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PSYC 100 > U08 - Memory > Flashcards

U08 - Memory Flashcards

1
Q

The case of H.M.

A
  • case study of a man who had large part of his hippocampus removed in attempt to alleviate his seizures
  • led to severe form of anterograde amnesia (inability to form new memories)
  • what we have learned from this: there are several memory systems, with distinct neural substrates and functions
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2
Q

anterograde amnesia

A
  • inability to form new memories
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3
Q

memory

A
  • the capacity to store and retrieve knowledge
  • allows us to use information from the past to respond quickly to new challenges and to navigate our environment
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4
Q

three stages of memory

A
  • encoding, process of acquiring information and transferring it into memory
  • storage, the retention of information for later access, can last from fraction of a second to an entire lifetime
  • retrieval, the recovery of stored information, what we retrieve is not identical to what was stored
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5
Q

multistore model of memory

A
  • model proposing that sensory information flows through three stores, sensory memory, short-term memory, and long-term memory
  • these stores differ in their capacity and duration
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6
Q

sensory memory

A
  • capacity = very large,
  • duration = very brief, less than a second
  • sense specific (like visual and auditory), includes iconic memories and echoic memories
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7
Q

Iconic memories

A
  • sensory memory for visual information
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8
Q

Echoic memories

A
  • sensory memory for auditory information
  • last slightly longer than iconic memories
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9
Q

Short-term memory

A
  • second stage of multiscore model of memory
  • duration: brief (seconds to a min)
  • capacity: small
  • only a small subset of information in sensory memory will receive subsequent processing
  • purpose of sensory memory may be to collect incoming data long enought to determine what is wroth processing
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10
Q

Chunking

A
  • process of grouping similar or meaningful information together
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11
Q

Working memory

A
  • extension of the concept of short-term memory that includes active manipulation of multiple types of information simultaneously
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12
Q

Phonological loop

A
  • working memory component responsible for verbal and auditory information
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13
Q

Rehearsal (working memory)

A
  • the act of repeating information to keep it in short-term memory
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14
Q

Visuo-spatial sketchpad

A
  • holds visual and spatial information
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15
Q

Central executive

A
  • working memory component that directs the other components by directing attention to particular tasks
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16
Q

Chunking

A

????

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17
Q

Long-term memory

A
  • Storage level of memory where information can be held for hours to many years and potentially a lifetime
  • No clearly defined limits in capacity or duration
  • Evidence of dissociation between short-term and long-term memory:
  • Serial position curve
  • Neuropsychological studies
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18
Q

Serial position effect

A
  • recall varies as a function of position within a study list
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19
Q

Primacy effect

A
  • better recall for items at the beginning of the list
  • due to more rehearsal –> storage in long-term memory
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20
Q

Recency effect

A
  • better recall for items at the end of the list
  • due to availability of these items in short-term memory or working memory
  • disrupted if recall is delayed
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21
Q

Amnesia

A
  • loss of memory due to brain damage or trauma
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22
Q

Retrograde amnesia

A
  • unable to access memories predating brain damage, but able to store new memories in long-term memories
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23
Q

Anterograde amnesia

A
  • unable to form new long-term memories
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24
Q

Levels of processing theory

A
  • encoding is an active process that can occur at multiple levels ranging from shallow to deep
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25
Q

Deep encoding

A
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26
Q

Shallow encoding

A
  • encoding based on sensory characteristics, such as how something looks or sounds
  • maps onto basic brain regions related to perception of sensory information
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27
Q

Deep encoding

A
  • involves making associations between new information and old information already stored in your brain
28
Q

Elaboration

A
  • making associations between new information and old information already stored in your brain
  • engages higher-order brain regions related to thought (eg. frontal lobes, temporal lobe regions related to semantic information)
  • also associated with increased activity in the hippocampus
29
Q

Self-referential encoding

A
  • type of deep processing where information is related to oneself
  • enhances memory retention
30
Q

explicit/declarative (a form of long-term memory)

A
  • intentional, conscious
31
Q

implicit/nondeclarative (a form of long-term memory)

A
  • occurs without intentional recollection or awareness, measured indirectly by observing effect of prior learning on behavior
32
Q

Procedural memory

A
  • type of implicit memory related to the acquisition of skills (eg. riding a bike, using scissors, knitting, or drawing a five-pointed star in the mirror)
  • (H.M. could learn new skills but could not remember learning them in the first place)
  • when procedural skills become automatic, can direct our attention
33
Q

