Psych 240

Question 1

Mental arithmetic

Answer 1

When doing mental math you need to use working memory to do so regardless of how you do it

Question 2

Raven’s progressive Matrices

Answer 2

Raven’s performance predicts performance of wide variety of cognitive tasks
- WM is important for higher level thinking
- Constantly storing temporary information

Question 3

Measure of working memory span

Answer 3

“reading span”
- read a series of sentences then recall the final word of each sentence

Question 4

Raven’s score/Aging and working memory

Answer 4

Ravens Score: show correlation between performance and age/working memory
- Old people have worse scores
- Score is higher if WM is good

Question 5

Interference: Random number generation

Answer 5

Able to number off in 2’s or 3’s etc

Question 6

Interference: Syllogistic reasoning

Answer 6

All men are mortal
Professor Lee is a man
Professor Lee is mortal

Question 7

Interference: Reading comprehension

Answer 7

Being able to infer based on context what the meaning is
Individual difference: People with high working memory span have better comprehension of text

Question 8

Dissociations: Anterograde amnesia (LTM disorder) vs. working memory disorder

Answer 8

Anterograde amnesia: inability to remember events occurring after brain injury
WM disorder:

Question 9

Dissociations: Serial position curve
Primacy effect vs. recency effect (which is LM and which is WM)

Answer 9

Primacy Effect: Ability to remember things at the start of the list
- long term memory
Recency effect: Remember at the end of the list
- working memory

Question 10

Double dissociation logic;
Applied to lesions, behavioral dissociations, and nuero-imaging

Answer 10

Double dissociation logic: Specific brain damage on 2 areas but each are has different outcomes
- having two different brain processes to do one thing

Question 11

Baddeley’s 3-part model: Phonological loop
Buffer vs. rehearsal

Question 12

Baddeley’s 3-part model: Visuospatial sketchpad

Question 13

Baddeley’s 3-part model: Central executive

Question 14

Phonological loop evidence: Phonological coding
Acoustic confusion
- Acoustic similarity effect
- Visual similar or similar meaning?
- Articulatory suppression

Answer 14

Acoustic similariy: the number of things you can remember decreases if the items all sound the same
Visual similar or similar meaning: confusion does not occur for words that look the same or have the same meaning compared to when they sound a like
Articulatory supression: repeatedly say “the” when viewing the list “the the the the the the”
- prevents formation of phonological code

Question 15

Phonological storage capacity: Chunks
Time effects:
- Word length
- Speed of speech

Answer 15

memory for short words is better than those of longer words and remember better if the information is delivered in a slower way

Question 16

Phonological storage capacity: Speed of speech:

Answer 16

WM span is large for-
- Words that are pronounced quickly
- People who speak quickly
- Languages where words can be pronounced quickly

Question 17

Visuospatial sketchpad:
Behavioral double dissociation:

Answer 17

• Brooks letter-scanning task or sentence task couples with pointing responses or vocal response
• Pattern of interference
• Nuero-imaging evidence
• Visuospatial WM activates right frontal lobe and not left
• PET double dissociation between phonological loop and visuospatial sketch-pad

Question 17

Phonological loop neuroimaging evidence:
- Rehearsal process activates left hemisphere (Broca’s area) and not right frontal lobe

Question 18

Central executive: frontal lobe syndrome
- Perseverance
- Distractibility

Question 19

Modern View:
Distributed representation
Sensory recruitment
Infinite buffers

Question 20

Baddeley Article:
Dissociation between long term and short term/working memory
Recency effect
Acoustic coding
Modal model (3-stores model):
Sensory memory
Short-term memory
Long Term memory
Levels of processing (depth of processing)

Question 21

Baddely Artical: Individual differences in WM:
Working memory span (reading span)

Question 22

Tripartite theory of WM:
Central executive
Phonological loop
Visuospatial sketchpad
Frontal lobe syndrome (central executive dysfunction)
Perseveration
Distractibility (utilization behavior)

Question 23

Phonological loop
Verbal store
Articulatory loop
Subvocal rehearsal
Phonological similarity effect (same as acoustic confusability)
Irrelevant speech effect
Word length effect
Articulatory suppression

Question 24

Explicit vs implicit memory

Answer 24

Explicit: conscious recollection - What did you have for breakfast implicit: unconscious change - Riding a bike

Question 25

Recall vs. Recognition

Answer 25

Recall: ability to use information that was stored a while ago - long term memory Recognition: Ability to recognize something that has happened - Short term memory

