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memory final Flashcards

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1
Q

cognitive economy

A

in order to save “room” we minimize processing and resources

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2
Q

Spreading activation model (5)

A

Collins and Loftus
no hierarchy, free association
a lot of connections between sematic info
how strong connections are is based on meaning
activation and probing
Priming and brain activation consistent with this model

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3
Q

Does organization of semantic memory how its stored or how its retrieved?

A

major problem with studying any type of LTM

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4
Q

semantic memory storage

A

is all over the cortex but NOT in a random way, in a very specific way

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5
Q

semantic memory storage

A

is all over the cortex but NOT in a random way, in a very specific way
pattern “assembiles” of activity for a specific memory and if some of those neurons die the pattern will still be recognizable
patterns can also change when you add more connections

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6
Q

Are there “categories” in the brain?

A

people can be “blind” to inanimate objects but can “see” animate objects so that might mean there is categories so we must be putting things into different boxes

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7
Q

sensory functional theory

A

Farah and MccClelland
living things rely more on sensory information compared too non-living things where we look at it as its function “how do you know its a bear” by how it looks (sensor cortex) vs “how do you know its a table” because we use it to eat (motor cortex)

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8
Q

Hippocampus and semantic memory

A
  1. the formation of semantic LTM takes time
  2. hippocampus is critical for consolidation probably for the whole process
  3. hippocampus acts as a facilitator to connect all the brain regions associated with the memory , not where the memory is actually stored, once this is in LTM hippocampus is not necessary (H.M)
  4. also provides neural bases of Ebbinghaus “extra learning” or over learning and savings
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9
Q

Once the activity pattern is engrained what is not needed

A

hippocampus

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10
Q

Concept formation

A

similar to skill steps
movement of controlled (frontal lobe in the brain, and more related to episodic memory) to autonomous (temporal/partial lobe)

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11
Q

In what manner does info move from episodic to semantic

A

prolonged and very complex

that’s why first thing to go in Alz is retrieval of episodic memory

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12
Q

explicit memory

A

complex connections, more than one area becomes active in a certain pattern

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13
Q

retrograde message (5)

A

1.affects only the PRE neurons that were active at that time
2.Post neuron can send info to pre neurons
this strengthens the connections of the neurons
3. NO is the gas NT that is released by POST that goes into the PRE neuron
4.This is how semantic memory occurs, hippocampus is involved but don’t know how
5. increases LTP

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14
Q

Nitric Oxide Mechanism

A

seems to help bind neurons into active assemblies

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15
Q

Episodic memory

A

conscious recollection of an experience, personal time travel, Tuvling
Do animals have this memory?

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16
Q

source memory

A

very important for EM

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17
Q

difference between sm AND em

A

when it comes to interference, sm more connections easier to retrieve and helpful
em more you do something or more connections its harder to remeber
Ex- more weddings you go to the harder it is to remember the individual wedding

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18
Q

hippocampus and retrieval

A
  1. active when retrieving EM memory
  2. involved in encoding of EM and SM
  3. involved in reorganizing memory when retrieved s2weyi8u7/Fre 9
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19
Q

hippocampus and De ja vu

A

familiarity to something has to do with this

related to revelation effect “AH HA” moment

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20
Q

hippocampus and spaitial memory

A

study in taxi drivers found that the posterior part of their hippocampus was larger and the rest of it was smaller for the average person
gives eveidence, like hm, that posterior part of hippoampus is involved in spaital memory

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21
Q

general episodic memory vs autobiographical

A
  1. studies show that AB pictures activated the medial prefrontal cortex and visuospatial area
  2. general EM pictures activated the hippocampus and prefrontal region
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22
Q

AB memory in the brain

A

occipital lobe
ventral stream
left pre-frontal lobe- initially active than occipital and temporal lobe
when people lie the frontal lobe is active but not the occipital lobe

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23
Q

levels of AB memory

A
  1. thematic (lifetime events)
  2. general
  3. specific
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24
Q

levels of Semantic memory

A

superordinate
basic
subordinate

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25
Q

autonoetic

A

capacity to reflect on our thoughts

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26
Q

behavioral definition of EM

A

the recall of what where and when of an event, animals have to be able to do this (Caching birds, like scrub jays)

