Memory

A

Ebbinghaus(1800s)–Frederick Bartlett (1930s)–Gestalt school (1930s)–Sigmund Freud–Rise of Behaviorialism (1930s)–The Computer Revolution (1950s)–Modern Day

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5
Q

Long Term Memory (LTM)

A
  • Relatively unlimited in terms of duration and capacity

- Ex:_____

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6
Q

Implicit/Non-Declarative Memory

A

-“How to” memory
-Procedural, emotional, priming
-Classically/ Operant condition behaviors
-Reflexive/ automatic
Ex:__________

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7
Q

Explicit/Declarative Memory

A
  • “That is” memory
  • episodic, semantic,
  • Reflective
  • Ex:______
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8
Q

Episodic vs. Semantic memory

A
  • Both are types of Explicit/Declarative memory
  • Episodic: Specific events at specific times (Ex:_____)
  • Semantic: General knowledge (Ex:_____)
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9
Q

Implicit/Non-Declarative Memory

A

-“How to” memory
-Basal Ganglia is important structure
-Procedural, emotional, priming
-Classically/ Operant condition behaviors
-Reflexive/ automatic
Ex:__________

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10
Q

Explicit/Declarative Memory

A
  • “That is” memory
  • Hippocampus is important structure
  • episodic, semantic,
  • Reflective
  • Ex:______
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11
Q

Recognition

A

-old-new/forced choice
Ex:____
-Guessing/ chance perfomance
Ex:_____

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12
Q

Neuroscience methods for studying memory

A

In Animals: Ablation studies, recording studies (Ex:_____)

-In Humans: EEGs, PETscans, fMRI

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13
Q

MODAL Model of memory

A
  • Atinkson shriffrin (1968)
  • Sensory registers
  • Processes: Encoding–storage–Retrieval
  • Major criticism
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14
Q

MODAL Model of memory

A
  • proposed by Atinkson shriffrin (1968)
  • One of the first
  • Sensory registers
  • Processes: Encoding–storage–Retrieval
  • Major criticism
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15
Q

2 stages that Karl Ashley developed

A
  • Mass action
  • Equipotentiality
  • How: In rats, moving parts of their brain in maze study
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16
Q

Problems with Ablation studies in animals?

A

-The brain works all together so you shouldn’t just cut things out to see how they work individually you have to see how it all works together
Ex: Recording studies (stereotastichic) using electrodes to record diff parts of the brain

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17
Q

What is a “Model” in relation to memory?

A

A visual representation of how things work

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18
Q

MODAL Model of memory

A
  • proposed by Atinkson shriffrin (1968)
  • One of the first “models of memory”
  • Was updated in 1971 and added sensory registers
  • Sensory registers
  • Processes: Encoding–storage–Retrieval
  • Major criticism: Too linear, meaning memory is more complex than what they make it seem, there’s top down processing
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19
Q

What is a “Model” in relation to memory?

A

A visual representation of how things work

Ex: ______

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20
Q

Sensory registers

A
  • Think of them as “storage facilities”
  • Stimuli comes into STM-LTM-Sensory Memory
  • Memory can still get lost inbetween the storage facilities
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21
Q

What is a “Model” in relation to memory?

A

A visual representation of how things work

Ex: _____“Working memory”??

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22
Q

Does LTM last for the rest of your life?

A

Yes, unless you have a degenerative disease (massive loss of neurons)

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23
Q

Neural stage of sensory memory begins in the

A

Eye (Retina),
-b/c thats where transduction occurs.

Ear (hair cells on basilar membrane in the cochlea)
-b/c thats where vibration occurs

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24
Q

What “Lacks meaning” in relation to sensory memory ?

A

The nature of storage (The process of encoding/ transduction)

Why: b/c initially it’s just a picture or just a word once it’s processed in the brain…The info is just temporarily stored on the retina not in the brain cortex yet

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25
Q

3 Types of Sensory Memories

A
  • Iconic: shortest stage(parallel, vision @ once), “memory for Visual” Ex:More parallel
  • Echoic: “memory for Auditory” (Ex: More serial)
  • Haptic/Tactile: “memory for Touch” (Ex: touch memory, identifying a key/objects by touch)
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26
Q

3 Types of Sensory Memories

A
  • Iconic: lasts, 1/2 a second, “memory for Visual” (Ex:_____)
  • Echoic: lasts 1-3 seconds, “memory for Auditory” (Ex:listening to the lectures vs. just watching silent video)
  • Haptic/Tactile: “memory for Touch” (Ex: touch memory, identifying a key/objects by touch)
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27
Q

Between Iconic or Echoic, which memory processing is the shortest stage?