Question 26

Amnesia Psychogenic vs. organic Anterograde vs retrograde Patient H.M Hippocampus spared implicit memory Mirror reading Tower of Hanoi

Answer 26

Psychogenic Amnesia: often portrayed in movies or tv, relatively rare in real world Anterograde: inability to learn new explicit information after trauma retrograde: inability to retrieve explicit information prior to trauma Patient H.M: Mirror reading: Tower of Hanoi: moving the blocks to stack on top of each other but can only move one at a time - Amnesics perform just as well as controls in learning 'cognitive' implicit skills

Question 27

Priming Word fragment completion Amnesic’s implicit performance (completing more old words than new vs explicit (recognition)

Answer 27

Priming: complete more old fragments than new - prior experiences influence the new - showed that amnesics show normal priming, but poor recognition memory (do not remember having seen the words) Saw a list of words and then after some time they needed to complete the fragmented section of the words

Question 28

PET studies of healthy individuals Word stem completion Explicit test and results vs implicit task and result

Answer 28

Study a list of words and then view word stems Explicit task had to say word from list that began with that stem --> hippo campus and frontal lobe activity increases Implicit task say first word that comes to mind--> posterior visual area activity decreases

Question 29

Behavioral double dissociation Modality of presentation Implicit test and retail Explicit test and results Depth of processing Implicit and explicit test and results

Answer 29

Behavioral double dissociation: find manipulation that will affect IMPLICIT but not Explicit memory Explicit test: visuallly presented yes-no recogntion test --> no differnce in performance for words that had been visually presented and words that had auditory presentation Implicit test: visuallty presented priming test, subjects had to name word as fast as possible--> faster at naming the word if the word is also visually in the test phase Depth: words can be encoded at different depths - Physical (apperance of the letters) - acooustice (the way it sounds) - semantic (meaning of the word)

Question 30

Taxonomy of long-term memory Type of implicit/explicit memory and associated brain regions

Answer 30

Implicit: classical conditioning and priming, skills, habits--> amygdala/cerebelum, cortex, striatum Explicit: semantic, episodic--> hipposcampus region/ medial temoral lobe

Question 31

Ogden Reading: Patient H.M Anterograde amnesia Retrograde amnesia (temporally graded) Dissociation between immediate (working) memory and long term memory Dissociation between remote and anterograde memory Dissociation between implicit memory and explicit memory No dissociation between verbal and non-verbal memory No dissociation between semantic and episodic memory

Question 32

Semantic vs. Episode

Answer 32

Semantic: facts Episodic: personal episodes

Question 33

Explicit vs implicit

Answer 33

Explicit: working memory Implicit: long-term memory

Question 34

Categorization Use by pigeons Experiment on physical similarly vs conceptual knowledge

Answer 34

Pigeons pecked one of four keys depending on stimulus (trained for 30 days) pigeons were able to abstract category from examples, learned to categorize but could've been conditioned to know what to do

Question 35

Classical view: Defining properties Problem: what defines “game” Moder probabilistic view: Characteristics properties Similarity

Answer 35

Defining properties; necessary and sufficent - clearly defined and mutually exclusive Modern view: psychologically, properties/features are charactersitsic, not defining - usually grouped together if they are similar

Question 36

Typicality evidence Ratings Sentence verification Hedges

Question 37

Categorization on the basis of similarity To exemplars To prototype Geometric approach Similarity-rating task 3 metric axioms Minimality Symmetry Triangle inequality Examples of violation of metric axioms

Question 38

Feature based measure Tversky’s feature comparison (contrast) model: Similarity as weighted function of feathers common to I&J How violations are accounted for

Question 39

Smith Article: Coding experience by category Categories allow inferences Greater similarly among items within category than between categories Measurement of similarity: Geometric approach Metric axioms Violations of metrica axioms Featural approach to measuring similarly Tversky’s contrast model Contrast model’s account of metric violations Similarity and categorization Typicality effects Typicality as similarity Reasoning-based categorization vs. similarity-based categorization

Question 40

Teachable language comprehender (TLC- Collins and Quillian semantic network model)

Question 41

Hierarchical network structure

Answer 41

things we inherit - similar to family tree

Question 42

Feature storages (highest node)

Question 43

Sentence verification task

Question 43

Problems Reverse distance Typicality Basic level effects

Question 44

Distance effects (more links, more time)

Answer 44

The farther the links the longer it is supposed to take people to associate the two things

Question 45

Revised model with spreading activation

Question 46

Structure Not hierarchical Links vary in strength Explicit information about relations

Question 46

Connectionist model (nodes and connections)

Question 47

Intersection search Spreading activation How it accounts for Reverse distance Priming