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27
Q

Tulving def for EM

A

mental time travel

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28
Q

Levels of AB memory

A
  1. thematically organize- themes, early childhood, vague
  2. general events- repeating or extending, like a first job, learning how to drive
  3. specific events- a specific wedding, most basic level, has much more details and infos
    * * hard to switch between different themes meaning these are put in catogires
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29
Q

heuristic

A
  1. rule of thumb
  2. how to solve a problem, 3. what is the most likely situation
  3. not has organized as semantic because the organization can change depending on the event
    * * suggestion not a guarantee like an algorithm
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30
Q

left hemisphere damage to partial

A

the patient could remember the general information of AB memory but not the details of what he did, left side of brain is good for details

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31
Q

right hemisphere (3)

A

guesult, big picture, holistic
like at the whole, artistic
emotions

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32
Q

characteristics of AB memory

A
  1. we tend to remember what sticks out, same as sensory memory (unexpected and important/relevant)
  2. AB memory changes over a lifespan, IF and RB
  3. many factors influences storage and retrieval because they are highly inaccurate
  4. tendency to exaggerate our role, and blame for failures, influenced by self-esteem
  5. highly tied to emotions
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33
Q

infantile amnesia

A
  1. people can not remember before 3 years old

2. can still effect you implicitly but no explicit memory

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34
Q

reminiscence bump

A

from ages 15-30 is the age range where people can recall the most AB memory with the greatest detail

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35
Q

why AB is not as accurate

A

some people believe that people remember things in a way to preserve their self-esteem that is why it might not be accurate

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36
Q

residual egocentrism

A
  1. reason why AB is not as accurate
  2. also look at happens to us from our own prospective and can’t understand other’s POV
    * starts as a child, look up
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37
Q

AB memory and depression

A
  1. increased activity in the right hemisphere as well as the amygdala in AB memory
  2. depressed people tend to recall negative memories more than positive memories
  3. studies show that depressed people have less detailed AB memories, memories are more general only
    * * they don’t know what mad them mad because they don’t have the detailed memory
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38
Q

Flashbulb memories

A
  1. brown and kulik, proposed a new memory system because of responses of JFK killing, no STM, LTM or consolidation involved in this type of remember, bc people gave very specific AB memory
  2. Problem- do we need a new memory system for this? and are these memories really more unique and detailed compared to normal AB? Because we know memories that are tied to emotion or are important are better stored and recalled
  3. They are unqiue events and only happens once or twice a life time therefore it should not be hard to recall bc with EM it is better recalled if there was just one event
  4. because we go over the event over and over again (news and talking about) the better the details will be preserved
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39
Q

Intrusive/involuntary memories

A
  1. similar to flashbulb memories
  2. it is a PTSD flashback, memories just appear without being able to stop it, exact memory trace
  3. as you get older you remember positive memories over negative memories and frequency of intrusive thoughts lowers but intensity increases
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40
Q

reappearance hypothesis

A

study found that the amount of detailed ppl had for the tsunmai depend upon how much emotion they had tied to that event
because people who were affected might think of the event and what they could have done to stop it therefore they are reinforcing the memory by thinking about

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41
Q

retrieval Def

A
  1. reactivating a memory trace based upon a cue (intrusive memoires are not cued)
  2. components target, cues, and associations/links/ spreading activation
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42
Q

retrieval strategy

A
  1. various between people and can vary in an person over time
  2. Pichert and Anderson- subjects required to be a burglar or homebuyer while reading a story then asked to recall specific items from the story, so you can change retrieval strategy based on perspective
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43
Q

Retrieval mode

A

what you get into before you use your retrieval strategy
“frame of mind” before retrieval stragegy is picked
Reading a non-fiction book vs reading a novel, pick retrieval mode before starting reading
***frontal lobe is where RM activity is seen

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44
Q

Reconstructive Memory

A

recall, active, and inferential (meaning you fill in the gaps)
short answer
effected by schema at time of retrieval

