Task 2 long-term memory and consolidation

Question 1

Memory is better for information that relates to prior knowledge

Answer 1

o Is limited to the process of encoding

Question 2

Deeper processing at encoding improves recogntion

Answer 2

o Levels-of-processing effect: the more deeply you process new information the more likely you are to remember the information later (brain is more active during deep processing)
 Animate/inanimate (meaning) helps to remember, alphabetic/non-alphabetic (are the last letters of a word in alphabetic order) is not helping to remember

Question 3

Transfer-appropriate processing effect

Answer 3

retrieval is more successful if the cues available at recall are similar to the cues that were available at encoding

Question 4

Free call

Answer 4

you are asked an open-ended question and you supply your answer from memory

Question 5

Cued recall

Answer 5

you are given some kind of a prompt or clue to the correct answer (e.g. first letter of a word)

Question 6

recognition

Answer 6

you have three answers and you have to choose

Question 7

Testing effect

Answer 7

prior testing improves later recall, even though there was no feedback

Question 8

Desirable difficulties effect

Answer 8

difficult learning conditions, promote better long term retention of the information being recalled

Question 9

Episodic memory

Answer 9

A memory for autobiographical events in your life. Includes information about the spatial and temporal context in which the event occurred (what we remember)

Question 10

Semantic memory

Answer 10

memories or facts and general knowledge about the world, as well as for personal information such as your name or favourite food. Is not connected to time and space (what we know)

Question 11

Declarative memory

Answer 11

A broad class of memories, both semantic and episodic that can be easily verbalized or communicated in some other way (what)

Question 12

non-declarative memory

Answer 12

describes a class of memories that is not consciously accessible or easy to verbalize. Includes skill memory and other types of memory that don’t fall under the heading of episodic or sematic memory (how)
o	Skill learning, priming and conditioning

Question 13

Explicit memory

Answer 13

A category of memory that includes semantic and episodic memory and consists of memories of which the person is aware, you know that you know the information

Question 14

Implicit memory

Answer 14

Memory that occurs without the learners awareness

Question 15

Standard consolidation theory

Answer 15

The theory that the hippocampus and related medial temporal lobe structures are required for storage and retrieval of recent episodic memories but not older ones (hippocampus is then not needed anymore because they connect directly)
o Memory is kept for 2 weeks by hippocampus

Question 16

Multiple trace theory

Answer 16

When an event is experienced, it can be stored as an episodic memory by neurons in the hippocampus. Every time you retrieve this information a new episodic memory is created

Question 17

Medial temporal lobe

Answer 17

is important for the ability to form new fact and event memories

Question 18

Sensory cortex

Answer 18

involved in processing sensory information

Question 19

Association cortex

Answer 19

involved in associating information within and across sensory modalities

Question 20

Neurons that respond to certain things from one category e.g. food

Answer 20

o it is more likely that we have networks of neurons that respond primarily to information representing simple, familiar categories, such as tv-sitcom actors, large pointy landmarks, or bananas

Question 21

Hippocampus

Answer 21

A brain structure in the medial temporal lobe which is important for new memory formation, especially episodic memories

Question 22

Regions for semantic memories

Answer 22

parahippocampal corte, temporal lobe

Question 23

Frontal cortex

Answer 23

decides what to store and what not

Question 24

Dorsomedial temporal lobe

Answer 24

participates on declarative memory formation

Question 25

Forgetting

Answer 25

o Most forgetting happens in the first few hours or days after learning
o Direct forgetting: a procedure where a subject is asked to learn information and later he/she is asked to remember or forget specific items. Typically, memory is worse for items a subject was directed to forget

Question 26

Interference

Answer 26

reduction in the strength of a memory due to overlap with the content of other memories

Question 27

Proactive interference

Answer 27

Disruption of new learning by previously stored information (PReviously acquired)

Question 28

Retroactive interference

Answer 28

Disruption of old (previously stored) information by new learning. (REcently acquired)

Question 29

source monitoring failures

Answer 29

Remembering information but being mistaken about the specific episode that is the source of the memory

Question 30

False memories

Answer 30

memory of an event that never actually happened

Question 31

Anterograde amnesia

Answer 31

A severe loss of the ability to form new episodic and semantic memories

Question 32

Retrograde amnesia

Answer 32

Loss of memories for events that occurred before the injury

o Retrograde memory loss is worse for events that happened shortly before the injury compared to older memories

Question 33

Sakoff’s syndrome

Answer 33

patients fail to recall many items or events of the past (caused by lack of vitamin thiamine) alcoholics
o Diseased mammillary bodies, damage to dorsomedial thalamus. Hippocampus normal
o Confabulate: filling a gap in memory with a falsification that they seem to accept as true

Question 34

Alzheimer disease

Answer 34

changes occur in neocortex, limbic structures (hippocampus amygdala) and selected brain stem nuclei

Question 35

Patient HM

Answer 35

• Age of 10 epileptic seizures, became frequent and debilitating with 16
• Minor attacks up to 10 times a day
• Has anterograde amnesia
o He cant remember names or situation longer than a brief moment

Question 36

Connection semantic and episodic memory

Answer 36

• You need a certain amount of semantic memory to use episodic memory (e.g. when you don’t know what a graduation is you can’t remember it)