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Cognition: Memory and Stress > Midterm 2 > Flashcards

Midterm 2 Flashcards

1
Q

semantic network model

A

a visual network of words that connect to on another. The

distance of words from one another represent level/ degree of association

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2
Q

priming effect

A

the fact that you’re faster when present w the words is a result of the priming effect (difference in reaction time to old words & new words)

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3
Q

lexical decision task

A

person has to decide whether a combination of letters is or is not a word as quickly as possible

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4
Q

stem completion

A

tasks where the first few letters are given, and you have the complete the word

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5
Q

embedded in noise

A

target is embedded in noise (static screen) and the experiment must see how many layers must be removed before the subject can identify the target

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6
Q

associative priming

A

One word presented can bring other associated words up to the threshold of consciousness
Most successful when words are presented next to each other in presented list

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7
Q

spelling task

A

Where the two be spelled word may be ambiguous based on the sound- it may be spelled on way on another

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8
Q

Implicit Memory Paradigms

A

Lexical Decision
Fragment Completion and Stem Completion
Spelling
Condition- do you have a preference or conditioned responses that are unconscious?
Fluency- how quickly can you conduct the task?

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9
Q

explicit memory vs implicitly memory (theory of D. Schatner)

A

explicit memory: memory in which a person knows when and where the memory came from (source memory)
implicit memory: “it’s just something that everybody knows

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10
Q

Familiarity versus Recollection (theory of Larry Jacoby)

A

familiarity: a passive experience of recognition
recollection: an active experience of retrieval

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11
Q

Process Dissociation Task (Larry Jacoby)

A

• In experiment (Process Dissociation Task) he presented names of non famous names (subjects were told this)
o If you can remember a name on the list, you know that it is not famous
o If you can’t remember name from the list, you know that they are famous
• If subject cannot do this, they are using familiarity
• Fluency priming w/ divided attention

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12
Q

Remembering vs Knowing by Endel Tulving

A

Remembering vs Knowing by Endel Tulving
• Remembering (familiarity) vs Knowing (recollection)
• Note that the “you just know” response is one that amnesiacs often give b/c they don’t have source memory (a part of explicit memory)

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13
Q

figures or words embedded in noise

A

Target word is embedded in noise (audio, visual, etc)

Noise is removed until priming occurs

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14
Q

repetition priming

A

subject is presented with a list of items and then told to respond to another list, the subject will respond to the items in the second list faster if they were presented in the first list

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15
Q

associative priming

A

in a word series, one is faster to say the words that are semantically related

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16
Q

conditioning

A

In many (but not all) cases, you don’t have to know the pairing consciously

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17
Q

the structure of semantic memory and how activation works to produce priming

A

in the semantic model of memory, words that have related meanings (like dog cat and pet) are close together in your mind. This produces associative priming

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18
Q

network models of semantic memory

A

in the semantic model of memory, words that have related meanings (like dog cat and pet) are close together in your mind.

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19
Q

feature models of semantic memory

A

words that have similar features are close together. For example, nurses and doctors both work in hospitals

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20
Q

autonoetic consciousness

A

consciousness and self knowing/ having as sense of self

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21
Q

noetic consciousness

A

you know that you know it

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22
Q

anoetic consciousness

A

you know it, but don’t know how you know it

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23
Q

on becoming famous overnight—also its significance

A
  • 2 sets of subject- both hear a list of names- told ALL on the list are not famous
  • some subjects were under full attention and some were under divided attention
  • familiarity v recollection
  • “New” and “old” refer to the first list of names and the second list of names. Some of the new names are actually famous and some are not.
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24
Q

remember versus know

A
  • Remembering (familiarity) vs Knowing (recollection)
  • Note that the “you just know” response is one that amnesiacs often give b/c they don’t have source memory (a part of explicit memory)
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25
Q

episodic versus semantic

A
  • Episodic- explicit; semantic- w/o source memory
  • Thinks that we all have semantic memory as children (how we obtain knowledge) but we don’t have the specific episodic memory that gave rise to that semantic memory
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26
Q

procedural versus declarative

A

• Comes from philosopher Ryle: knowing how is procedural & knowing what is declarative (contains both episodic & semantic)
• Three Different Types of Amnesia
o Hippocampal Amnesia
o Frontal Amnesia
o Global Amnesia
• Hippocampal Amnesia
o Squire worked with patient called R.B. and other amnesiac patients
o You can tell someone is amnesiac by the differences between memory test & other IQ tests
o Tested paired associates & story recall in which amnesiacs did poorly
o Diagram recall:
o Word recall: 10 word lists
o Public event recall & recognition (RB performs well)
o RB also has great autobiographical recall

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27
Q

Description of what a pure hippocampal patient—RB, can and cannot do, and why.

A

o Squire worked with patient called R.B. and other amnesiac patients
o You can tell someone is amnesiac by the differences between memory test & other IQ tests
o Tested paired associates & story recall in which amnesiacs did poorly
o Diagram recall:
o Word recall: 10 word lists
o Public event recall & recognition (RB performs well)
o RB also has great autobiographical recall

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28
Q

Memory for conjunction task.

