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Cognition and Behaviour > Memory and Learning > Flashcards

Memory and Learning Flashcards

1
Q

What is the multi-store model (Atkinson & Shiffrin 1968)?

A

Info goes into the sensory registers, if info is not attended it decays, if attention is paid to it, it moves to the STM store. Info in STM store needs rehearsal to move to the LTM store, otherwise info is displaced. When in LTM store it can be forgotten or have some interference.

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2
Q

What support is there for the Multi Store Memory model?

A

Main support for distinction between STM and LTM comes from brain-damaged patients. In order to show a separation between 2 psych processes, we look for a double dissociation.

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3
Q

What is a double dissociation?

A

Some people will perform well on task A but not task B and other do poorly on task A but well on task B.

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4
Q

What case study is there to support the multi-storey memory model?

A

Amnesic patient HM had impaired LTM but intact STM (Corkin 1984). KF had impaired STM but intact LTM (Shallice&Warrington 1970). If memory was unitary this should not occur.

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5
Q

Multistore model of memory: Why is primacy assumed to occur?

A

Because early items receive extra rehearsal, which copies items into LTM.

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6
Q

Multistore model of memory: Why is Recency assumed to occur?

A

Because terminal items are briefly available in STM immediately following presentation before their trace representations decay.

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7
Q

What are limitations of the multi-storey model of memory?

A

Over-simplified, suggests that both STM and LTM stores are unitary.
Assumes the STM store is a gateway to the LTM, so that information has not had any contact with info in LTM. But chunking is done through meaningful groups. Meaning can only be added through LTM.
States that the STM is contents of consciousness. Assumes all items in STM are of equal status.
Assumes most info in LTM gets there through rehearsal.

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8
Q

What did Baddley & Hitch (1974) develop?

A

The working memory model. STM should not be thought of merely as a holding pen for a small set of information chunks. Working memory refers to a brain and cognitive system that allows both temporary storage and manipulation of information, necessary for a variety of complex cognitive tasks.

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9
Q

In the working memory model, what is the central executive?

A

The control centre that coordinates subsystems, allows us to select among possible actions, strategically allocates attention to different subsystems.

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10
Q

In the working memory model, what is The Phonological Loop?

A

Consists of 2 parts, a phonological store the holds acoustic or speech based info for 2 seconds. & articulatory control process that produces our inner speech.

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11
Q

In the working memory model, does the articulatory control process allow us to do?

A

Sub-vocally rehearse information to ourselves to keep it refreshed in the phonological store.

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12
Q

In the working memory model, What does the visuospatial sketchpad do?

A

A subsystem that allows us to maintain and manipulate visual and spatial images.

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13
Q

What evidence is there for the working memory model?

A

Evidence comes from a dual-task experiments e.g., Logie et al., (1990) in which people are asked to do 2 things at the same time.

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14
Q

Working Memory Model: What does the number items that can be immediately recalled depend on?

A

How often each item can be rehearsed by the articulatory control process.

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15
Q

What is the Word-Length Effect?

A

More short words can be recalled than longer words.

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16
Q

What evidence is there to suggest that the phonological loop and visa-spatial sketchpad are separate memory sub-systems?

A

DeRenzi & Nichelli (1975) found that Corsi (block tapping) span (VSSP) and auditory digit span (PL) could be impaired independently in patients with different legions.

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17
Q

VSSP subdivided: what does the visual cache do?

A

stored information about visual form and colour.

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18
Q

VSSP subdivided: what does the inner scribe do?

A

deals with spatial and movement information from the visual cache to the CE, and is involved in the planning and execution of body movements.

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19
Q

What evidence is there for VSSP subdivision?

A
  1. When a visual task and spatial task are performed together there is usually little interference between them.
  2. She brain damaged patients show damage to visual function but not spatial function.
  3. Imaging data suggest 2 components of VSSP located in different brain regions.
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20
Q

What is the central executive responsible for?

A

Controlling and coordinating mental operations in working memory. This includes supervising the slave stores such as the PL and VSSP and interactions with the LTM.

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21
Q

What is one of the major flaws of the central executive?

A

It exemplifies the philosophical homunculus problem. Also, the so called ‘executive functions’ like controlled attention, are not underpinned by a single common mechanism,.

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22
Q

What did Baddeley (2000) discuss re shortcomings of the 1986 tripartite WM model and how did he address this?

A

The binding problem. By assuming seperate memory sub-systems the WMM creates a binding problem. This was addressed by adding a new component to the model - the episodic buffer.

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23
Q

In the working memory model, what is the function of the episodic buffer?

A

Serves as a link between working memory subsystems and LTM. It is like a back up store that supports recall and integrates phonological, visual and other types of info from STM and LTM.

In short, temporary storage system that holds info and integrates diverse info from LTM, PL and VSSP.

24
Q

What does info moving from STM to LTM depend largely on?

A

How the info is processed during learning.