A

-Iconic (half a second)

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28
Q

SPAN (Capacity)

A

“How much info can be held in different memories”
Ex: NAOM’s Article Presentation
Real life Ex: While listening to the lecture recording I can process & take notes better just listening vs looking at powerpoints

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29
Q

Iconic Memory + 3 requirements

A

-The visual sensory memory
-“EYEconic memory”
Ex: GEORGE SPERLING 1960 ARTICLE

very little leave the retina to attention is required
saccides
it lasts on your eyes for 300-500 ms on the retina
rapid decay of info so there is no overlap of the 30ms gap from the saccide

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30
Q

George Sperling Article (1960)

A
  • Span for iconic memory
  • Methods/How: Used taschiscope to present stimuli quickly (the eye doctor test),
  • Results/Findings: Iconic memory doesn’t last long, They only recalled 4-5 letters, there are 3 tones ppl will hear (Fz tones), Icon
  • Memory span is dependent on yourself, We have more stored in iconic memory than we can recall (partial reports are more accurate),
  • Pros: developed “Cueing recall”, and you can see more than you can recall, b/c iconic memory is so short
  • Criticisms:
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31
Q

Iconic Memory

A

-The visual sensory memory
-“EYEconic memory”
Ex: GEORGE SPERLING 1960 ARTICLE

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32
Q

George Sperling Article (1960)

A
  • Hypothesis:
  • Methods/How: Used taschiscope to present stimuli quickly (the eye doctor test),
  • Results/Findings: Iconic memory doesn’t last long, They only recalled 4-5 letters, there are 3 tones ppl will hear (Fz tones), Icon
  • Pros/Cons: developed “Cueing recall”
  • Criticisms:
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33
Q

What is important in memory ?

A

ATTENTION!!

  • Specifically in the pre frontal region
  • Things that are important get our attention
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34
Q

Trans-saccadic fixation

A
  • Eyes moving around,

- No visual info from the eye is stored b/c its too quick

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35
Q

What does “filling in the gaps” refer to with iconic memory ?

A

-The iconic memory from the previous visual memory (Ex: The memory of what we just saw lasts for a few seconds)

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36
Q

Why is info lost from an iconic memory store?

A
  • Interference:

- Ex: Sperlning 1963 Masking experiment

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37
Q

Interference

A
  • Most likely responsible for short duration of iconic memory
  • For STM and LTM
  • Ex: A bright light coming in activates retina, interferes with ability to store the memory
  • Real life Ex: Change blindness
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38
Q

Change Blindness

A

-Inability to detect changes in visual scene across icon stores
Ex: The gorilla basketball videos,
-Happens when:
-Reflects our Expectation & Perceptual Biases
-“Non perceptual biases can exert influence at this early stage”???

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39
Q

What Reflects our Expectations & Perceptual Biases?

A

Change blindness

-Ex:

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40
Q

Turvey (1973) Study

A
  • Important for understanding Where Iconic memory is located and that it happens later on in the brain
  • Methods/How: 2 types of masking stimulus, shined bright light in left eye, partipant could read the right eye
  • Results/Findings:
  • Pros/Cons: de
  • Criticisms:
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41
Q

Echoic Memory

A
  • The auditory sensory memory
  • Last longer than iconic
  • “ECHOE-conic memory”
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42
Q

Each sensory memory system is unique to it’s task

A
  • Iconic: Info presented/ represented

- Echoic: Info presented in ephermeral

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43
Q

Sensory Memory

A
  • Preconscious/ Subconscious experience (Ex:______)
  • Located:
  • Info is represented as experienced (Ex: ____)
  • Attention to stimuli is critical (Ex:___)
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44
Q

Short Term Memory

A
  • Longer than sensory memory (15-30sec)
  • Capacity span is digit (7 +/2: Miller’s magic number)
  • More centrally located than sensory memory (Ex: distinct & downstream)
  • Quality of STM is _____ in different types
  • MOSTLY AUDITORY but, different types (verbal, visuospatial, spatial, object memory etc)
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45
Q

3 Methods of Retrieval for STM

A
  2. 3.
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46
Q

Why is there a need for a working memory model?