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45
Q

Frame

A

like a schema but for an object

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46
Q

recognition memory

A

did we have this experience or not,
true/false type of questions
biggest problem, whether or not someone guessed ( can use signal detection theory)

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47
Q

Recognition memory 2 processes

A
  1. familiarity based recognition,-knowing that you know ( might be related to tip of the tongue idea)
  2. recollection- knowing how you know that, more negatively impacted by interference (in any part of the memory stages)
  • you can have the first process without knowing the second process
  • *de ja vu can be just knowing the first process and not the 2nd process
  • **frontal lobe because requires a lot of attention for #2 and #1 is more implicit
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48
Q

Tip of the Tongue

A
  1. it reveals. individual organization, retrieval processes, and distraction
  2. inaccessilibitlity and imminence
  3. target can be seen visually or phonologically, usually visual representation
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49
Q

encoding specificity principle

A

the cues used to retirve this memory has to be the same cue that was there when the memory was encoded, which memory is not known

more cues you have additive and different cues the better you will retrive the memory
***video returning and kitchen table example

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50
Q

Types of cues

A

context cues, spatial and temporal (time and place)
people learned a poem while on the beach or diving, they retrieved the poem much better when they were doing it where they learned
1. environmental- time and place
2.state (drunk/sober)
3.Mood- congruent easier to remember when you are in the same mood state as whatever you are remembering you encoded the memory
**for example when your in a fight it is easier to recall memories that you felt that same way
and dependent(your emotions)
4. Cognitive context- bilingual speakers change recall based on what language they were speaking

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51
Q

Factors determining retrieval success

A
  1. how many cues you have
  2. how strong the memory trace is how familar it is
  3. attention to the relevant cues
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52
Q

what’s the key to learning

A

true learning is being able to recall in a novel context or in a different context

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53
Q

source monitoring

A

don’t need for semantic info but for episodic memory

identifying what, who, where of the memory

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54
Q

source misattribution errors

A

can remember the memory trace but not the source of the memory
often leads to errors
**memory and source can be stored in two different places

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55
Q

what brain area needed for EM and not for SM

A

prefrontal cortex

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56
Q

what is the best way to improve memory

A

study it under different conditions

**remove from the context and store it as semantic memory

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57
Q

why is elaborative rehearsal better

A

because it takes longer time then maintenance and the more time you spend the better the memory will be stored
**exception, patterns

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58
Q

single most important factor to improving memory

A

intention to learn
what you want to learn is what really is going to be memorized better,
better to apply rather than to memorize

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59
Q

why is forgetting a thing

A

bc it helps the brain clear out not important info so that the important info is easier to access

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60
Q

Define forgetting (3)

A
  1. lack of initial encoding
  2. loss of stored memory trace
  3. retrieval failure ( most likely)
    but almost impossible to determine at what stage
    **inability to produce a memory
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61
Q

normal vs abnormal forgetting

A

based on STAT of the population but is very common

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62
Q

motivated forgetting (2)

A
  1. though stopping, trying not to remember something purposely
  2. extreme- psychogenic amnesia repression because of trauma
    could be physical or psychological
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63
Q

contextual fluctuations

A

things that happen with age that contribute to forgetting

affects retrieval cues and most older people move around therefore new contexts

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64
Q

why is there more forgetting as you age

A

more interference and more experiences which makes it harder to retrieve episodic memory

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65
Q

When does forgetting level off

A

two years post event

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66
Q

permastore

A

things that don’t get forgotten

but needs to be retained and used frequently

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67
Q

savings

A

ebbinghuas
relearning something
you can recognize it but not recall
easier to learn something even if the memory isn’t that strong it makes it easier to learn it
“shadow”
explains why relearning something is easier

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68
Q

Causes of forgetting

A
  1. interference at any stage of memory (number 1 reason)
  2. Decay of memory trace with time, is it loss or neurons or because no activation of the trace, decay of neurons but doesn’t account for a lot of forgetting
  3. motivated forgetting, small percentage
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69
Q

two types of interference

Barnes and underwood

A
  1. retroactive- older memories harder to retrieve bc of new ones (like getting a new phone number or password)
  2. Proactive- new memories can be hard to retrieve because of old memories that are stored really well
    * *could explain why “old dogs can’t learn new tricks”

