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memory test 1 Flashcards

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1
Q

what is memory? (3)

A

location
engram- memory trace
process

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2
Q

Blackbox (4)

A

mind
cognition
memory
storage

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3
Q

Ebbinghaus (5)

A 
learning and forgetting curve
savings (forgetting)
verbal memory
nonsense sylllbus (constant vowel constant)
molecular view
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4
Q

Atkinson’s Shiffrin (4)

A

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)

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5
Q

Top-down processing

A

memory is not linear because what gets remembered can be effected by what’s already stored or in LTM

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6
Q

Generally Accepted Model for Memory (2)

A

modifed AKS

sensory(input from surrounding area)-STM-LTM

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7
Q

Transduction

A

encoding of stimuli, changing sensory energy into energy the NS can interpret

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8
Q

Neurons that transduce for Echoic memory

A

hair cells on the basaler member

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9
Q

Storage of sensory memory (2)

A

Lacks meaning

specific to sensor channel

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10
Q

Sensory memory duration (3)

A

shortest
iconic- 200-500 ms
echoic-

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11
Q

Span for sensory memory

A

limit is unknown but larger then STM

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12
Q

Span and duration for STM

A

7+- 2 (chunks not items)

30 secs

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13
Q

Why is it hard to test the span of sensory memory

A

because duration is very fast and not all of it goes into STM

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14
Q

Requirements for Iconic memory (3)

A

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

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15
Q

Saccide

A

as your eye moves no visual information goes into your brain and we fill in the gaps=perception
is 30 ms

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16
Q

Change blindness

A

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

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17
Q

Masking- Turvey (2)

A
  1. 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
  2. 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)
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18
Q

Ephemeral Stream

A

ecohic memory, isn’t instansoutly like iconic memory

info comes in as a stream, so information is presented in a serial fashion

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19
Q

Location of sensory memory (2)

A

In the sensor organ
in the thalamus
** but attention is still critical

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20
Q

Buffer

A

short term storage, can be more than one

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21
Q

Types of rehearsal

A

maintaince and elborate

helps info stay in STM longer

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22
Q

Verbal Buffer

A

phonological store (auditory)

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23
Q

Visual Buffer

A

Visuospatial store (visual and spatial)

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24
Q

Phonological Loop

A

part of baddely-hitch working memory model

brain is repeating the information subconsciously

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25
Q

phonological similarity effect

A

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

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26
Q

Subvocal rehearsal

A

the brain is rehearsing the words in a loop therefore, interference can occur worse for vocal words compared to reading

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27
Q

articulatory suppression

A

interfering with the PL because someone is speaking other words

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28
Q

word length effect

A

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”

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29
Q

Ventral Stream

A

is the “what” for visual-spatial memory storage it is not unitary

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30
Q

Dorsal Stream

A

is the “where” movement and location

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31
Q

Where does the What and Where info become separated

A

in the retina, Rods is where and cones is what

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32
Q

Corsi Span (3)

A

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

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33
Q

Why is spatial memory effected by verbal interference?

A

Bc the dorsal stream is where this info is, partial brain, and this region is also part of integrating information

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34
Q

Object memory/ Visual Span (4)

A

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

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35
Q

Sternburg’s studies

A

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

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36
Q

STM retirval possible ways

A
  1. Parallel- response size should not change with list size
  2. Serial self-terminating- response time should increase by list size but the yes answeres should decrease
  3. Seiral self-exhusative- response will increase with size list and both yes and no would be the same (the effect seen in the study)
37
Q

Tripartite (4)

A

CE
Viso-spatial sketchpad
PL
Baddely-hitch first WM model

38
Q

WM span test need 2 components

A
  1. retention (STM, storage)

2. Active processing, can they manipulate the info

39
Q

WM span test examples

A
  1. reading span- read sentences and no longer have access to it and then asked them what is the last word in the sentence
  2. comprehensive span- grammer
  3. Operation span- math
40
Q

PL in the brain (2)

A

only in left hemisphere

  1. subvocal rehearsal happens in broca’s area (speech) frontal lobe
  2. passive/storage- temporal lobe/parietal lobe
41
Q

Lexicality effect

A

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

42
Q

Patient PV

A

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

43
Q

Characteristics of VS sketchpad (2)

A
  1. 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
  2. Complex or larger images harder to maintain
44
Q

VS sketchpad is effected by expectations (2)

A

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

45
Q

VS sketch pad and the brain (2)

A

Mostly on the RIGHT side

Dorsal and ventral stream for what and where

46
Q

Central Executive in the brain

A

Prefrontal Lobe
determines which buffer to use
Persevervations vs inattention when damaged
adhd

47
Q

CE studies Goldman

A

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

48
Q

types of implicit memory (5)

