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PSYC 3330 > PSYC 3330 - 1 (intro history) > Flashcards

PSYC 3330 - 1 (intro history) Flashcards

1
Q

What is memory?

A

an organism’s ability to store, retain, and retrieve information

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2
Q

Learning

A

any change in the potential of an organism to alter its behaviour as a consequence of experience

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3
Q

Acquisition

A

recorder of experience (wax tablet, tape recorder, video camera)

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4
Q

Store information

A

organized storage (storehouse, library, dictionary)

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5
Q

Associations

A

interconnections (switchboard, network)

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6
Q

Need to search

A

jumbled storage (purse, junk drawer, garbage can)

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7
Q

Fades with time

A

Temporal availability (conveyor belt)

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8
Q

Access a memory

A

Content addressability (lock and key, tuning fork)

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9
Q

Retain gist

A

forgetting of details (leaky bucket)

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10
Q

Use what is available of memory

A

reconstruction (rebuilding dinosaur)

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11
Q

Not a passive memory

A

active processing (workbench, computer program)

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12
Q

Attention

A

select some info for further processing, avoid distraction by other info

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13
Q

Plato

A

wax tablet metaphor (wax quality, strength of impression)

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14
Q

Aristotle

A

laws of association (similarity, contrast, contiguity)

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15
Q

Darwin

A

memory is adaptive, natural selection

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16
Q

Ebbinghaus

A

nonsense syllables, learning/forgetting curves

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17
Q

Bartlett

A

-memory is fragmentary

-meaning is critical (schemas)

-prior knowledge influences memory

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18
Q

Gestalt movement

A

-whole is different than the sum of its parts

-memory influenced by configuration and context

-anti-reductionistic

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19
Q

Pavlov

A

classical conditioning

20
Q

Watson

A

operant conditioning

21
Q

Verbal learning

A

-a behaviourist approach to learning of verbal materials (Ebbinghaus)

-memorization is the “attachment of responses to stimuli”

-forgetting is the “loss of response availability”

22
Q

Lashley

A

-search for the engram

-rats learned a maze

-memory is affected more my amount of tissue removed, not loaction

23
Q

Hebb

A

signal reverberation within collections of cell assemblies followed by a change in neural interconnections (neurons that fire together wire together)

24
Q

Information processing models

A

model of cognition made without reference to the brain

25
Q

Encoding

A

entering information into system

26
Q

Retrieval

A

finding and recovering stored memories

27
Q

Storage

A

retaining memories over time

28
Q

George Miller

A

-limited capacity of memory

-working memory capacity: magic number seven, +/- two

-organization aids memory (how you think about something affects ability to remember)

29
Q

Atkinson and Shiffrin’s Modal Model

A

assumes multiple memory structures

30
Q

Information from external environment

A

sensory memory (perceptual) -> short-term memory store -> long-term store

31
Q

Short-term memory

A

limited-capacity

32
Q

long-term memory

A

permanently encoded in unlimited storage

33
Q

Modal model of memory steps

A

sensation -> perception -> short-term (working) memory -> long-term (storage) memory

34
Q

Diffusion Tensor Imaging (DTI)

A

-measures white matter organization

-based on limited diffusion of water molecules in axons

35
Q

Early models were one way flow (input -> output)

A

today, evidence suggests information is bidirectional

36
Q

Declarative memory (explicit)

A

semantic memory, episodic memory

37
Q

Nondeclarative memory (implicit)

A

procedural memory, classical conditioning, priming

38
Q

Lab pros

A

-more experimental control

-easier to develop and test theories in rapid succession

39
Q

Lab cons

A

-overrepresentation of populations

-reduced generalizability of findings

-less ecological validity

40
Q

Real world pros

A

-test theories across populations

-advance therapeutic treatments

-highlights gaps in current understanding, advances future development

41
Q

Real world cons

A

-less experimental control

-more confounding variables

42
Q

Disease-related studies

A

characterize deficits vs preserved abilities in specific diseases

43
Q

Lesion studies

A

characterize deficits vs preserved abilities due to focal brain

44
Q

Disease-related studies pros

A

provides a direct route to advancing diagnosis and treatment

45
Q

Disease-related studies cons

A

-often difficult to separate memory impairments from other deficits related to the disease

46
Q

Lesion studies pros

A

helps identify casual links between brain and behaviour

47
Q

Lesion studies cons

A

-cases are rare

-lesions almost never
confined to specific region of interest

-patients’ deficits rarely entirely pure

PSYC 3330 (5 decks)

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