A
  • STM as a passive store of verbal/visual info not enough to explain daily activities
  • Ex: performing complex math equation (keeping the numbers in STM but the process of long division is operating in LTM)
  • Real life Ex: Conversation, needing to remember what was said in order to respond (semantic meaning is stored in LTM)
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47
Q

Short Term Memory aka “Working Memory”

A
  • Longer than sensory memory (15-30sec)
  • Capacity span is digit (7 +/2: Miller’s magic number)
  • More centrally located than sensory memory (Ex: distinct & downstream)
  • Quality of STM is _____ in different types
  • MOSTLY AUDITORY but, different types (verbal, visuospatial, spatial, object memory etc)
48
Q

3 Methods of Retrieval for STM

A
  1. Parallel: Response time should not vary with list size
  2. Serial self terminating: Response time should increase with list size, BUT ‘yes’ and ‘no answers should differ: ‘yes’ slope should be half that of ‘no’.
  3. Serial exhaustive search: Response time should increase with list size AND slopes for ‘yes’ or ‘no’ should be the same
49
Q

2 Processes of making memories?

A

-Explicit Processing
-Implcit Processing
Ex: Parasympathetic, automatic etc

50
Q

Memory 101 (The Basics) flow chart

A
  • “Chunking”: refers to a learning technique, we use to remember smaller pieces of a bigger picture (Ex:857-869-0645, phone numbers)
  • “Information processing model”= Encoding
  • Attention, Encoding, Retrieval” is the umbrella
  • Theres kinds of Processing (Explicit/Implicit)
  • Input-Sensory Memory-STM-LTM
  • STM/ “Working Memory”
51
Q

Memory is based on 2 things

A
  1. The time (attention) you took into learning someting

2. The process to encode/ store it

52
Q

Working Memory

A

-A Model of memory

53
Q

Models of Memory

A
  • MODAL model (the first)
  • Working memory
  • Long Term Working Memory
  • Dynamic memory
54
Q

Models of Memory (Give 2 examples & explain)

A
  • MODAL model (the first)
  • Working memory
  • Long Term Working Memory
  • Dynamic memory
  • Cowan’s embedded Process Theory
  • Engle’s Inhibatory control theory
  • Time based resource sharing
55
Q

What is an Episodic Buffer?

A
  • Definition:
  • Assumptions regarding the buffer: capacity
  • EX:
56
Q

What is an Episodic Buffer?

A
  • Definition: the last system of Braddeley & Hitch’s Working memory model,
  • Happens when: to account for interaction btwn LTM and Working Memory (2:29 of Youtube Braddeley&Hitch vid)
  • Assumptions regarding the buffer: capacity
  • EX: using visuo
57
Q

Studies about interference

A
  • Chess players?: articulatory suppression does not impact chess playing in terms of remembering positions or determining next move, or routine driving (00:57, lecture 4)
  • Drivers? articulatory suppression can cause errors in JUDGEMENTS
    e. .g. When to apply brakes, stopping for a red light
58
Q

Phonological Loop

A

-2 parts (store & sub-vocal rehearsal)

  1. store: where the info goes to, if it’s not used in 30 seconds its gone
  2. sub-vocal rehearsal: continuous stimulated,
    - Part of Baddeley & Hitch’s working memory model
59
Q

Baddeley & Hitch Working Memory Model (1974 version)

A

-Tripartite “Slave systems”
1. Phonological loop: the storage info for verbal/auditory info, the slave/powerhouse (happens inner ear/voice), broca’s area, left hemisphere
2. Central Execeutive: Generalized system, Determines info to PL or VS, nothing else
Ex; monkey study, patricia goldman
3. Visuo-Spatial Sketchpad: responsible for visual and spatial info,
4. Episodic buffer: latest entry

60
Q

Problems with Braddeley & Hitch’s Model’s

A

-They tried to create CLEAR CUT boundaries about the encoding and the memory system but a lot of things get encoded VERBALLY (Auditory, echoic memory) so it’s “ambigous”??