**this also explains the you remember the first and last in the list

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70
Q

what does retrieval depend upon

A

the organization of how it was stored (like a closet easier to get something if its organized vs if its messy)

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71
Q

cue-overload principle

A 
example of interference
as a cue becomes more connected to many different memories it is harder to retirve the memory
**taking her class example different classes hard to remember when she said something
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72
Q

Part-set cueing impairment

A

when trying to remember something and someone else gives you a cue but isn’t the cue you needed to recall this memory

**can explain collaborative inhibition which is when there is more info there is more inhibition to get to the memory and TOT

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73
Q

Retrieval influenced inhibition

A

attempting to retrieve something can actual decrease the success of the recalling

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74
Q

selective retrieval

A

the more likely it is to retrieve something, people learn something pair of words, the one they retrieve the most is easier to retrieve in the future but it actually causes inhibition of the path less retrieved

**its not just strengthen a memory but also inhibiting a memory that is related to that memory
**could indicate a change in how we study
NOT GETTING READY OF MEMORY JUST RETRIEVEAL

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75
Q

retrieval practice paradigm

A
  1. used to demonstrate RIF
  2. They found that it is harder to retrieve a word when you practice two words but this isn’t seen when you don’t practice either
  3. explains why repeated questioning of the same thing can effect them recalling other important information because it is being inhibited
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76
Q

RIF can be…..

A

contagious and self propagating
Ex- a car jump the curved and keep talking about that memory but not about the child running meaning this memory is going to be harder to retrieve

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77
Q

associative blocking

A
  1. one theory to explain interference
  2. you can only retrieve on memory at a time, the one you retrieve more often is going to be more better retrieved
  3. really hard to study
78
Q

Associative unlearning

A
  1. One theory for interference
  2. its not interference it is unlearning because you are not rewarded for because you get the same memory you won’t feel the “reward” lack of feedback
  3. problem is seems a little to complicated, morgan’s cannon
79
Q

inhibition

A
  1. one theory of interference
  2. motivated forgetting? but not clinically but it is a normal process
  3. frontal lobe needs to inhibit certain memories for EM, decrease in brain function when trying to recall EM
  4. maybe something the brain does to make sure the memoires we have access to are the ones we use the most and most important ones

**forgetting might be an important mechanism to ensure our memories our more accurate

80
Q

Decay of memory trace

A
  1. neuronal death is a given caused by drugs, nutritional deficits ,minor traumas, programmed cell death by age (its random process (clones)
  2. learning requires breaking down old connections and forming new ones
81
Q

how do you know if your memory is normal or abnormal

A

when it is destructive to their life not just whether its statistically abnormal

82
Q

transient global amnesia

A

very short live amnesia and the cause is unknown, more common in older people (might be little strokes that are occurring)
AB memory isn’t effected but can’t remember semantic info

83
Q

What kind of memory is least effected by abnormal memory

A

implicit memory

why?? it inside the brain so harder to damage and it might be more important to survival

84
Q

what type of amnesia is harder to study

A

retrograde amnesia because you cannot access it because it happens before and we won’t know if what they are saying is true or not

85
Q

anterograde amnesia

A

in ability to form new memories

  1. there IQ and language still work fine
  2. usually damage to hippocampus that causes this
  3. korsakoff syndrome, occurs in chronic alcoholics because they don’t have B vitamins effects the thalamus, can’t learn new memoires show no emotions (apathy) and confabulation (fill in the missing pieces so it seems like lying but they don’t remember what really happened)
86
Q

lateral prefrontal cortex

A

involved in stopping prepotent moto functions?

emily’s presentation

87
Q

emily’s presentation

A

learned pair words and asked to remember one of the words asked to remember the second word or try not to remember the other word
they were able to suppress the memory, their recall was lower
1. their were brain regions active during repression, its an active process involving the prefrontal cortext , excutive function
DLPFC
anterior singular gyrus (part of limbic system) Freud right?
2. reduction in hippocampus for repression