25
Q

What did Craik and Lockhart (1972) Levels of Processing say about memorability?

A

The level or depth of stimulus processing has a large effect on its memorability. Deeper levels of analysis produce more elaborate, longer lasting and stronger memory traces than shallow levels.

26
Q

Give a brief overview of Craik and Tulving (1975) incidental learning.

A

Participants performed tasks involving a number of words, but were not aware that their memory for these words would be tested. Task conditions differed in terms of level processing.

27
Q

In Craik and Tulving (1975) incidental learning - what is the shallow graphemic?

A

participants decided whether a word is in upper or lower case letters.

28
Q

In Craik and Tulving (1975) incidental learning - what is the intermediate phonemic?

A

participants decided whether each word rhymes with a target word.

29
Q

In Craik and Tulving (1975) incidental learning - what is the deep semantic?

A

participant decides whether each word fits the blank in a sentence.

30
Q

What were the results of Craik and Tulving 1975 incidental learning?

A

Memory was more than 3 times higher for its subjected to deep processing compared to shallow processing. This is also affected by elaboration. When the sentence was complex, memory was better.

31
Q

When was memory better for Craik and Tulving (1975) in their incidental learning ?

A

the more distinct the info the better remembered and the more relevant the info is to the participant its better remembered. Also, emotional stimuli was processed more deeply.

32
Q

What part of the Brian does emotional stimuli activate?

A

The amygdala, which in turns activates brain regions up and down the processing pathway (LeDoux 2000).

33
Q

What kind of emotional stimuli has a clear evolutionary advantage?

A

Greater processing of negative or threat related info as it allows for better avoidance of dangerous situations.

34
Q

What are the 2 types of long term memory?

A

Procedural memory and declarative memory.

35
Q

What is procedural memory?

A

It is implicit or non-declarative,
Knowing how to do stuff, often difficult to explain this knowledge, usually learnt through observation and practice, not usually consciously recalled e.g. making a cup of tea/riding a bike.

36
Q

What is declarative memory ?

A

Explicit memories. Memories of facts and / or events. Usually consciously recalled.
There are 2 types of declarative memory.

37
Q

What are the 2 types of declarative memory?

A
  1. Episodic memory - memories of specific events or personal experience includes references to when and where.
  2. Semantic memory - memories for general academic knowledge, facts not always related to specific place or time, include references about what and who.
38
Q

What does Tulving (1983) argue about memory?

A

That semantic & episodic memory system soften work together in forming new memories - it isn’t always one or the other. The memory that forms may consist of an autobiographical episode and semantic info.

39
Q

What is the semantic network theory?

A

Info is stored in the LTM as series of overlapping networks. Each network is interconnected by meaningful links, each item of info or concept in the network is called a node.

40
Q

In the semantic network theory, what happens when a node in a network is activated?

A

all other related nodes are made available (easier to retrieve) - spreading activation. Linking multiple concepts removes the need for multiple copies of the same info. The stronger the link between the nodes the stronger association between them. it makes retrieval faster.

41
Q

What is relational learning?

A

Complex learning involving associations between multiple stimuli, contexts, behaviours and outcomes, most learning involves relational learning.

42
Q

What does relational learning require?

A

The learning of individual stimuli, and how each stimulus is related to the others e.g., episodic learning, spatial learning and observational learning.

43
Q

What is episodic learning ?

A

Establishing memories of experiences

44
Q

What is spatial learning?

A

forming memories of where objects are located in space

45
Q

What is observational learning?

A

social learning in which the behaviours of others are observed and replicated.

46
Q

Why is the hippocampus critical to relational learning?

A

There are NMDA receptors in the hippocampus.

47
Q

What does a lack of NMDA receptors do?

A

Prevents the establishment of Long Term Potentiation in the hippocampus and impairs spatial task learning.

48
Q

What is observed in mice with a genetic mutation for more efficient NMDA receptors?

A

They show greater excitatory postsynaptic potentials in the hippocampus and learn a spatial task much faster than control mice.

49
Q

What is spatial memory?

A

Memory of the location of objects and places in space. Relies on proper hippocampal formation.

50
Q

What happens to memory when the hippocampus is damaged?

A

Produces profound deficits in spatial memory.

51
Q

When is there greater activity in the hippocampus re memory?

A

PET shows increased activity in this region while recalling spatial locations and navigating through an environment e.g. Taxi Driver Study.

52
Q

What did the Morris water maze measure?

A

Measure of spatial learning.

53
Q

Regarding memory, what can people and animals with hippocampal lesions learn?

A

Stimuli-response tasks.

54
Q

When did the mice perform well in the Morris Water Maze?

A

If they were released from the same spot every time - simple stimulus-response learning.

55
Q

Why did the mice fail at the Morris Water Maze if released from a different place each time?

A

Animals with hippocampal lesions fail to learn spatial relations and cannot navigate according to contextual cues.

Cognition and Behaviour (3 decks)

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