61
Q

Problems with Braddeley & Hitch’s Model’s

A

-They tried to create CLEAR CUT boundaries about the encoding and the memory system but a lot of things get encoded VERBALLY (Auditory, echoic memory) so it’s “ambigous”??
-They realized they needed access to components of LTM b/c STM was not enough
-

62
Q

Can you measure Working memory?

A

Yes,

How: Span (capacity) test

63
Q

2 components of Span Test (2 components for working memory)

A
  • Attention (active processing) & Retention
    1. . Active processing (attention)
    2. Retention
64
Q

3 Types of Span Test for Working Memory

A
  • Reading span: read & recall the words of sentence
  • Comprehension span: is the sentence possibly or not, grammatically correct etc
  • Operation span: simple math

Real life Ex: For a research study I did with 5th graders, we used these span tests to see if the students LEARNING MEMORY was WORKING in the summer w/o school

65
Q

Where in the brain does Phonological loop activity (processes) occur?

A
  • Broca’s area (frontal lobe, produce speech)
  • Temporal/parietal junction (auditory/hearing)

-Ex Diagnosis: Tumor in broca’s area it’s hard for ppl to speak even if they know what they want to say, this could happen from stroke

“Broken broca’s stroke area”

66
Q

4 Phenomenas of Phonological Loop

A

1.Word length effect: the longer the words/more syllables the less words you can remember
(b/c
(Ex: think of dendrite sending info down a reallllyyy long neuron…or Metabatropic process is longer than Ionotropic b/c there’s more steps)

  1. Articulatory suppression: Interference of the phonological loop (when someone else is talking). It’s hard to store verbal material when we actually talk
  2. Phonological similarity: Hard to remember words in STM when they sound similar
    Ex: Meeting Craig and Greg at the same party
    (Ex: If a word sounds familiar to another word in the brain it competes like receptors)
  3. Lexicality
67
Q

Lexicality Effect

A
  • Reflects processing not just subvocal rehearsal (Knowing more real words in our memory vs. Fake bullshit words or foreign words)
  • component of Phonological loop phenomena
  • Shows how working memory taps into LTM
68
Q

Consolidation and LTM

A
  • Patient H.M had loss of consolidation due to removal of hippocampus bilaterally
  • Long Term changes in synapses (increased protein synthesis, result from LTP)
  • 2cd Messenger
69
Q

Consolidation and LTM

A
  • Patient H.M had loss of consolidation due to removal of hippocampus bilaterally
  • Long Term changes in synapses (increased protein synthesis, result from LTP)
  • 2cd Messenger hypothesis (explains how LTP can affect genetic trancription/translation which affect changes in protein synthesis needed for neuronal receptors, dendrites, axon terminals, etc.)
70
Q

Who is H.M?

A
  • Had a Bilateral medial temporal lobectomy (they cut most of his hippocampus out)
  • Had damaged neural areas (memory deficits) due to lobectomy
  • STM memory and LTM but couldn’t consildate
  • Couldn’t complete word stem with new vocabulary, b/c it’s not in his lexical
71
Q

Consolidation (2 Facts)

A

-Necesarry switch (process) for STM transfer to LTM transfer
-You only need hippocampus to consildate explicit memory
-Sensitive to disruption (Ex: Seizures in rats causes disruption in consolidating LTM)
Real life Ex: Mild retrograde amnesia, sports related concussions, ECT in humans

72
Q

Consolidation

A

-Necesarry switch (process) for STM transfer to LTM transfer
-Sensitive to disruption (Ex: Seizures in rats causes disruption in consolidating LTM)
Real life Ex: Mild retrograde amnesia, sports related concussions, ECT in humans
-Structure of the brain: Hippocampus

73
Q

List 4 characteristics of LTM

A
  • resistant (takes a great deal of neural damage “disease, injury” to lose LTM )
  • Impossible to determine if forgetting is due to retrieval failure or “lost” memories
  • Not localized to individual neuron (1:3 vs 1:1)
  • Perhaps infinite capacity
  • Includes Explicit/ Implicit memory
74
Q