**supression is further reaching then just the paired probe because independent probe still supressed

88
Q

Galton’s cue word

A

probe technique for AB memory, to test retrograde amnesia
ask if you can recall a memory using probe words/cue that
Problem-labor intensive

89
Q

AB memory interview

AMI

A

baddelely

go in stages and ask questions that are more specific to the time frame or stage

90
Q

Ribot’s law

A
  1. the older the memory the less susceptible is to disruption, for retrograde amnesia
  2. not just interference
  3. this is because the most recent one’s because they haven’t been fully consolidated and they are not retrieved as much as older memories
    * *minor hippocampus activity when trying to retrieve EM and even SM meaning everytime you reiteve it you are further consoldating it
91
Q

post traumatic amnesia

A

after a TBI
considered measure of concussion even if you don’t loss conscious, depending how long it lasts shows how severe the PTA is
**effect of this is cumulative

92
Q

what brain area is required to recall EM

A

prefrontal lobe

93
Q

false alarms

A

type 1 error

say something happened when it didn’t

94
Q

missed hits

A

type 2 error

you can’t remember something

95
Q

two aspects of EM

A
  1. source (frontal lobe find the source or tag)

2. content ( memory)

96
Q

source misattribution

A

correct content but the source is wrong

97
Q

false memory

A

have the correct source but not the correct memory

98
Q

source monitoring

A

important to see if this is reality or dream, convo, movie

**problem when studying this we use semantic memory

99
Q

nature of the source

A

when EM is created they are tagged with who what where info

100
Q

type of monitoring

A

internal or external/reality

101
Q

ways we try to find the source or to know if its real or thoughts

A
  1. contextual, what was the context of when the memory was encoded
  2. detailed, how detailed is it, “real” memories tend to be more detailed
  3. cognitive operations- encoding a dream , actual sensor system isn’t encoded therefore it is a dream, depending what brain regions were activated can
    * *very emotional memories have less details and contexts
102
Q

what helps memory get into LTM

A

it being tied to an emotion

103
Q

types of monitoring

A
  1. external-TV, neighbor, newspaper - not a lot of cognitive operations
  2. thoughts/dream- see how detailed it is because these are less detailed
  3. realities- cogntive operations, sensory encoding
104
Q

best approach to study EM

A

molar approach

105
Q

Bartlett Study

A

studied EM, molar appraoch

read native American story to English people and their errors related to their schemas

106
Q

systematic schema driven

A

Bartlett found that they retrieved info based on their own schema

107
Q

Effort after meaning

A

memory schemas intruded on recalling the story with errors

**EM follows “we remember what we expect to remember

108
Q

problem with bartless study

A

instructions were vague

when told they need to have recall they did better

109
Q

sulin and doolings study

A

word list set up a schematic and it effected recall of those figures
shows you can have intrusions with semantic memory too
***longer retention period more schematic intrusion

110
Q

Hunter’s article

A

1.image manipulation-Photoshop change photos from their true self
2. source monitoring framework- 3 conditions model that must be me for subjects to create a false memory
asked them to recall a memory that wasn’t true 30% “remember” false memory
Conditions
1. the subject must accept that it is plausible
2. subject must create a narrtive around the picture, context
3. subject must wrongly attribute their memory to a personal experience not just imagined

The study used pictures from different events and added themselves to fake picture

Results- false events 50% recall and true events 96%
clear false- yes I remember that in detail
partial- I think that happened some details
but after taking pictures home more was clear false

less confident about it being true with false events
clauses-perceptual details, people forget more of the details from the false pictures
**false pictures can produce false memories during childhood

111
Q

source monitoring and the brain

A

**frontal lobe involved when first encoding SM and EM
bc of attention
1. frontal lobe needed for EM RT not for SM

112
Q

What happens the further we get from the original event

A

further we get from the original even the source might be harder to locate even though the context is the same

113
Q

Cryptomnesia

A

error in source monitoring
unintentional plagiarism
***can’t remember if they heard it from someone or their own brain made that idea

114
Q

false fame effect

A
  1. type of error in source monitoring
  2. more semantic than episodic, has to do with recalling name
    disconnect between source and content because the source isn’t clear (related to mere exposure effect)
    increases when there are distractions during encoding
    **heard the name before but don’t remember the source so you believe it is from a famous person
115
Q

sleeper effect

A

change how we respond to thinks as time goes on if you don’t think about it too much

