memory test 1 Flashcards
what is memory? (3)
location
engram- memory trace
process
Blackbox (4)
mind
cognition
memory
storage
Ebbinghaus (5)
learning and forgetting curve savings (forgetting) verbal memory nonsense sylllbus (constant vowel constant) molecular view
Atkinson’s Shiffrin (4)
Modal model of memory
STM and LTM no sensory memory but updated it
Encoding-storage-retrival
Critism- Its very linear but memory is more complex (Top-down processing)
Top-down processing
memory is not linear because what gets remembered can be effected by what’s already stored or in LTM
Generally Accepted Model for Memory (2)
modifed AKS
sensory(input from surrounding area)-STM-LTM
Transduction
encoding of stimuli, changing sensory energy into energy the NS can interpret
Neurons that transduce for Echoic memory
hair cells on the basaler member
Storage of sensory memory (2)
Lacks meaning
specific to sensor channel
Sensory memory duration (3)
shortest
iconic- 200-500 ms
echoic-
Span for sensory memory
limit is unknown but larger then STM
Span and duration for STM
7+- 2 (chunks not items)
30 secs
Why is it hard to test the span of sensory memory
because duration is very fast and not all of it goes into STM
Requirements for Iconic memory (3)
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
Saccide
as your eye moves no visual information goes into your brain and we fill in the gaps=perception
is 30 ms
Change blindness
difficulty releasing small changes in picture because expectations plays a role in perception
the studies where they played basketball and monkey
a small change in visual perception isn’t caught
Masking- Turvey (2)
- Shine a bright light in the eye and shined in into the left eye the right eye was still able to recall the letter meaning that in sensory memory, so only masked the light in the eye meaning that sensory memory happens only in the eye
- Used a pattern/contour as a mask, and he found that if he should the pattern to the one eye the person couldnt recall the info from both eyes therefore this type of masking effects further done in the brain ***meaning iconic memory happens in other areas in the brain (the thalamus)
Ephemeral Stream
ecohic memory, isn’t instansoutly like iconic memory
info comes in as a stream, so information is presented in a serial fashion
Location of sensory memory (2)
In the sensor organ
in the thalamus
** but attention is still critical
Buffer
short term storage, can be more than one
Types of rehearsal
maintaince and elborate
helps info stay in STM longer
Verbal Buffer
phonological store (auditory)
Visual Buffer
Visuospatial store (visual and spatial)
Phonological Loop
part of baddely-hitch working memory model
brain is repeating the information subconsciously
phonological similarity effect
when people asked to recall words in it harder to recall when the words sound similar because it interferes with the PL when trying to store them than any other sequence of word
Subvocal rehearsal
the brain is rehearsing the words in a loop therefore, interference can occur worse for vocal words compared to reading
articulatory suppression
interfering with the PL because someone is speaking other words
word length effect
the more sllybuls per word the fewer words can be recalled because it takes longer to subvocally rehearsah them and you are going thru those words in your mind so it takes longer to get there
reading speed also goes down and this shows that the brain is “reading”
Ventral Stream
is the “what” for visual-spatial memory storage it is not unitary
Dorsal Stream
is the “where” movement and location
Where does the What and Where info become separated
in the retina, Rods is where and cones is what
Corsi Span (3)
used to test spatial STM
use blocks that all look the same and the person has to repeat the tapping
found that interference effects this memory even if the interference isn’t spatial VERY effected by interference
Why is spatial memory effected by verbal interference?