Question 48

McClelland reading: Hierarchical structure Privileged categories Category prototypes Quillian’s Model (TLC) Taxonomic hierarchy Predictions shown to be incorrect Semantic dementia and language development as evidence for hierarchical structure Basic level Maximizes informativeness and distinctiveness, supporting findings Expertise effects on basic level Evidence that conceptual information is stored in prototypes

Question 49

Verbatim vs gist information

Answer 49

Verbatim: knowing all details of situation Gist: getting the main idea of the situation

Question 50

In class demonstration of sentence memory and data

Answer 50

thanking the mole and the mole was thanked

Question 51

Semantic vs. Syntactic information

Answer 51

Semantic: meaning of the sentence Syntactic: way the sentence was formed

Question 52

Saches (Galileo paragraph) study

Question 53

Central vs. peripheral information Rating importance Children extract central info implicit

Question 53

Remembering wording

Question 54

Prior knowledge facilitating comprehension and retrieval (laundry and balloons) Prior knowledge hindering comprehension and retrieval (War of the ghosts)

Question 55

Schema: Event scheme (script) and evidence Scene schema and evidence Story (narrative schema)

Answer 55

Schema: general knowledge, meaningful way or organizing information, helps navigate what to expect and what to infer Event Schema and evidence: people agree to what is on script, ability to recall things in script order, faster reading, recall script items not in story - Steps for eating at a restaurant Scene Schema: people correctly remembered things consistent w/schema and spend less time remembering things you would expect, memory not as good, false memory for things that we do expect but are not there - office example Story: we find things more interesting if it is out of order and are better able to remember

Question 56

Schacter article: Transience: gradual (long term) and rapid (short term) Absent-mindedness: Lapses of attention Depth of processing effect Change blindness Blocking: Tip of the tongue Interference at retrieval Pronounced in old age Non Retrieved items inhibited by retrieved related items Misattribution: Source confusion Cryptomnesia False fame effect Roediger and McDermott experiment Frontal lobe important for monitoring and damage leads to error and false recognition Suggestibility: Know that it is one of the sins Bias, consistency Persistence directed forgetting and PTSD

Question 57

Using prior knowledge to make inferences

Answer 57

helps up sort information and makes sense of the world around us

Question 58

Logical inferences: Spatial relations example

Answer 58

People make inferences consistent with spatial reorganization - Chair on top of box box it on the right side of the tree--> infering that the chair is also on the right side because it is on top of the box

Question 59

When are inferences made Encoding Storage Retrieval Helen Keller Experiment

Answer 59

Encoding: giving context affects what is encoded and later recalled - ballon story/washing clothes story Storage: longer you wait less details you would remember and there would be distortion - memory changed during storage and changed to fit the schema Retrieval: What was seen first and how it was remembered are different - Make inferences with basic information or previous information; Helen Keller and Carol Harris

Question 60

Pragmatic inferences: in comprehension (fixing the bird house) In advertising: Assertion vs implication Hedges Comparisons

Answer 60

Pragmatic inferences: not all inferences follow information you are given Assertion vs. implication: words that are inserted into ad or the ad is implying product does something Hedges: if you do this then you prevent against this without thinking of other side or other outcome comparisons: comparing to something not as good or just to something unrelated

Question 61

Interviewing techniques Cognitive interview: let eyewitness tel story uninterrupted ask questions about events in reverse order Use multiple interviews rather than one long one Encoding specificity: Sequential vs. simultaneous lineups Hypnosis

Answer 61

let eyewitness tell story uninterrupted ask questions about events in reverse order Use multiple interviews rather than one long one Sequential vs simultaneous line-ups: - Simultaneous: more likely to give false positive if pics are all shown together - Sequential: more likely to say no to all pics Hypnosis is not useful and is not good - causes anxiety - false responses

Question 62

Pathologies: Misinformation experiments (loftus): Hit vs smashes Yield sign vs stop sign Overwriting hypothesis: Hammer experiment Misinformation acceptance

Answer 62

- Car was more likely to be going faster for those who read "smashes" than those who read "hit" - Stopped at yield sign vs. stopped at stop sign - more likely to say that the nail was hammered vs. other things even if it was not in the story - Accept misinformation because we are unclear of which memory is real or the new information is stronger than the old

Question 63

Loftus reading: Problems illustrated by Brewster case Planting false childhood memories (lost-in-mall study) Effects of imagining fictitious events General impairment vs suspect bias variables in eyewitness identification Problem of relative judgements in line ups Solving the problem with sequential presentation