116
Q

Hovland and Weiss

A

social influences and the sleeper effect

  1. errors in source mont
  2. you assign credibility to a source but over time the credibility of the content changes as the subject forgets the source
  3. overtime highly credible source and not credilbe merge to one , meaning the creditability of someone low can go higher overtime and vice versa
    * *dangers of rumors
117
Q

abnormal false memories

A
  1. implanted memories by someone else initially
  2. false memory syndrome- less common
    look up
118
Q

why can we get false memories

A

because memory is malable and the processes in memory means it is changing its a normal process to forget but can also effect what’s real or not

119
Q

factors that contribute to false memories

A
  1. recall of EM is reconstructive, good at recalling the gist not details
  2. schemas influence E, S, and R and fill in the blanks in EM because details are harder to remember in EM
  3. established memoires are dynamic so every time it is retrieved can affect it
    * *age of RT can effect because if we reitreve from childhood applying knowledge you know now
120
Q

affective schemas

A

the particular mood you are influences E, S, R

121
Q

2 examples of false memories

A
  1. verbal overshadowing (trying to verbalize visual memory changes the memory)
  2. revelation effect -might be related to de ja vu

**example of deviation of source and content

122
Q

why does EM have more false memory

A

b/c its recall is recognition and reconstruction and source

123
Q

simplest form of recognition

A

sense of familiarity “i heard this before” or “ I done this before”
**second is recollection (but this is different from recall because recall is when reconstruction)

124
Q

what is difference between recall and recollection

A

because it isn’t an either or situation but a continuum, the more you detail you have the more it goes from recollection to recall

125
Q

recognition two parts

A
  1. familiarity

2. recollection

126
Q

verbal overshadowing

A
  1. type of false memory
  2. Schooler study- given a picture of someone who was a criminal then asked later to describe the criminal, came up with incorrect descriptions saying it but they could easily pick them from a line up
  3. the act of verbally retrieving a visually stored memory alters the memory, somewhat permanent
  4. repeated verbalization worsens their visual recognition
127
Q

HERA hypothesis

A
  1. left pre frontal for encoding EM and retrieval of SM

2. right pre frontal for retravel of EM

128
Q

Explanation of verbal overshadowing

A

because you are using right side to store the memory but the left side to retrieve it and one is big picture and the other is detailed, and this effects storage of memory

129
Q

hippocampus activity in EM

A
  1. active when retrieving EM BUT if its a vague familiarity its not involved
    active only during recollection, meaning it is reorganizing it, so changing the memory happens when retrieving it bc hippocampus is active
130
Q

revelation effect

A
  1. type of false memory
  2. falsely recognize something
  3. seen mostly in SM but maybe easier to study
  4. have to be doing some cognitive task, show someone distorted presentation, missing something and as they true to figure it out they have an “AH HA” moment after they learned a list of words and after asked if they saw it on the list the falsely say yes
131
Q

revelation effect and EM

A
  1. provide subjects with a sentence and one word is an anagram and get an ha ah moment
  2. then they ask if they had an experience similar to the one in the sentence and they will falsely say yes
    * * possibly related to deja vu
132
Q

false memories vs false memory syndrome

A

false memory syndrome is when the memory effects their whole life

133
Q

suggestive narratives

A
  1. Loftus and Pickrell
  2. found a group of adults and had them read a story and the more detailed the story is the more likely to have that false memory
134
Q

DRM paradigm

A
  1. Deese/Roediger
  2. made a list of words with the target not on the list and many report the target being on the list does brain treat it like it really was? and longer lists provided more false memories

