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reliability of memory Flashcards

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1
Q

what are the 4 methods to retrieve info from memory?

A
  • recall
  • recognition
  • relearning
  • reconstruction
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2
Q

what is recall?

A
  • reproducing info stored in memory
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3
Q

how does recall demonstrate the existence of memory?

A
  • bringing info into conscious awareness provides evidence that something previously learnt was retained
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4
Q

what are the 3 types of recall + examples?

A
  • free recall; writing a list of things you need to buy at a market
  • serial recall; listing names of places you visited on an overseas trip in the order you visited them, months of the year
  • cued recall; first letter of names are listed
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5
Q

what is free recall?

A

reproducing as much info as you can in no particular order without the use of any specific cue

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6
Q

what is serial recall?

A

reproducing info in same order it was learnt

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7
Q

what is cued recall?

A
  • reproducing info using specific prompts to help
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8
Q

what is recognition?

A

identifying the original, learnt info usually from a number of alternatives

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9
Q

how does recognition show the existence of memory?

A
  • we can identify ‘correct’ information among alternatives that include incorrect information
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10
Q

how does recognition assist in retrieval?

A
  • presence of orignially learned info within alternatives acts as cue for its accessing info from memory= retrieving memory
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11
Q

what is reconstruction as a method of retrieval?

A
  • rearranging randomly presented parts of an original stimulus to reproduce learned info
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12
Q

what is relearning (methods of saving)?

A
  • learning previously learned info stored in LTM
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13
Q

how does relearning demonstrate the existence of memory?

A
  • if same info is learnt quicker the 2nd time (time saved when learning something) = demonstrates some info was retained in LTM from first learning experience
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14
Q

how does relearning assist in retrieval?

A
  • makes weak associations stronger from repetition
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15
Q

how do you calculate the savings score?

A

time taken to learn [ ] the 1st time - time taken to learn 2nd time/time taken to learn 1st time x100
T1 - T2
———- x100
T1

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16
Q

define savings score

A
  • amount of time saved when info about [ ] is relearned
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17
Q

what is reconstruction (loftus)?

A

combining stored info with other available info to form what is believed to be a more accurate and complete memory

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18
Q

what is the cause of alzheimer’s disease?

A
  • neurodegenerative nature= neurological degradation
  • the presence of neurological abnormalities: high levels of amyloid plaques & neurofibrillary tangles that impair neuronal function and contribute to neuronal death= memory decline
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19
Q

how does reconstruction (loftus) demonstrate the existence of memory?

A

-actively draw on past and current knowledge
- if the memory is not clear we tend to add information to help ensure the retrieved memory is complete

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20
Q

fallibility def

A

the tendency to make mistakes or be wrong

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21
Q

what are eye-witness testimonies?

A

any firsthand account is given by a person of an event they have seen
- fallibility of eye-witness testimonies as it involves reconstruction

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22
Q

what was Loftus’ experiment 1 critical question including the IV (verbs) and DV

A

“about how fast were the cars going when they [contacted, hit, bumped, collided, smashed] into each other?”
-average estimation of the speed of the cars in miles per hour

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23
Q

what did Loftus find in her first experiment (conclusion)?

A
  • the more intense the verb, the higher the estimated speed
  • type of verb used in the critical question is likely to have influenced the reconstruction of speed of car
  • contacted= 31.8 mph (51 km/h)
  • smashed- 40.5 mph (65 km/h)
24
Q

what was the groups in loftus’ 2nd experiment?

A

-“about how fast were the cars going when they smashed into each other?”
-“about how fast were the cars going when they hit each other?”
-not asked a critical question about the speed of the cars

25
Q

what was the critical question (IV) in loftus’ second experiment and DV?

A

“did you see any broken glass?”
-number of participants who recalled seeing broken glass

26
Q

what did loftus suggest about the findings of the 2nd experiment (why did participants assume there was broken glass)?

A

-higher proportion of people who incorrectly integrated info of broken glass when the verb smashed was used than hit group or control group
- reconstruction of memory involving speed of accident = implies logical leap to assume broken glass was present

27
Q

what are leading questions?

A
  • has content or is phrased in a way to suggest a desired answer
28
Q

in terms of loftus’ research, why is eye-witness testimonies not accurate? why can it be questioned?

