The psychobiological process of memory Chapter 5 Flashcards

1
Q

memory

A

the process of encoding, storing and retrieving information that has been previously encountered

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2
Q

sensory memory

A

-a store of memory which very briefly stores raw information detected by the senses
-exact replica of what is in your environment
-e.g. faces of your classmates directly after looking at them

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3
Q

Steps in Atkinson-Shiffrin model of memory

A
  1. all sensory info enters sensory memory. if this info is attended to, then it is converted into a useable form and transferred into short-term memory
  2. info transferred into short term memory. Via rehearsal there is an increased likelihood that the info will be encoded into long term memory
    3.info stored in long-term memory can be retrieved
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4
Q

short-term memory

A

-a store of memory that temporarily stores a limited amount of info that is consciously being attended to
-sensory memory u have paid attention to will move here

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5
Q

rehearsal

A

a controlled process which involves consciously repeating or manipulating info in short term memory

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6
Q

encoding

A

the process of converting info into a useable form which can be manipulated and stored in the brain

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7
Q

long-term memory

A

a store of memory in which a potentially unlimited amount of info is stored for a relatively permanent amount of time
-brain can store an unlimited amount of info
-not in conscious awareness
-sometimes we are unable to retrieve and access info in the LTM

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8
Q

Storage

A

the retention of information over time

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9
Q

retrieval

A

the process of accessing information that has been stored in long term memory, and bringing it into our conscious awareness in short-term memory

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10
Q

what is the store capacity and duration of sensory memory

A

-unlimited
-a brief 0.2-4 seconds

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11
Q

subtypes of sensory memory

A

-iconic memory (visual info)
-echoic memory (auditory info)
-haptic memory (specific to physical touch)

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12
Q

how many items can be stored in ur STM

A

5-9 items

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13
Q

duration of STM

A

18-30 seconds

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14
Q

displaced

A

if info in the STM is not encoded in LTM it can be pushed out by new info

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15
Q

decay

A

info in the STM fading away on it own

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16
Q

Strengths of Atkinson-Shiffrin model of memory

A

–distinguishes between the diff. stores involved in memory
-outlines capacity and durations
-structure and process of memory
-amnesia

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17
Q

limitations of Atkinson-Shiffrin model of memory

A

-oversimplified
-STM is more complex
-ignores factors: motivations/ strategies
-transferring info into LTM can happen without rehearsal
-doesn’t account for individual differences

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18
Q

Subdivisions of long term memory

A

explicit and implicit memory

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19
Q

explicit memory subdivision

A

semantic and episodic memory

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20
Q

implicit memory subdivisions

A

procedural and classical conditioned memory

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21
Q

explicit memory

A

declarative memory
consciously retrieved

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22
Q

implicit memory

A

non declarative
unconsciously retrieved

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23
Q

semantic memory

A

General knowledge and facts
dogs bark, cats meow

24
Q

episodic memory

A

personal experiences or events
what you had for dinner

25
Procedural memory
Knowing how to carry out tasks that are facilitated by motor skills
26
Classical conditioned memory
involuntary responses such as fear to a stimulus which has repeatedly been associated with an emotional arousing stimulus
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Hippocampus
-involved in encoding explicit memories -middle of brain -damage difficulty forming new explicit memories
28
Amygdala
encoding emotional components of memories
29
Neocortex
-stores explicit memories -part of cerebral cortex -episodic and semantic memories converted into usable form in the hippocampus and stored in neocortex
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Basal ganglia
encodes and stores procedural and classically conditioned memories that are associated with unconscious habits
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cerebellum
stores and encodes implicit procedural memories involved in processes of motor control, coordination, balance
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Possible imagined futures
Hypothetical experiences and situations that an individual has the ability yo create and conceptualise in their mind
33
How is semantic memory involved in generating possible imagined futures?
individuals must be able to envision possible scenarios that are consistent and fit in with what they already know about the world.
34
How is episodic memory involved in generating possible imagined futures?
individuals to construct a possible imagined future that is subjective and includes more richly detailed elements, such as the people involved or emotional reactions
35
Alzheimer's Disease
A neurodegenerative disease that involves the progressive loss of neurons in the brain and is characterised by memory decline
36
Symptoms of Alzheimer's disease
-Decrease in cognitive functions -Personality change -Changes in mood and emotions -confusion -difficulty with communication
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How does Alzheimer's disease affect episodic and semantic memory?
-Damage done to hippocampus results in individuals incapable of recalling semantic and episodic memories -they also can't imagine future scenarios -brain shrinks due to loss of brain matter
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Diagnosis of Alzheimer's
Post mortem examinations. assessments of a dead body that occurs to determine the cause of death
39
lesions
area of tissue that has been damaged due to disease or injury (examined via neuroimaging)
40
Biological/ primary lesions
amyloid plaques neurofibrillary tangles
41
amyloid plaques
fragments of the protein beta-amyloid that accumulate into insoluble plaques that inhibit communication between neurons
42
neurofibrillary tangles
abnormal accumulations of a protein called tau that collects inside neurons
43
aphantasia
a phenomenon in which individuals lack the capacity to generate mental imagery
44
mental imagery
the visual representation and experiences of sensory information without the presence of sensory stimuli
45
whats the cause of aphantasia?
no known cause
46
mnemonics
devices or techniques used to aid the encoding, storage, and retrieval of information
47
Written traditions
practices in which knowledge, stories and customs are preserved and shared primarily through writing and reading
48
Acronyms
-First letter of items form pronounceable word to aid memory. -1st letter of word acts as a retrieval cue to help bring the targeted info into short term memory for use -aid storing and encoding to link info to words/sounds
49
Acrostics
a mnemonic device in which the 1st letter of items create a phrase or rhyme to aid memory
50
Method of loci
a mnemonic device that converts items into mental images and associates them with specific locations to aid memory
51
Method of loci steps
1. visualise and imagine a familiar route or place (e.g. their house or walk to school). 2. select several memorable places (landmarks) on the route or in their chosen place (e.g. their bedroom or a bus stop). 3. create visual imagery for each item that needs to be remembered (e.g. a milk carton). Creating bizarre or funny mental imagery can help strengthen the likelihood of the item being remembered 4. link each item to one of the identified memorable landmarks. 5. imagine they are walking through the house or along the familiar route and retrieve each item by observing the items at each landmark.
52
Oral traditions
practices in which knowledge, stories, and customs are preserved and shared through spoken word and movement
53
sung narratives
stories that share important cultural, ecological, and survival information through the use of singing, harmony, and rhythm
54
song lines
multimodal performances conducted as a family or community travels through Country and spaces in the landscape that record journeys, link important sites, and describe ways to live, care for, and nurture Country
55
how does song lines aid memory
Songlines use rhythm and narrative to communicate necessary cultural information linked to different stories placed in the landscape, which can enhance the encoding of this information. When Songlines are sung and individuals walk through the landscape, individuals are able to retrieve the information that is linked to the different stories and places.
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