**explains why older people have more false memories they have more info

135
Q

misinformation paradigm

A
  1. suggest to people that something happened
  2. thought stopping tool to use in therapy so you can distort memory
  3. power of suggestions can either distort the memory or non memory factors like social influences “they are smarting than me maybe your right”
136
Q

implantation paradigm

A

creates false memories for entire events

the photograph study

137
Q

neural correlates and false memory

A
  1. frontal lobe damage related to increases in confabulation (lying) and this also causes increases in false recognition
  2. if you activate he prefrontal region there is a decrease in false recognition
    4.hippocampus is activated when people see the word they have seen and a word they didn’t see, seems to be active during recognition but not if its false or real “is it a memory”
  3. parietal lobe- involved with sensory integration and ALSO seems to be where perception and memory integrate (neglect syndrome)
    can recognize the difference between a real memory and false memory because it is not active when retrieving a false memory
138
Q

delusions

A

make up a whole event

139
Q

internalized false memories

A

believing their own lies
taking a false memory and made it a true memory and this is seen a lot in false confessions (how would that look in the brain, would the visual areas be active)

140
Q

clinical false memory explains

A
  1. confabulation
  2. delusions
  3. internalized false memories
141
Q

who is most at risk for false memories

A

children

  1. more likely to please interviewer
  2. more compliant
  3. also have immature prefrontal regions

people w mental illnesses
1. effects error detection system

142
Q

superordinate

A

for semantic memory

contains MANY basic categories

143
Q

Loftus and Suppes and concepts study

A

asked subjects to produce a word that started with A it was easier when they were given a category first

144
Q

subordinate

A

detailed information within a category

*refelcts different levels of familiarity

145
Q

Organization of LTM SM

A

we use categories on concepts which suggest hierarchical organization

146
Q

basic

A

type of level of organization

most commonly used

147
Q

hierarchical network model

A
  1. collins and quillians
  2. asked subjects to say if a sentence was correct and it would take longer if the “nodes” were far from each other
  3. said the hierocracy is based on common knowledge not personal experience
  4. when familiarity was held constant there was no differences time in responses
148
Q

typicality gradient

A

properties typically associated with an item are more likely to be stored together

149
Q

interconnectivity

A
  1. has to do with SM
  2. increases in this happens because of experience
  3. this improves retrieval of SM

**tip of the tongue could be due to this

150
Q

pattern of activity

A

how each SM is represented in the brain, all over the cortex but in a pattern

151
Q

concrete nouns in the brain

A

studies show different parts of brains are active during grammar
1. for nouns the sensory cortex in the parietal love

152
Q

action verbs in the brain

A

the motor cortex becomes activated

153
Q

evidence that there is categories in the brain

A
  1. concrete nouns
  2. action verbs
  3. some people can’t tell inanimate and animate things they think its innate even though it might not be
154
Q

how long is the hippocampus involved for sm

A

until the memory is completely entrenched

155
Q

why are children more susceptible to false memory

A

b/c prefrontal region is not developed and that is important to recognize the source to know if its real or not

156
Q

deja vu

A
  1. hippocampus involvement (medial temporal lobe) might become active and have familiarity no recollection
  2. common in temporal lobe seizures get an aura and feel a sense of deja vu
  3. artificial stimulation of these regions you get DV
  4. error in recognition, specifically familiarity
    * *does increase with age
157
Q

looking method and habitation paradigm

A
  1. way to study memory in infants
  2. looking- looks at a split screen and see where the baby is looking, measure how long it looks at the screen (bc they look longer at things they didn’t see before)
  3. hab- they less they look at the object means its the same, this how found out babies can’t see color till 6 months
158
Q

non-nutritive sucking

A
  1. way to study memory in infants
  2. sucking on something not the nipple, when a baby is interested in something they suck harder on the item
  3. their sucking rate declines when they get unchanging stimuli , they will suck harder when they hear a new sound
159
Q

elicited imitation/deferred imitation

A
  1. way to study memory in infants

2. watch someone do something and see if they imitate them

160
Q

David’s article

A
  1. infant memory, wanted to general vs distinctive details
    results- they improved in kicking for the control group but for the experimental they don’t kick as much
    but for 96 hours they kick just as much meaning they forgot the distinctive details
  2. disttive details are forgetten after 96 hours but the general mobile is not forgtten meaning that the general is less forgotten
161
Q

problem w studying memory infants

A

can’t know if the memory is implicit or excipilct

162
Q

declarative memory is more likely effected by…

A

how many details or changing or details and context

*contextual info is important for this type of memory

163
Q

basic assumptions of declarative memory from studying in adults (3)

