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PSY 305 > Memory notecards > Flashcards

Memory notecards Flashcards

1
Q

What makes up a memory:

A
  • multidimensional analysis
  • visual, tactile, auditory, olfactory, somatic, temporal, emotional, etc
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2
Q

Memory as Process:

A

starts with encoding/learning of info → storage and maintenance of info → retrieval of info

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3
Q

Memory as Storehouse:

A
  • memory is the place where representations are stored
  • not only in the brain, but in conceptual terms
  • where we “look” for specific memories
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4
Q

Primary/ short-term memory:

A

the capacity to store a small amount of information in the mind and keep it readily available for a short period of time

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5
Q

Secondary/long term memory:

A

the memory process in the brain that takes information from the short-term memory store and creates long lasting memories.

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6
Q

Broadbent’s model

A
  • proposed three main structures
  • S-system: sensory info
  • P-system; conciousness, limited capacity
  • Secondary memory: everything else
  • sensory info→s-system→filter →p-system→← secondary memory

stimuli are filtered, or selected to be attended to, at an early stage during processing. A filter can be regarded as the selector of relevant information based on basic features, such as color, pitch, or direction of stimuli.

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7
Q

Important Features of memory (broadbent)

A
  • duel-component view of memory
  • limited capacity in short term memory
  • info rapidly lost from limited capacity component
    • needed to maintain info via rehearsal
  • unlimited capacity long-term memory
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8
Q

Capacity limit/span: short term memory

A

memory span: number of items we can recite back perfectly without error
-4-7 items

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9
Q

Chunking

A

puts little info bits into big bits and makes it meaningful chunks which helps with memorization and retaining of info

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10
Q

How quickly is info lost from STM after being moved by incoming info?:

A
  • Results: as time increases → performance of recall drops
  • duration of STM: is 18-20 seconds
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11
Q

Structural vs. processing components

A
  • Structural components; sensory stores, STM, LTM, none of these changes
  • Processing components: control processes that operate on STM
    • change depending on task requirements
    • rehearsal vs retrieval
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12
Q

Controlled processes in STM

A
  • maintains info in the STM
  • rehersal is the main one to try to hold onto in memory → the longer it is kept in your STM → the better you can place it into the LTM
  • the longer in STM, the more transfer to LTM
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13
Q

STM

A

limited capacity store, short duration, 4-7 items can be held, if a item is kicked out it can last between 18-20 seconds, new info bumps out older info, need to reherse items in STM to transfer info to LTM

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14
Q

LTM

A

unlimited capacity store, durable, includes all memories: knowledge, personal info etc, info never bumped out, info forgotten via interference or search failures, info needs to be retrieved from LTM back into STM for report

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15
Q

Free recall

A

you’re free to recall in whatever order you want

  • series of stimuli
  • written or vocal recall
  • scored as correct if correct item is recalled regardless of position
  • unlike serial recall where correct only if in correct position
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16
Q

Serial position functions:

A

primacy effect where poeple are really good at remebering the first items presented and well as a recency effect as well, where middle items are not so good

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17
Q

Model Modal account

A

-sensory input -> attention -> sensory memory -> STM(rehearsal) -> encoding -> LTM
- accounts for both primacy and recency effects

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18
Q

Modal model account of primacy

A
  • primacy effect due to the fact that the first few items get more rehersals than other items
    • more rehearsals before bumped out of STM
  • leads to better transfer to LTM
  • Results: first item gets rehersed the most and then gets transfered to LTM
19
Q

Modal model account of primacy

A
  • primacy effect due to the fact that the first few items get more rehersals than other items
    • more rehearsals before bumped out of STM
  • leads to better transfer to LTM
  • Results: first item gets rehersed the most and then gets transfered to LTM
20
Q

Modal model account of recency

A
  • recency effect fure to the fact that items presented at the end of the list are still in the STM at the time of recall
  • leads to nearly perfect recall of these items
  • this predicts that the last items presented should be the first recalled
  • backward first and then foward
  • people recall the last item first and then the second to last items
21
Q

Long term recency

A

the end-of-list distractor task displaces items from the postulated short-term store, thereby ensuring that all items are retrieved from long-term memory

22
Q

Amnesia:

