PSY1002 SEMESTER 2 - WEEK 1

Question 1

define memory

Answer 1

faculty by which info is encoded, stored and retrieved when needed

Question 2

define encoding

Answer 2

info enters memory system or slips away, requires attention

Question 3

define storage

Answer 3

info preserved for recollection in future or forgotten. connections to our pre-existing knowledge is important

Question 4

define retrieval

Answer 4

info is intentionally recollected or unintentionally sits ‘on tip of your tongue’

Question 5

outline Clive Wearings as a case study

Answer 5

herpes simplex encephalitus lead to anterograde and retrograde amnesia. lacks ability to form new memories or recall past, but retained music abilities

Question 6

what did the case of Clive Wearing suggest?

Answer 6

not all memories are same as no new memory however retained skill suggesting there are multiple models for categorising memory

Question 7

name the 2 ways we can categorise memory

Answer 7

time (length of time passed since memory occurredd)
content (events, facts, skills)

Question 8

outline modal model of memory (Atikinson & Shiffrin, 1968)

Answer 8

input ➡️ sensory moment ➡️ STM ➡️ ⬅️LTM

Question 9

explain the type of information stored in the sensory memory stage of Modal-Model of memory (Atkinson & Shiffrin)

Answer 9

briefest form of memory, input modality specific, storing raw unprocessed sensory info as visual impressions (iconic), auditory impressions (echoic), haptic (touch), taste, smell

Question 10

what is duration of of Modal-Model of memory (Atkinson & Shiffrin)

Answer 10

very brief - 250-500ms for iconic memory and few seconds for echoic

Question 11

outline Sperlings partial-report method of studying sensory input in Modal-Model of memory (Atkinson & Shiffrin)

Answer 11

50ms presented letter arrays
whole report cdn: ppts recall all letters in array (average recall = first 4-5letters)
partial report cdn: presented letters, hidden then played tone to indicate which row ppts had to recall (reported complete rows for large arrays even when tone displayed after stimuli were presented)
when no delay between end of display and tone recalled 75% of row, but only 4 letters if asked for whole display

Question 12

what did Sperlings study conclude about sensory input of Modal-Model of memory (Atkinson & Shiffrin)

Answer 12

we’ve got large visual sensory capacity but only able to recall select few items (averaged 3)
lasts 1 second
have to pay attention in order to retain and send to our STMs

Question 13

study research suggests duration of echoic memory can last how long (but what are weaknesses of this)

Answer 13

can last up to 5 seconds, but difficult to determine if ppts reporting sensory memory involves unprocessed sensory stimulus, or STM that have already been processed

Question 14

what are the 2 stages of sensory memory storage depending on its duration in Modal-Model of memory (Atkinson & Shiffrin)

Answer 14

1st = storing raw unprocessing perceptual info
2nd = perceptual info connect to info stored at LTM to interpret stimuli

Question 15

what is the STM and apply to Clive Wearing case study

Answer 15

intermediate memory store beginning processing of perceptual info from sensory memory. requires attention
Clive Wearing had STM but lost memory once attention moves on

Question 16

what is STM duration, capacity, and what can boost it?

Answer 16

duration = 30-60ms
capacity = 5-9 items (limits depends on what type of info, smaller span for word with more syllables)
memories held in STM while attention lasts, aided by: active rehearsal or chunking

Question 17

outline Miller’s STM study into capacity

Answer 17

ppts memorised series of letters in sequence and found 7+/-2
boosted by active rehearsal/chunking

Question 18

outline research by Peterson & Peterson into STm duration

Answer 18

remember short meaningless sequences (GRX)- prevented info processing by LTM, then verbal interference tasks like counting (3-18s)
recall rates near 0 for 18s

Question 19

how does interference impact forgetting in STM

Answer 19

retroactive (new info replaces old), results from encoding method. confusing BAKE and RAKE, higher recall for semantic based words (RAKE, autumn)
proactive (old info already stored in STM prevents new info stored) and primacy effect

Question 20

describe LTM (retrieval, capacity, duration, info modalities)

Answer 20

info transferred between STM and LTM
unlimited capacity + duration
usually semantically encoded, stored