A
  1. context change
  2. study time
  3. retention time
    * *look at these things when seeing if memory is E or I in infants not nessariliy true
164
Q

which type of memory might be there at birth

A

implicit memory

165
Q

mobile conjugate reinforcement

A

is it showing implicit or exclipit because operant condition is implicit

166
Q

mobile conjugate reinforcement

Rovee-collier

A
  1. study found that the bumpers because them kicking depended on the context not the actual mobile
  2. this means that this might be declarative memory because that is dependent on context
167
Q

deferred imitation

A
  1. how to study explicit memory in older children so they can do the behavior
  2. people who have tramau to areas for explicit memory can’t do this
  3. meaning deferred imitation might be a way to study EM in infants
    **better way of showing EM memory
    but another problem is how can this be declarative memory even though they don’t have language
168
Q

memory development during childhood

A
  1. faster memory processing (bc of myelinated axons)
  2. working memory more efficient (span increases)
  3. ability to improve cogntive processing ( get rid of more irrelevant info)
  4. retention intervals lengthen
  5. increased use of retrieval cues and strategies
  6. semantic memory expands due to experiance
169
Q

what is the semantic framework consist of

A
  1. experiences

2. interests

170
Q

when does implicit memory improvement level off

A

childhood where as EM is always increasing till adulthood

171
Q

what is well developed at birth

A
  1. basal ganglia
  2. cerebellum
    these are important for implicit memory
172
Q

what isn’t completely developed at birth

A
  1. cortex (includes frontal and prefrontal)
  2. hippocampus
    important for explicit memory
  • but this is correlational meaning learning more can increase brain areas
173
Q

metamemory

A
  1. being aware that one has a memory (very hard to study in animals)
  2. adults aren’t that well aware of recalling our memory
174
Q

infantile amnesia

A
  1. children can’t remember anything before 5
  2. some studies found infants can “remember” things for 6 months so it is being encoded (deferred studies)
  3. can’t study storage so maybe the problem is retrieval bc the cues are different now because now they are verbal
  4. might be because they can’t verbally encode it
  • cause study of a person who sleeps talk and should they had those memories and these memoires were before they were verbal but couldn’t recall it after 5 years
175
Q

theories of infantile amnesia

A
  1. encoding deficit
  2. stored in a different area that when mature you can’t access
  3. retrieval error- context cues
  4. lack of sense of self because when you were young you have a different schema of your self sin e that not who you see yourself as
176
Q

mental constructs that contains info about an idea that we learn from our experiances and exposures

A

concepts

177
Q

a set of the concepts that which an assertion applies to

A

categories, helps us learn more info

178
Q

Barrelet studies

A
  1. subjects read a native American story but were American when asked to recall they used their own schemas and native American details were lost
  2. shows how reconstructive memory can change based on one’s schemas
179
Q

systematic schema driven

A

when people fill in gaps of memory of something with their own schema so it is not completely accurate

180
Q

effort after meaning

A

filling in parts with own schema because of need of coherency

181
Q

serial position effect

A

tendency to remember the first and last numbers in a series

182
Q

characteristics of EM

A
  1. serial position effects
  2. levels of representation- tend to remember the general over the details
  3. cues
183
Q

types of interference for EM

A
  1. negative/proactive- old experiance interfers with a new one
  2. retroactive- new experience interfs with old one
  3. assoative/ fan affect- more familar two experiances
184
Q

benign senescent forgetfulness

A

normal age related forgetfulness

185
Q

right hemisphere

A
  1. EM
  2. big picture
  3. emotions
    * *therefore has to be active when recalling EM but when the left is needed for verbal memory that’s why eye witnesses doesn’t work
186
Q

left hemisphere

A
  1. verbal

2. details

187
Q

types of retrieval

A
  1. free recall
  2. cued recall
  3. recollection
188
Q

intrusion error

A

when someone reports something that was not on the target list (how false memories might occur)

189
Q

a mental construct that contains info associated with an idea

A

concept

190
Q

a group of concepts for which assertions apply

A

category

psychology (8 decks)

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