A
  • immediate memory is intact
  • impairment occurs against a background of intact perceptual and intellectual functioning
23
Q

Anterograde

A

inability to learn new info from brain trauma (future memories)

24
Q

Retrograde

A

inability to remember info learned prior to brain trauma (past memories)

25
Q

HM

A

had severe epilepsy
- hippocampus missing
- surrounding cortex is gone
- amygala gone
-HM had profound Anterograde Amnesia

26
Q

What was okay with hm

A
  • normal perception
  • normal speech, language perception
  • above average intelligent
  • immediate memory
    • normal digit span
    • can carry on a conversation
27
Q

working memory

A

need for things like learning, reasoning and reading/language comprehension

28
Q

Working memory system:

A
  • the system for temporary maintenance and manipulation of info, which is necessary for the performance on complex cognitive activities
  • is used to put info into long term memory
29
Q

Storage systems

A

2 storage systems
- a central executive to determine what info goes where (visual)
- phonological loop for auditory

30
Q

Duel-task stuides:

A
  • perform a primary task while simultaneously performing a secondary task which is presumed to take up stm capacity
  • memorize 7 numbers → performs a reasoning task
    • results: as we increase the number of diget there is an increase on time, but there is no effect on errors
  • this study tells uus that system responsible for rehearsal cant be the same as the system responsible for learning/reasoning
31
Q

phonological loop:

A

has two componenets

32
Q

phonological store

A

holds a small amount of speech based info

33
Q

Articulatory control process

A
  • based on inner speech which then loops the information through the phonological store
    • also recodes visual information and recodes it into your store
    • auditory information automatically gets into this phonological loop
34
Q

Evidence for phonological loop: phonological similarity effect

A

info that sounds the same is harder to remember than words that sound different
- phonological representations interfear with one another

35
Q

Evidence for phonological loop:irrelevant speech effect:

A

someone talking in the background will get into the store
-unattended phonological materal can gain access ot the phonological store

36
Q

Evidence for phonological loop: word-length effect

A

if you are asked to remember a list of long list of words it is harder than short effect

span for short words is greater than span for long words

37
Q

Articulatory suppression

A

the process of inhibiting memory performance by speaking while being presented with an item to remember.

38
Q

Phonological loops and why we have them:

A
  • learning to read
    • children with impaired memory have a reduced memory spans and have difficulty in task which require manipulation fo phonological info
  • language comprehension
    • TM patient: has some difficulty in comprehending complex sentences
  • vocabulary acquisition
    • correlation between non-word application and vocab size
39
Q

STORAGE SYSTEM TWO: Visuo-spacial sketchpad

A
  • stores and manipulates visual spacial info
  • needed when info cant be recoded int phonological representation
  • mental rotation
  • other visual spatial info interfears with it
    • verbal info does not
      -verbal is faster
40
Q

Central Executive

A
  • model suggests CE coordinates the activity of the two storage systems
  • other potential roles for the CE includes coordinating retrieval strats, selective attention, temporary activation of long term memory, suppression of habitual response
  • thought to be associates with the frontal lobes
  • least studies and understood component
41
Q

Episodic buffer:

A
  • a limited capacity temporary storage system that is capable of integrating into a variety of sources
  • controlled by central executive
  • feeds info into and retrieves info from LTS
  • uses a common multidimensional codes
  • this makes the link between working memory and LTM more explicit
42
Q

Function of PFC

A
  • the prefrontal cortex seems to be important in maintaining task relevant info over the short term
  • may be particularly important to maintaining info in the presence of potent distraction and interference
  • delayed response task
43
Q

Functions of the prefrontal cortex with monkeys

A
  • moneys trained over trials to perform delayed response tas k
  • monkeys are lesioned in the pfc
  • monkeys with pfc-lessions show decreased performance
  • suggest that the pfc is involved in working memory
  • after removing the prefrontal cortex to maintain info in working memory
  • monkeys nuerons are holding the information, the bettwe the nuerons fire the more likely the monkeys will be about to find the food
44
Q

How distraction influences the monkeys:

A
  • monkeys with intact cortex will grab food, but monkeys without the prefrontal cortex got distracted and didnt know where the
  • with turning off the light, both monkeys are good at the tasks

PSY 305 (5 decks)

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