Priming

A
  • change in response to a stimulus as a result of exposure to a previous stimulus
  • eg. complete word stem with previously seen word
  • is observed in patients with amnesia, demonstrating that implicit memory is intact
  • not reliant on hippocampus or deeper processing
34
Q

affective conditioning

A
  • specific type of classical conditioning where a neutral stimulus becomes associated an emotionally charged stimulus, leading to a conditioned emotional response
  • recall “little albert” study
  • is preserved in amnesic patients
  • does not rely on hippocampus
35
Q

episodic memory

A
  • explicit recollection of personal experiences
  • allows you to travel back in time (retrospective memory) through episodic memory
  • remembering
  • explicit memories of personal experience
  • relies on hippocampus
36
Q

retrospective memory vs prospective memory

A
  • retro: ability to recall events, facts, and experiences from the past
  • pros: memory for things we need to do in the future
37
Q

Semantic memory

A
  • explicit memory reflecting knowledge about the world, including concepts and facts
  • knowing
  • explicit memories of facts about the world
  • does not rely on hippocampus
  • mediated by surrounding parts of temporal lobe
38
Q

memory traces

A
  • neurons contain remnants of past communication
39
Q

hebbian learning

A
  • neurons that fire together, write together
  • when two neurons are active at the same time, the connection between them becomes stronger
  • this strengthening of the connection make it easier for them to activate each other in the future
40
Q

long-term potentiation

A
41
Q

consolidation

A
  • process through which a memory trace is stabilized and strengthened following its initial acquisition
  • may be disrupted by presentation of new information presented shortly afterwards, head injury, ECT
  • sleep leads to stronger memory consolidation
42
Q

spreading activation model

A
  • memory is organized in associative networks where nodes (concepts) are linked together (associations)
  • concepts become associated if
  • they have co-occurred repeatedly
  • they share properties in common
  • when one mode is activated, related nodes become primed and are more easily retrievable
43
Q

Associative networks

A

Memory is organized in associative networks where nodes (concepts) are linked together (associations)

44
Q

Retrieval cue

A
  • stimulus or thought that primes a particular memory
45
Q

trace decay theory of forgetting

A
  • if memories are not accessed, memory trace will fade over time
  • ebbinghaus forgetting curve: memory retention drops sharply without further reinforcement, repeated retrieval practice slows down forgetting
  • use it or lose it
46
Q

interference theory of forgetting

A
  • forgetting occurs bc memories interfere with and disrupt each other
  • two types of interference
47
Q

retroactive interference

A
  • The disruptive effect of new learning on the recall of old information
48
Q

proactive interference

A
  • The disruptive effect of prior learning on the recall of new information
49
Q

positive transfer

A
  • learning acquired in one context enhances performance or learning in another context
  • interference more likely to occur when tasks are similar but conflicting
50
Q

recognition

A
  • a form of retrieval that relies on identifying previously seen or experienced information
  • multiple-choice tests with answer options provide retrieval cues
51
Q

encoding specificity principle

A
  • retrieval works best when it recreates the way the information was initially encoded
52
Q

mood-dependent retrieval

A
  • the increased likelihood of remembering when a person is in the same mood during both encoding and retrieval
53
Q

encoding failure

A
  • information never makes it into long-term memory
  • may occur bc we did not attend to it
  • eg. multitasking
54
Q

weapon focus effect

A
  • witness’s attention is drawn to a weapon during a crime, which impairs ability to remember other details of the event
55
Q

are emotional memories more likely to be remembered?

A

???

56
Q

flashbulb memory

A
  • especially vivid and detailed memory of an emotional event
  • associated with more confidence but not necessarily more accuracy
57
Q

memory reconsolidation

A
  • process wherein previously consolidated memories are recalled and stored again for long-term retention
  • renders memories malleabale and susceptible to modification
58
Q

Loftus and Palmer, 1974

A

???

59
Q

Misinformation effect

A
  • additional information received after an event is later mistakenly recalled as part of the original event
  • in the Loftus and Palmer study, the leading question is the “misinformation”
60
Q

False memories

A
  • possible
  • but not as rich or vivid
  • less willing to testify
  • more likely to identify fake story when informed of the purpose of the study
  • successful implantation of memories of less common and/or emotionally charged childhood experiences
61
Q

Source monitoring

A
  • ability to recall the context in which we acquired a memory
  • when we cannot remember whether we saw something in a news article of facebook newsfeed
62
Q

Source amnesia

A
  • occurs when cannot identify the provenance of our memory
  • when we forget whether we actually experienced an event or merely imagined it
63
Q

Imagination inflation

A
  • imagining an event that never happened increases confidence that it actually occurred
  • vividly imagining misleading information –> more likely to integrate misinformation into original memory
64
Q

gist memory

A
  • the general global aspects of the supposed event
  • mind fills in the gaps (missing or forgotten details) by using the gist
  • gist memories are highly durable and long-lasting
65
Q

Verbatim memory

A
  • the specific details of an event

PSYC 100 (10 decks)

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