Question 21

define declarative, or explicit memory

Answer 21

memories that we are aware of, and can expressn

Question 22

name 3 types of declarative (explicit memory(

Answer 22

episodic, semantic, procedural

Question 23

define episodic memory

Answer 23

episodes of life you remember, including contextual info about where and when (what you had for breakfast yesterday)

Question 24

define semantic memory

Answer 24

general facts about world that you know, abstracted from contextual info (Paris is capital of France)

Question 25

define procedural memory

Answer 25

skills, habits (how to ride a bike)

Question 26

what are the 2 types of LTM

Answer 26

declarative (explicit)
non-declarative (implicit)

Question 27

name 2 types of implicit memory

Answer 27

conditioning, priming

Question 28

define non-declarative (implicit) memories

Answer 28

difficult to bring into awareness and express

Question 29

how are declarative memories retrieved (from episodic, semantic, procedural)

Answer 29

episodic- retrieved using medial temporal lobe (including hippocampus)
semantic- retrieved using medial temporal lobe but area activated depends on type of info (motor activate motor cortex, prefrontal from factual info)
procedural- retrevied using the basal ganglia linking to frontal lobe

Question 30

define working memory

Answer 30

storage and controlled processing of info in present moment (WM is dynamic system to process and manipulate data, not passive store)

Question 31

give example of WM functions

Answer 31

maintaining info whilst being distracted
making info in LTM accessible for processing
retrieving info from LTM, or transfer into the LTM
active rehearsal + chunking
combining info in novel ways

Question 31

describe what Baddeley Hitch WMM look like

Answer 31

central executive splits into VSS, EB, PL which combine into LTM

Question 32

outline the structure of Baddeley Hitch WMM

Answer 32

hierarchical organisation (CE coordinating other 3 components), modular structure with each component having functional responsibility

Question 33

what does the central executive do

Answer 33

conductor for everything that’s happening, coordinates storage systems, control of attention, processing info from VSS and PL

Question 34

what does the visuospatial sketchpad do

Answer 34

stores and processes visual info (what) and spatial info (where)

Question 35

outline the mental rotation task studying VSS (Shepard & Melzer - 1971)

Answer 35

present ppts with 2 object diagrams and ask if same object rotated or a different object
found greater angle of rotation took longer to see if 2 images same or enanitomorphs

Question 36

what an enantiomorph

Answer 36

mirror image

Question 37

outline dual-task study for VSS (Quinn & McConnel, 1996)

Answer 37

2 visuospatial or 1 visuospatial and 1 verbal. interference gives lower task performance when same info type, suggesting WM has different subsystems for visual/auditory info

study used remembering word lists using verbal/visual rehersal, and some ppts given changing visual display or not
visual imagining ppt remembered less

Question 38

what does the phonological loop do

Answer 38

auditory, or linguistic input stored in phonological STM then kept in articulatory loop using subvocal rehearsal to create a phonological representation

Question 39

outline Baddeley (1975) explanation of PL and word length effect

Answer 39

suggested WM recall’s a function of time meaning we remember the number of words we can articulate in 2 seconds. if we cannot rehearse items they decay
recall more short than longer words (takes longer for articulation)

Question 40

why do we have more recall errors when words sound similar (PL)- phonological similarity effect

Answer 40

even if visually presented, due to assumption that visual info involves language so translated automatically to verbal codes in WM and stored in PL. similar verbal codes becomes mixed up when recalling

Question 41

how does articulatory suppression affect PL word recall

Answer 41

ppts repeating out loud during learning had less recall as articulatory suppression prevented articulatory rehearsal and irrelevant articulations stored, leading to overloading

Question 42

what does the episodic buffer do

Answer 42

handles brief storage of episodic memories when PL or VSS engaged, and bind representations or multimodal info to form new episodic memory

Question 43

define engram

Answer 43

neural representation of a memory traces

Question 44

how did Lashley use rats to study engrams

Answer 44

navigated maze, then created lesion on differing areas to see impact on performances

Question 45

what is the frontal cortex role in memory

Answer 45

coordination of info, WM

Question 46

what is the temporal cortex role in memory

Answer 46

spatial memory storage, episodic memory storage

Question 47

what is the amygdala role in memory

Answer 47

implicit and emotional memory formation

Question 48

what is the hippocampus role in memory

Answer 48

explicit memory formation

Question 49

what is the role of cerebellum in memory

Answer 49

implicit memory formation