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PSYC1031 TERM 2 EXAM > MEMORY > Flashcards

MEMORY Flashcards

1
Q

3 Simply steps of memory

A

encoding
storage
retrieval

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2
Q

short term memory

A
  • brief and limited in capacity
  • aspects we can call back easily and fast
  • active mental effort
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3
Q

long term memory

A
  • virtually limitless
  • long lasting
  • relatively permanent
  • involves changes in the brain (plasticity)
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4
Q

Multi Store Model of memory

Atkinson and Shiffrin (1968)

A

sensory input - sensory memory - short term memory- [elaborate rehearsal or retrieval] long term memory

(can be forgotten at any stage if unattended, unrehearsed ,decay, interference or retrieval failure)

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5
Q

Working Memory Model

Baddeley and Hitch (1974)

A

Sensory input- sensory memory- central executive- long term memory [episodic buffer]

phonological loop and visuo-spatial sketchpad

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6
Q

Working Memory Model
Baddeley and Hitch (1974)
Visou-spatial sketchpad

A
  • processing and temporary storage of visual/ spatial information
  • planning and execution of visa spatial tasks
  • manipulation of visa partial info held in long term memory
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7
Q

Working Memory Model
Baddeley and Hitch (1974)
Central executive

A
  • modality free: any type of task
  • allocation of attention
  • inhibits automatic responses
  • response/ conflict monitoring
  • planning and goals
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8
Q

Working Memory Model
Baddeley and Hitch (1974)
Phonological Loop

A
  • passive store: temporary storage of speech-based info

- articulatory rehearsal mechanism:codes visual information into phonemic (inner ear and inner voice)

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9
Q

Episodic Buffer

Baddeley (2000)

A

Temporary storage

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10
Q

Digit Span Task

A
  • test verbal STM/ phonological loop
  • part of Wechsler intelligence test

Verbal Short term memory:

  • linked to language learning, reading, maths
  • verbal communication
  • dyslexia
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11
Q

Characteristic of verbal STM

Capacity

A

Miller, 1956

7+/-2 magic number

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12
Q

Characteristic of verbal STM

chunking

A

small units into larger

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13
Q

Characteristic of verbal STM

similarity effects

A

similar=harder to remember

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14
Q

Characteristic of verbal STM

word length

A

larger=smaller span measure

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15
Q

Characteristic of verbal STM

articulatory rehearsal

A

faster rehearsal=larger span

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16
Q

Characteristic of verbal STM

Serial position effects in free recall

A

(inverted U)

Primacy effects: STM to LTM, depends on attention and rehearsal, ore rehearsal, greater chance to LTM

Recency effects: STM has limited capacity, new words kept in STM, older words thrown out

[word lists]

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17
Q

What happens to short term memory performance if:

No rehearsal during encoding?

A
  • secondary task interferes with e primary task
  • dual task experiments
  • articulatory suppression
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18
Q

What happens to short term memory performance if:

Recall items only after a delay?

A
  • secondary task interferes wit the primary during maintenance
  • temporal decay
  • interference
19
Q

Temporal Decay Theories

A
  • information in STM is stored for several seconds
  • recall after longer delays-memory fades away
  • there is no universal time limit for how long memories can survive
  • depends on type of info (verbal or visual)
  • depends on complexity (item or relational)
20
Q

Temporal Decay with no rehearsal (Peterson and Peterson, 1959)

A

Stimulus- 3 consonants and 3 digit number
Distractor task-count backwards in 3s
Report-recall the consonants

Results:

  • participants tested at interval of 3 to 18 seconds for recall of consonants-already 50% drop in performance after 3 seconds
  • most memory of consonants decayed after about 12 seconds
  • verbal information
  • low complexity
21
Q

Zhang and Luck (2009)

Visuo spatial information- no articulacy rehearsal

A
  • no forgetting between 1 and 4s delays- dropped after 4s
  • dissociation between item and rational memory -location and colour was forgotten but better colour memory
  • more complex task
22
Q

Forgetting due to lac of temporal distinctiveness

Brown, Meath & Chater (2007): a temporal ratio model of memory

A

temporal crowding= merely of A and B less distinct- weaker recall performance

23
Q

Forgetting due to interference

A

proactive interference: previous lists affect performance on the current one

retroactive interference: new info affects retrieval of previous information

24
Q

Executive functions- many theories assume different executive functions

Miyake (2000), Miyake and Friedman(2012) three functions:

A

inhibition: inhibit automatic response such as troop task
updating; continuous stream of info, remember one the final five
shifting: change response if rules change

[common areas: parietal cortex]
[three functions: different areas within the prefrontal cortex]

25
Q

Neural background of STM/ WM

A
  • widespread bilateral fronto-parietal network
  • verbal : Brocca’s region (frontal lobe)
  • visou-spatial : superior parietal areas
26
Q

Multiple memory Systems Model

A

Long term memory

Declarative:

  • episodic memory
  • procedural memory

Non-declarative :

  • procedural memory
  • priming
  • non-associative learning
  • classical conditioning
27
Q

encapsulated on cognitive neural level…

A
  • conscious vs unconscious
  • speed of learning: fast vs slow
  • flexibility: flexible vs rigid
28
Q

Multiple memory Systems Model

neural psychological evidence

A

Amnesia: medial temporal lobe damage

Parkinson’s disease: basal ganglia damage

29
Q

Multiple memory Systems Model

Double dissociation

A

Amnesia: Impaired declarative memory and intact procedural memory

Parkinson’s: intact declarative memory and impaired procedural memory

30
Q

Anterograde amnesia

A
  • could not form new memories

- remembered skills and could learn new ones

31
Q

Multiple memory Systems Model

Critique

A
  • only brain lesions
  • patient HM lesion larger than hippocampus as reached to cerebellum
  • encephalitis, stroke, traumatic brain injury: multiple brain regions effected, not selective
32
Q

Episodic Memory

A
  • consciously accessible
  • rich in details: what, when, where
  • key aspect is recollection
  • allow us to relive our past and imagine future events
33
Q

Primacy effect

A

STM to LTM, depends on attention and rehearsal, more rehearsal, greater chance to LTM

34
Q

Recency effect

A

STM has limited capacity, new words kept in STM, older words thrown out

35
Q

Episodic Memory assessment

A

Word list learning:
• Instruction: „Remember 15 words that will be presented to you one by one”

Paired associate learning:
• Instruction: „Remember the pairs of words as you will be asked to recall them later!”

36
Q 
Multiple memory Systems Model 
-
Episodic Memory 
-
Recognition and Recall
A

Recognition:
• Better performance on Items vs. Pairs/Associations

Recall:
• Better performance on Cued vs. Free recall (not demonstrated here)

37
Q 
Multiple memory Systems Model 
-
Episodic Memory 
-
Neural Correlates
A

Hippocampus more heavily involved in
• Recall:richrecollectionofcontext
• Relational memory: associations

Other parts of MTL (e.g., perirhinal cortex) more heavily involved in
• Recognition
• Item memory

38
Q

Semantic Memory

A
  • facts and general knowledge
  • word meanings and ruled of language
  • related to concepts and ideas
  • independent of where or when the information was encoded
  • when retrieved, it becomes explicit
39
Q

Procedural Memory

A

How to do things: stores information on how to perform certain procedures, routines

  • Motorskills:e.g.,ridingabike,driving,masteringsports
  • Cogntiveskills:e.g.,learninglanguages,playingamusicalinstrument
  • Socialskills:e.g.,socialinteractions
40
Q

non-declarative memory

A
  • Implicit: Not consciously accessible, cannot be ‚declared’
  • Experience-induced change in behaviour
  • Knowledge that can influence our thoughts and behaviours without conscious awareness • Rigid: difficult to change, „rewire”
41
Q 
Multiple memory Systems Model 
-
Procedural Memory 
-
Evidence across the Lifespan
A
  • Best performance before adolescence
  • Weaker performance in young adults
  • Decline in older adults
42
Q

Evidence across the lifespan

A
  • Steady development from childhood to adulthood

* Decline in older adults

43
Q 
Multiple memory Systems Model 
-
Procedural Memory 
-
Implications
A

Acquiring vs. using the acquired knowledge

Typically (explicit) instructions received during:
• Second language acquisition
• Sports

Once acquired, at least some aspects become implicit and automatic:
• Difficult to describe and consciously control

44
Q 
Multiple memory Systems Model 
-
Procedural Memory 
-
Neural correlates
A

Widespread fronto-basal ganglia-cerebellar network
• Specialisation within these brain areas

  • Basal ganglia appears critical for acquiring sequence information
  • Evolutionarilyolderstructures,fullydevelopedalreadyinearlychildhood
  • Premotor and motor cortex: planning and performing movements

PSYC1031 TERM 2 EXAM (11 decks)

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