Synaptic Changes in LTM

A
  • Sensitization/desensizization post synaptic neurons (receptors only need a little or a lot of NT to release depending if their sensitized/desensitized)
  • Structural changes (formation of new synapses, increase in dendrites or axon terminals)
  • How?: Synaptic Plasticity hypothesis
75
Q

Synaptic Plasticity hypothesis

A
  • Ramon y Cajal 1894
  • Sensitization/desensizization post synaptic neurons
  • Structural changes (formation of new synapses, increase in dendrites or axon terminals)
  • Repeated stimulation causes the synapses to be malleable and they can change
76
Q

Harrison et al Article (2013)

A
  • 05:08 from February 15th
  • Hypothesis: Can Working Memory influence fluid intelligence?
  • Fluid: Innate, constant
  • Crystallized: things you learn

Near transfer task, far transfer tasks

Findings: WM is only able to help for near and modern transfer tasks…it didn’t improve fluid intelligence….WM and Fluid Intelligence are 2 separate things

77
Q

How does consolidation result in Long Term synaptic changes?

A

Long Term Potentiation

-

78
Q

LTP (Long Term Potentiation)

A

-Repeated activity in the synapse is can change sensitivity of post synapse (The more you do something, the more it sinks in LTM)
-Protein synthesis is critical for these synaptic changes to occur
(Ex: Taser stimulation)

79
Q

Implicit Memory (Kind of reflexive)

A

-Unconscious (Doesn’t require conscious thought/awareness)
-Involves language
-5 types
Ex: Trying to catch your balance

80
Q

2 Main Types of Implicit Memory

A
  • Non-associative learning
  • Associative learning
  • Emotional
  • Procedural
  • Habit/Sequence
  • Perceptual/priming
81
Q

-Non-associative learning:

A

-Habituation/Sensitization/Naturalization
-simplest form of learning, even animals can learn, “doesn’t require neurons”??
-

82
Q

-Associative learning:

A

-Classical/ Operant conditioning
-Procedural/skill “things we learn how to do”
Real life Ex: You can train your brain to unconsciously drool at the thought of tacobell if you used CC or OC

83
Q

Psych 101 Background

A

“Conditioning”: Ways to train your brain
3 Types
-Classical/Behavioral: Pavlov’s dog,
-Operant: B.F Skinner, Pos ReinForce/Neg RF
-Sigmund Freud

84
Q

True or False: If you can learn a habit, you UN-learn a habit?

A

True,

  • habits&skills are part of implicit (unconscious) memory
  • Ex: Pathways can be erased if you don’t use the pathway over and over again
85
Q

Incidental Learning

A

(Implicit) What happens to you when you don’t realize you’re learning something
Ex: Listening to a lecture in the background and not realizing

86
Q

Name 2 components of Learning/ Memory

A
  • Relatively permanent change in behavior dependent upon experience.
  • Non associative & Associative
87
Q

Corkin H.M Article (2002)

A
  • Hypothesis:
  • Methods/How:
  • Results/Findings: Evidence of neuro degeneration in hippocampus, parts of parahippocampal gyrus
  • Pros/Cons:
  • Criticisms:
88
Q

Classical conditioning vs. Operant conditioning

A

-Similarities: unconscious (implicit) processing, formation of associations (aplysia), generalization/discrimination, extinction/recovery(keeping the memory/association alive or else it fades), biological preparedness (neural connections;less plasticity), can be explicit too (semantic memory)

  • Spontaneous recover/extinct
  • Differences:
89
Q

Formation of Association

A

-A component of Classical & Operant conditioning
-formation of new synaptic connections
Ex: Fear of dogs, can form from association of dogs and bite mark
Example of Treatment: Therapy w/ Classical/Operant conditioning learning to love/hug dogs

90
Q

List some Brain structures relevant in the process of memory/encoding memory?

A

-Hippocampus (Explain:_____)
-Amygdala (Explain: emotional learning, fear response,)
-Broca’s area (Explain:_____)
-Basal ganglia (Explain: procedural memory, motor skills)
-Retina (Explain: transduction, beginning of sensory memory)
-

91
Q

Is Consciousness necessary* for associative learning to occur?