Bc the dorsal stream is where this info is, partial brain, and this region is also part of integrating information
Object memory/ Visual Span (4)
part of visual part of visuo-spatial memory
you remember all aspects of an object up to 4 objects no matter how detailed the object is
Guestl psychology, we look at the whole before details, because we group details together
less susceptible to interference
Sternburg’s studies
Retrieval from STM
Gave S numbers from 1-6 presented long enough to make it to STM memory and given a probe number to recall if that number was seen
Results- the amount of time to say yes or no was the same no matter if the letter was there or not
STM retirval possible ways
- Parallel- response size should not change with list size
- Serial self-terminating- response time should increase by list size but the yes answeres should decrease
- Seiral self-exhusative- response will increase with size list and both yes and no would be the same (the effect seen in the study)
Tripartite (4)
CE
Viso-spatial sketchpad
PL
Baddely-hitch first WM model
WM span test need 2 components
- retention (STM, storage)
2. Active processing, can they manipulate the info
WM span test examples
- reading span- read sentences and no longer have access to it and then asked them what is the last word in the sentence
- comprehensive span- grammer
- Operation span- math
PL in the brain (2)
only in left hemisphere
- subvocal rehearsal happens in broca’s area (speech) frontal lobe
- passive/storage- temporal lobe/parietal lobe
Lexicality effect
effects processing part of working memory
you can remeber more words with meaning than nonwords which means that this part of WM can tap into LTM
Patient PV
had PL problem, only span of 2
she only had a problem when convo with people long sentences and learning new words
So it is not important for everyday life just for learning a new language
Characteristics of VS sketchpad (2)
- its isomorphic, meaning that the representation of the image being stored in our STM is the same as what we see, smaller version of that image
(the further it is in the picture the longer it takes to get there in your mind, the study) same with folding the folds on a cube - Complex or larger images harder to maintain
VS sketchpad is effected by expectations (2)
Evidence from boundary extension studies-show ppl an image and remove the image and ask them to draw from STM
Two conditions- must be images from the real world, experiance and a background must exist so that you can image whats in the surrounding
VS sketch pad and the brain (2)
Mostly on the RIGHT side
Dorsal and ventral stream for what and where
Central Executive in the brain
Prefrontal Lobe
determines which buffer to use
Persevervations vs inattention when damaged
adhd
CE studies Goldman
Molecular view
used monkeys and trained them to delayed matching to samples task, show a picture to the monkey then take it away and show two pictures the monkey should pick the one it already saw
Neurons in the frontal lobe become active while the animal is doing the task then it becomes not active which shows CE uses the frontal lobe to switch attention
types of implicit memory (5)
associtive non associtve emotional procedural incidental
Common charateristics about Implicit memory (2)
does not require consciousness
use the same brain regions for consolidation
Learning Definition
permanent change in behavior depend upon experiance
aplysia
gill and syphion relfex if touch syphion it withdraws the gill and syphion
associtve learning
modification of reflexive behaviorl, elicited not emitted
doesn’t explain how we get new behavior, no novel behavior
what is an important structure for implicit learning/memory
cerebellum
Fruit fly gene experiment
peppermint associated with the shocks and most go to the side of neutral side some go to the side with the shock and those have a mutation in a gene which is nesscary for assocative learning
Emotional learning
Watson and baby albert
phobias and fetishes
mere exposure effect-isn’t result of classical conditing and is subconcious
amagydal is the brain region involved
operant condition
works on voluntary behavior, not reflexive behavior
skinner
association between behavior/response and its conquences
Classical conditioing
pavlov
association between two stimulis, CS and US
uses relfetive behavior like H and S and unlike OC, so its involuntary behavior
Similarities between CC and OC (5)
both unconcious processes
formation of assocation dependent upon new synaptic connections
generaztion/discrimnation
extinction and spontaneous recovery (don’t forget, inhibit)
biological prepardness- easier to learn some assocations compared to others due to how important it is to survival at a neural level
Contingency
many believe assocaitve learning is not uncer concious control because people are better at learning when they do not know what the assocation is suppose to be and the study of priming during surgery
Procedural memory stages (4)
can me motor and cognitive- something you need to practice to get better at
- cognitive (novice)– takes alot of attention and concentration
- associative- still conscious and
- autonmous- unconscious, mastery stage
Brain regions associated with the stages of skill aqustion