A
  • Studied conducted binding tests of hippocampal patients
  • Binding entails sticking different parts of an event together; they showed patients a list of items; like face, then they tested with old items, new items, and conjunction items
  • There was no difference on the old and new items but they failed to say that the conjunction items were new
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29
Q

characterize frontal amnesia

A

?

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30
Q

release from proactive inhibition

A

PI: working memory for 3-item lists starts off good with every subsequent list in the same category, recall gets
worse
earlier words are (proactively) inhibiting memory for later words
• release from PI: switching list categories restores recall
to starting levels
• frontal lobe amnesia patients & Korsakoff’s patients
don’t show release from PI

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31
Q

von Restorff effect

A

You get enhanced memory for the odd
man out in a list (except for some Patients
with frontal lobe lesions).

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32
Q

evidence for non-human episodic memory

A

?

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33
Q

monkeys, chimps, and birds (scrub jays)

A

?

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34
Q

relation of frontal lobes to self-awareness, and consciousness

A

?

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35
Q

executive function

A

?

36
Q

modularity

A

?

37
Q

be able to describe a patient whom Stuss et al. claim has a deficit in self-awareness due to right frontal lesion.

A

?

38
Q

speech shadowing

A

?

39
Q

divided attention

A

?

40
Q

Broadbent’s filter theory and evidence in favor and against it. ?

A

Earliest Model of Attention

- created by Donald Broadbent who worked in the first World War
- was interested in how people pay attention - filter theory: human attention can be attributed to a funnel system where information received from sensory input could only be filtered one stimuli at a time through the attend channel
- when one channel is open, the other is closed
- to not attend to something means to not have processed it at a sensory level	
- subject was stimulated with two streams where words of meaningful sentences are switched, meaning was still received- different sentences depending on the ear that was shadowed

-similarity between two channels matters but so does mean
-task will be easier if the two channels differ
There are some of the expections to the idea that you can filter on a sensory basis which caused a revision of the theory
-example: name, baby crying, siren,

41
Q

Early- and late-pass filters

A

Late pass filter: you semantically analyze everything after it as happened; opens for the door for some perception without consciousness
Early pass filter: you semantically analyze before you pay attention to it; there

42
Q

eye tracking

A
  • we can’t know for sure what a person is paying attention to but eyetracking has been helpful
    • it is not an exact science but it is helpful
    • the surface of the cornea and the surface of lens has a laser beam shot at it. The light will bounce back depending on where the eye is moving
    • children tend to look at the eyes, mouth, and nose of a face
    Earliest eyetracking experiment was conducted by Yarbus
  • presents subjects with the same photo and asks them to draw conclusions about the photo
    - shows that people pay attention to different things
43
Q

saccade

A

the movements that the eye makes looking from one aspect of an image to another

44
Q

subliminal perception

A

when one’s perception of an item does not reach the threshold to conciousness

45
Q

Change blindness. Be able to describe experiments and what they mean.

A

when a change in a visual stimulus is introduced and the
observer does not notice it
• Did you see the gorilla?
• Change items in a scene
• Flicker between two similar scenes with one item different
Recall that we have the illusion that we see everything in a
smooth, undistorted visual scene, rather than that we have
a focus of attention and ‘see’ in detail only within it.
But this is an illusion!
Don’t notice if something were changing, if we had the entire
visual field but only for a moment.

46
Q

The Sperling method of investigating iconic memory. How does this relate to change blindness.

A

Sterling Experiments- related to the illusion that we have that we see everything in a smooth, undistorted visual scene, rather than that we actually have a focus of attention and see the detail only within it. We do actually see it all, but rapidly forget most of it except for what is cued.
Fixation → letter array→blank field array→ cue tone → report

47
Q

contextually driven perception

A

?

48
Q

contextually driven memory

A

?

49
Q

perceptual binding and the spotlight of attention

A

Triesman says that you need to have things together within
the spotlight of attention (Which is kind of like a flashlight
beam (in order for the features to be bound together,
perceptually.

50
Q

Conjunction errors and what they mean

A

conjunction errors occur when the features of two items are blurred together in one item during recall (if the items are flashed quickly)
the correct features need time to bind together to a
coherent percept.
Attention binds the features together correctly.

51
Q

The n-back task—what it is and what it indicates

A

For example, an auditory three-back test could consist of the experimenter reading the following list of letters to the list the subject
The subject is supped to indicate when the letters were in the same order as those that were read 3 stops earlier
Supposed to measure intelligence when done quickly
Working memory turns out to be associated with ID.This is especially true for working memory tasks that require some kind of computation
Recent work indicates that you can increase your working memory capacity

52
Q

training on the n-back task in relation to fluid intelligence

A

Working memory turns out to be associated with IQ.This is especially true for working memory tasks that require some kind of computation
Recent work indicates that you can increase your working memory capacity

53
Q

the Ravens progressive matrices

A

seen on IQ tests

54
Q

Event related potentials—what they are and what the components mean

A

event related potentials are measured electrical responses in the brain to stimuli.

55
Q

p3 or p300—be able to say when it will occur.