A
  • according to loftus’ research, eyewitness memory is highly susceptible to being reconstructed during retrieval
  • prone to distortion due to influence of false info that may be introduced by leading questions or other available info
  • misleading info suggested by question can potentially become integrated as part of an updated reconstruction of the event
  • we retrieve encoded ver. not exact copy= details can change overtime= people recall details that were not originally there
29
Q

Define brain trauma and what can it result from

A

Any injury that impacts the normal functioning of the brain
- brain surgery
-neurodegenerative disease (progressive decline in structure, activity and function of the brain

30
Q

What is the effect of brain trauma on the hippocampus

A
  • interferes with the consolidation of declarative memories and their transfer to the cerebral cortex
  • explicit content of emotional memories can be lost
31
Q

Effect of brain trauma on amygdala on memory

A
  • problems with formation and recall of emotional memories
  • typically unable to acquire implicit CC fear responses
32
Q

Effect of brain trauma on cerebral cortex

A
  • disruption in storage and retrieval of memory when damage to cortical area that originally stored & processed the info
  • impairments when remembering the sequence of events
33
Q

Effect of brain trauma on cerebellum

A
  • cant acquire CC reflexes
  • don’t show CR when CS is presented
34
Q

what is anterograde amnesia?

A

Loss of memory for info and events that occur after brain trauma

35
Q

What is the effect of anterograde amnesia on memory

A
  • can recall events before trauma (stored in cerebral cortex)
  • difficulty forming and storing new explicit LTMs
  • can retain new info in STM as long as it’s rehearsed and not interrupted
36
Q

What’s the difference between the two amnesia

A
  • anterograde amnesia: old memories retained, new memories not formed
  • retrograde amnesia: old memories lost, new memories formed
37
Q

what is alzheimer’s disease

A
  • neurodegenderative disease characterized by gradual widespread neuron death causing brain tissue to shrink progressively leading to:
  • memory loss
  • deterioration of cognitive and social skills
  • personality changes
38
Q

what are the symptoms of alzheimer’s?

A

-declining cognitive functions, social skills, personality changes, STM loss then LTM impaired
- memory loss for past and new events
eg. events, words, names, directions, general knowledge, everyday skills

39
Q

what are amyloid plaques and where are they located?

A
  • hard, insoluble protein fragments
  • found between neurons
40
Q

how does amyloid plaques affect the brain?

A
  • doesn’t break down in alzheimer’s & gather overtime forming clumps= interfere with neuron’s ability to communicate
41
Q

what are neurofibrillary tangles?

A
  • insoluble twisted fibres
  • found inside neurons
42
Q

how does neurofibrillary tangles affect the brain?

A
  • prevents transport of important substances around the neuron= killing neurons as it doesn’t receive essential substances
  • usually help form support for essential substances to be transported around the neuron
43
Q

what are the 5 factors influencing a persons ability and inability to remember info?

A
  • context & state dependent cues
  • maintenance & elaborating rehearsal
  • serial position effect
44
Q

Describe how maintenance and elaborative rehearsal influence our ability to remember

A
  • consciously manipulating info improves storage of info in STM and LTM
45
Q

Describe how the serial position effect influence our ability to remember

A

The position of info in a list affects recall
- free recall is better for items at the beginning and end of a list than middle

46
Q

What are context dependent cues and how does it help with retrieval?

A

External environmental cue in [the situation] where a memory was formed
- the more closely the physical condition (retrieval cue) match the original learning conditions= help access memory formed there

47
Q

What are state dependent cues and how does it help with retrieval?

A

internal physiological+/psychological condition at the time a memory was formed acts as a cue to help retrieval
- similar internal condition (cue) when retrieval required to original learning conditions = more likely info will be recalled

48
Q

What is maintenance rehearsal and how does it help/not help with retrieval?

A
  • Repeating info being remembered so it can be retained in STM (increase duration of STM)
    Eg. Out loud, in your head
49
Q

What is elaborative rehearsal?

A
  • process of linking new info in a meaningful way with other new info or info already stored in LTM to aid its storage and future retrieval from LTM
50
Q

What are the advantages of elaborative rehearsal over maintenance?

A
  • more effective way to encode info into LTM
  • creates more cues for retrieval= more active (more effort required)
51
Q

Limitations of maintenance rehearsal?

A
  • doesn’t always lead to LTM retention
  • limited capacity of STM= amount of new info that can enter is restricted
52
Q

What are the 3 different ways to elaborate info?

A

New ->new
New -> old
New -> you

53
Q

What is the primacy effect?

A

Superior recall for items at the beginning of a list
- words at the beginning of the list get rehearsed more= more likely to be transferred into LTM

54
Q

What is the recency effect?

A

Superior recall for items at the end of a list
- Words at the end are most recently presented= still available in STM if recall is tested immediately

55
Q

Why is recall worst for items in the middle?

A
  • items presented too late to be adequately rehearsed= no transfer to LTM
  • presented too early to be stored in STM without rehearsal
    = more likely to be forgotten
56
Q

Why is there no recency effect in delay recalling a list of words?

A

Cannot hold items in STM long enough for it to be remembered
- STM duration exceeds 30s

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