- cognitive- activity in the prefrontal area and cerebellum and partial
- autonmous- activity in basal ganglia and the motor assocation cortex
How do you go from novice to mastery stage
chunking
Priming
exposure to a stimulus influences the response/behavior to another stimulus
previous experiance with stimuli effects how someone responds
types of priming
repetition-uses same stimuli
non-repetition- priming differs from stimulus
word stem completion
priming task
prime them before then show them have a word
verbal priming studies with HM
using the sentence using THAT compared to not using that word showed that they had the same priming ability as normal patients
conscious VS unconscious version of instruction set
Perceptual Learning
occurs without feedback like mere exposure effect (true example of incidental learning)
study was done showed ppl a background and ask if the lines were in a row or column as they kept doing it w/out feedback, they got better by the 10th day
awareness not required
Sequence learning (3)
Nissen and Bullemer
ppl were able to do better in a task when the lights were presented in a sequence even though they were not aware of this
grammer is an example
Priming in the brain
during priming task, see reduced activity in the brain regions
“fined tuned”
less time to respond to a stimili
SAME AREAS AS PERCEPTUAL LEARNING
Timing of Priming
in first ms see activity in the sensor cortex and then see it in the frontal region meaning it takes time for that info to become conscious
Sequence learning in the brain
- sensorimotor cortex
2. basal ganglia (caudate and putamen, neostratium)
Habit learning in the brain
basal ganglia, neostratium
classical forging task
put food in each room and observe how many times the rat enters the same room they can’t do this if hippocampus is damaged therefore this is an excpilit task THAT
as close to episodic memory in humans, requires declartive memory
signaled task
operant conditoing task
is destroy hippocampus can still do this task but if you destroy their caudate nucleus they will not be able to do this task
implicit memory/ habit learning
Habit learning acquisition
DA neurons in SN are being examined, single neuron, in an animal pair a sound with a reward but first present the reward which makes the SN neurons fire which makes sense
but when pairing starts, CC, everytime sound is presented SN fires when the sound is presented before the reward is present, sound becomes
rewarding
Damage to SN causes people not respond to a reward therefore they do not form the habit
Take home message about imiplict learning (4)
hippocampus not important
basal ganglia (C and P), SN, and cerebellum for procedural/habit learning/sequence
perceputal learning/priming- the sensor cortex is involved way before the frontal lobe
emtional learninng- amygdala
HM
Brenda
Had intact consoildation of implicit memory but no consdaltion of explict memory
STM and LTM memory is intact
Memory trace
change in the nervous system caused by memoryizing./learning
what is CONS nessacary for?
to switch info from STM to LTM
Role of hippocampus (2)
not the location for STM or LTM
consoildates information and transfers it into LTM
Characteristic’s of hippocampus (4)
- the neurons reverbrate when one is activated and restimluits the input without another input (don’t see this in any other cells)
- repeated stimulation can cause long term results in the brain
- one of the few sites that can regenerate cells
- hippocampus is connected to a lot of structures (amayglda, cortex, assocation areas)
* **the rebervation outlasts the stimuli
LTM characteristics (3)
- fairly long term and resistent to injury or forgetting
- perhaps infinite span
- not located in one neuron
synpatic plastictiy hypothesis-ramon cayla (4)
came up with a stain that only stains a percetange of neurons
repeated exposure of a stimuli causes long lasting changes in the synapse
saw the learning, H and S in animals
actual structual changes in the brain, making new connections and getting rid of unnesscary connections/assocations
LTP
repeated activity in the synapse can change the sensitivity of the POST synaptic neuron
stimulated a neuron 4 times quickly in a row the stimulation lasts for a long time after the stimulation stops, and this shows how memory works in the neuronal level
Four ways LTP can cause changes in the post synaptic cell
- by increasing the amount of NT in the pre neuron
- increase in receptors or sensitivity of receptors in post neuron
- increasing amounts of dendrites and terminal fields
- Donald Hebb- cells that fire together wire together- a pattern of neurons in the brain fire at the same time and that represents something
How does repeated stimulation result in protein synthesis that results in long term changes
second messenger system
this activates a sequence of events which turn on and off genes that increase dendrites etc.
consolidation switch
requires the hippocampus to switch info from STM to LTM for declarative memory
Sperling Masking experiments
a bright light after the brief exposure reduced the recall accuracy/ reaction time meaning sensory memory can be effected by interference
2 problems with baddely and hitch WM model
- tried to create clear cut boundaries where there might not be
- had to add compenet with LTM because WM has access to WM