A 
P3	
– Stimulus classification and response preparation	
– Varies with stimulus complexity	
– associated with memory and	 attention
occurs when odd ball item is presented
56
Q

p1 n1, p2, n2.

A

P1
– 50ms: auditory, 100ms: visual
– general attention/ arousal

N1
– Selective attention to stimulus characteristics
– Stimulus discrimination

P2
– obligatory cortical potential
– Low individual variability and high reproducibility
– Stimulus classification
– Sensitive to pitch and loudness (auditory)

N2
– Stimulus discriminatin
– Deviation of stimulus from expectation

57
Q

Anomia

A

inability to name objects

58
Q

Agnosia

A

The man who mistook his wife for a hat
Often there is a loss of ability to recognize objects, persons, sounds, shapes, or smells while the specific sense is not defective nor is there any significant memory loss.

59
Q

Anosognosia (lack of awareness of deficit)

A

lack of awareness of deficit

60
Q

Reduplicative Paramnesia (Capgras syndrome)

A

is a disorder in which a person holds a delusion that a friend, spouse, parent, or other close family member (or pet) has been replaced by an identical-looking impostor.

61
Q

Confabulation

A

a memory disturbance, defined as the production of fabricated, distorted or misinterpreted memories about oneself or the world, without the conscious intention to deceive

62
Q

Split brain

A

split brain patients are patients who have had the two lobes or hemispheres of their brains divided

63
Q

Prosopagnosia

A

also called face blindness, is a cognitive disorder of face perception where the ability to recognize faces is impaired, while other aspects of visual processing (e.g., object discrimination) and intellectual functioning (e.g., decision making) remain intact.

64
Q

3 different theory of mind tasks

A

Sally Anne Task: Where is the toy versus Where does Sally think the toy is?
Faux Paus Task: Katherine inadvertently insults Zach’s taste in home decor. Should she feel bad?
Blindfold Task: Stuss’s patient tries out a blindfold, then sees it being put on RA1. Stuss hides some money behind a screen, in both RA1 and RA2’s line of sight. Who does the patient ask to retrieve the money for him?

65
Q

autistic savants

A

autistic patients with exceptional memory.

66
Q

London Cab driver study

A

?

67
Q

‘normal’ superior memory—how to.

A

?

68
Q

Superior memory—how do they do it? Are they autistic? what are the neural correlates?

A

significantly larger hippocampi

69
Q

study on effect of likability on jury decisions

A

?

70
Q

Study on effect of strong and weak speech

A

?

71
Q

Loftus stop sign/ yield sign experiment

A

?

72
Q

Loftus Green car blue car experiment.

A

?

73
Q

Loftus lost in the shopping mall experiment

A

?

74
Q

McCloskey and Zaragoza critique of Loftus experiment, what they found and why

A

?

75
Q

Source judgment experiment relating to memory for misleading information

A

?

76
Q

repression

A

?

77
Q

statute of limitations and the discovery rule

A

after one has been wronged, they have a limited amount of time to report this crime. This clock begins once they have discovered that they have been wronged.

78
Q

Freudian view of therapy

A

?

79
Q

Schooler’s criteria for genuine recovered memories.

A

?

80
Q

list method, directed (or selective) forgetting, as well as explanations and data relevant to those explanations of directed forgetting.

A

?

81
Q

Selective suppression of individual thoughts (Anderson). The think/don’t think paradigm.

A

• Anderson & Green- people had a long list of pair words rehearsed them until they could recall one word with another cue word
• Then they broke the cues into those for which the person should not think of the answer, and those for which the person should not think of the answer. The subjects had to learn which were which
• You’re supposed to learn to not bring the target into consciousness in the no-think condition
• They then compare thinking to non-think from 0-16 repetitions
o 0 is the control condition
• when told to not think, memory goes down
• when told to response, memory improves
• this supports the argument of selective forgetting/ repression

82
Q

Error correction—the effect of generating errors.

A

Error Correction from Huelser’s thesis
• Suppressing the wrong answer does not help one remember the right answer
• Wrong answer might be a way to obtain the right answer

83
Q

the hypercorrection effect

A

Our hypercorrection Example:
o Adults and elders generally have a high correlation between their post answer confidence that they were right and whether they were actually right
o In recognition memory, you can ask for a graded confidence judgment that will very nicely reflect people’s knowledge, instead of just asking them to say yes or no

84
Q

reconsolidation—what it is; how it’s tested; how it relates to Freudian notions about recovered memories.

A

• Research comes from animal literature
• Main people: Nader, Pitman, Schafe, Ledoux
• The standard reconsolidation paradigm involves erasing a memory
• The memory must for be retrieved & is then malleable
• In experiment, animal is conditioned to fear tone due to shock that follows
• Animal is injected with a serum (ansiomycin) that prevents the animal from processing memory
• This experiment cannot be done to humans
The animal then does not respond w/ fear to the music
• idea that when you are retrieving a memory, it becomes malleable
• every time a memory is retrieved, it is subject to additions/changes/subtractions before being put back (consolidated)

85
Q

odd ball effect

A

in a series that is presented, one item stands out from the rest in semantic meaning, upon recall of the list, the odd ball stands out because it demands attention

Cognition: Memory and Stress (6 decks)

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