A

No

-b/c associative learning is a form of implicit (unconscious) learning

92
Q

Ways to Test Implicit Memory

A
  • Subject must show influence of prior experience without being aware of the experience.
  • Verbal priming tasks (Why:_____)
  • Non-verbal priming tasks (Why:_____)
93
Q

2 Facts about Priming

A

-Priming effects can last for a very long time…up to 1 year post-testing.
-works best when testing conditions are identical to priming conditions.
(Ex: visual-visual vs. visual-verbal)

94
Q

Sequence Learning

A
  • A Specific Type Of Implicit/Non-declarative Learning
  • When things are in sequence it’s easier to learn habituation/unconscious/ Implicit memory
  • FILL IN THE SLIDES
  • Ex:Grammar
  • -Slide 35 , Lecture 5 picture
95
Q

Example of perceptual (visual) learning and incidental (implicit) learning

A

-Slide 34 , Lecture 5 picture

96
Q

Maintenance

A
  • Type of rehearsal

- Repetitionm

97
Q

Elaborate

A
  • Type of rehearsal
  • Making an anology
  • Connecting it to personal
98
Q

2 types of Rehearsal for STM

A
  • Maintenance

- Elaborative

99
Q

4 Unique characteristics of the hippocampus cells that provide memory (Unique physiology of hippocampus cells)

A
  • hippocampus is one of the few sites in the brain that can be regeneerated (new neurons)
  • reverbetating circuits: stimulate somin over and over again, the signal will keep reverberating around the cells
  • strongly connected to other
100
Q

What does habit learning look like in the brain (what parts of the brain?)

A

-Put electrodes in monkey–dopamine neurons in substantia niagra release dopamine to basal ganglia whenever you do a habit ……

101
Q

Classical forging task vs. Signal Task (Habit)

A

-Classical forging task:
-Habit formation happens in basal ganglia
-

102
Q

What 2 structures are needed for sequence learning in the brain?

A
  1. sensory motor cortex

2. Basal ganglia

103
Q

What structures are needed for habit/procedural/sequens learning in the brain?

A
  • basal ganglia
  • substantia niagra
  • cerebellum
104
Q

Perceptual learning/Priming

A
  • sensory cortex

- frontal lobe

105
Q

Fact 1

A

Repeated exposure causes long lasting changes in the synapse

106
Q

Fact 2

A

Priming is a reduction in neural response

107
Q

Mere exposure effect

A

-a phenomena of perceptual learning (just being exposed to something you learn)

108
Q

Perceptual learning

A

Learn without feedback, but from doing it over and over again

109
Q

3 stages done for procedural memory acquisition

A
  1. cognitive: Need a lot of attention in this stage
  2. Associative: More comfortable
  3. Anonymous/mastery: Doing it automatically w/o thinking (Basal ganglia)
    - -You get here through chunking
110
Q

Where does the dorsal and ventral stream get separated in the retina?

A
  • Rods(where info )

- Cones (what info)

111
Q

Corsey span test

A
  • used to test span for spatial memory

- Spatial memory More affected by interference than verbal memory

112
Q

The visuospatial span

A

-You can remember 4 objects no matter how detailed the object is, we don’t have to know every single detail to identify object

113
Q

Sternberg (1960) 3 Findings on retrieval from STM

A
  2. Serial self terminating
  3. Serial self exhausting
114
Q

H.Mhttps://www.brainscape.com/l/study?classes=17441156-9845704

A
  • Knocked unconscious injury as a child , family history of epilepsy/ childhood head injury
  • Suffered from severe incapacitating seizures
  • Maintained sense of morality, still recognizes himself (mere exposure effct)
  • *NO CHANGE IN EXPRESSION, Repeated daily exposure (neural representation) & bilateral amygdalectomy b/c emotion response was removed
  • He was getting better at improving but he was learning but had no memory of that
  • LAsted beyond what was in his medial temporal lobes
  • He was primed with words preoperation and it was hard because they don’t know everyword they have
115
Q

Equipotentiallity

A

Karl Ashley

-Each part of the brainb is =

psychology (8 decks)

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