A 
associtive 
non associtve 
emotional
procedural
incidental
49
Q

Common charateristics about Implicit memory (2)

A

does not require consciousness

use the same brain regions for consolidation

50
Q

Learning Definition

A

permanent change in behavior depend upon experiance

51
Q

aplysia

A

gill and syphion relfex if touch syphion it withdraws the gill and syphion

52
Q

associtve learning

A

modification of reflexive behaviorl, elicited not emitted

doesn’t explain how we get new behavior, no novel behavior

53
Q

what is an important structure for implicit learning/memory

A

cerebellum

54
Q

Fruit fly gene experiment

A

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

55
Q

Emotional learning

A

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

56
Q

operant condition

A

works on voluntary behavior, not reflexive behavior
skinner
association between behavior/response and its conquences

57
Q

Classical conditioing

A

pavlov
association between two stimulis, CS and US
uses relfetive behavior like H and S and unlike OC, so its involuntary behavior

58
Q

Similarities between CC and OC (5)

A

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

59
Q

Contingency

A

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

60
Q

Procedural memory stages (4)

A

can me motor and cognitive- something you need to practice to get better at

  1. cognitive (novice)– takes alot of attention and concentration
  2. associative- still conscious and
  3. autonmous- unconscious, mastery stage
61
Q

Brain regions associated with the stages of skill aqustion

A
  1. cognitive- activity in the prefrontal area and cerebellum and partial
  2. autonmous- activity in basal ganglia and the motor assocation cortex
62
Q

How do you go from novice to mastery stage

A

chunking

63
Q

Priming

A

exposure to a stimulus influences the response/behavior to another stimulus
previous experiance with stimuli effects how someone responds

64
Q

types of priming

A

repetition-uses same stimuli

non-repetition- priming differs from stimulus

65
Q

word stem completion

A

priming task

prime them before then show them have a word

66
Q

verbal priming studies with HM

A

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

67
Q

Perceptual Learning

A

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

68
Q

Sequence learning (3)

A

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

69
Q

Priming in the brain

A

during priming task, see reduced activity in the brain regions
“fined tuned”
less time to respond to a stimili
SAME AREAS AS PERCEPTUAL LEARNING

70
Q

Timing of Priming

A

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

71
Q

Sequence learning in the brain

A
  1. sensorimotor cortex

2. basal ganglia (caudate and putamen, neostratium)

72
Q

Habit learning in the brain

A

basal ganglia, neostratium

73
Q

classical forging task

A

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

74
Q

signaled task

A

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

75
Q

Habit learning acquisition

A

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

76
Q

Take home message about imiplict learning (4)

A

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

77
Q

HM

A

Brenda
Had intact consoildation of implicit memory but no consdaltion of explict memory
STM and LTM memory is intact

78
Q

Memory trace

A

change in the nervous system caused by memoryizing./learning

79
Q

what is CONS nessacary for?

A

to switch info from STM to LTM

80
Q

Role of hippocampus (2)

A

not the location for STM or LTM

consoildates information and transfers it into LTM

81
Q

Characteristic’s of hippocampus (4)

A
  1. the neurons reverbrate when one is activated and restimluits the input without another input (don’t see this in any other cells)
  2. repeated stimulation can cause long term results in the brain
  3. one of the few sites that can regenerate cells
  4. hippocampus is connected to a lot of structures (amayglda, cortex, assocation areas)
    * **the rebervation outlasts the stimuli
82
Q

LTM characteristics (3)

A
  1. fairly long term and resistent to injury or forgetting
  2. perhaps infinite span
  3. not located in one neuron
83
Q

synpatic plastictiy hypothesis-ramon cayla (4)

A

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

84
Q

LTP

A

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

85
Q

Four ways LTP can cause changes in the post synaptic cell

A
  1. by increasing the amount of NT in the pre neuron
  2. increase in receptors or sensitivity of receptors in post neuron
  3. increasing amounts of dendrites and terminal fields
  4. Donald Hebb- cells that fire together wire together- a pattern of neurons in the brain fire at the same time and that represents something
86
Q

How does repeated stimulation result in protein synthesis that results in long term changes

A

second messenger system

this activates a sequence of events which turn on and off genes that increase dendrites etc.

87
Q

consolidation switch

A

requires the hippocampus to switch info from STM to LTM for declarative memory

88
Q

Sperling Masking experiments

A

a bright light after the brief exposure reduced the recall accuracy/ reaction time meaning sensory memory can be effected by interference

89
Q

2 problems with baddely and hitch WM model

A
  1. tried to create clear cut boundaries where there might not be
  2. had to add compenet with LTM because WM has access to WM

psychology (8 decks)

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