W9 - Memory Flashcards

1
Q

What are the main components in the original cognitive model (Baddeley & Hitch, 1974)

A
  1. ) Phonological Loop
  2. ) Visuospatial Sketchpad
  3. ) Central Executive

STM

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2
Q

What are properties of the phonological loop

A

Phonological Loop: Stores memory traces for few seconds before they fade (7 +- 2)

  • Articulatory rehearsal process
  • Limited capacity due to articulation (as items increases, point reached when first item faded before latest item is rehearsed)
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3
Q

What are the 4 evidences to support existence of a phonological loop

A
  1. ) Phonological similarity effect
  2. ) Word-length effect
  3. ) Irrelevant sound effect
  4. ) Lesion data
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4
Q

What is the phonological similarity effect

A

Similarity > Meaning to accurate recall

Opposite to LTM - Meaning > Similarity

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5
Q

What is the word-length effect

A

Syllabus increase; Span declines

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6
Q

What is the irrelevant sound effect. What is the crucial requirement

A

Recall is impaired b concurrent/subsequent presentation of irrelevant spoken material (speech, music)

Crucial requirement: State of irrelevant stimulus stream must fluctuate

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7
Q

What is lesion data evidence to support phonological loop

A

Patients with verbal deficit/broca area lesions = no phonological similarity/ word length + they avoid articulation

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8
Q

What is the task typically used in phonological loop

A

Digit span/ Backwards digit span

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9
Q

What are properties of the visuo-spatial sketchpad. What is the typical task

A

Corsi blocks

  • Limited capacity: 4 +- 1
  • Visuo-Spatial has no distinction
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10
Q

Verbal and Spatial WM architecture

A

Early studies suggests hemispheric and anatomical specialization - recent studies suggest they are shared.

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11
Q

What are properties of the central executive

A
  • Divide/Switch/Focus attention
  • Connects working memory and LTM
  • Required for working memory task and manipulation of info held in storage components
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12
Q

What task is typically used to assess central executive

A

Orientation Span Task

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13
Q

What is the orientation span task

A
  • Participants read equation aloud & indicate validity of provided answer.
  • 5 Questions: Participants write down words in the order and will only be scored for sets completely recalled in correct order
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14
Q

Why is the orientation span task useful to assess central executive

A

Requires manipulation of information and storage in working memory

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15
Q

What do direct neuronal recording in non-human primates in a delayed response test show

A

Fuster & Alexander (1971):

Cells in prefrontal cortex specifically fired in the delay period of a delayed response test (persistent activity)

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16
Q

What is persistent activity of neurons in delayed period: 5 Properties

A
  • Persist through delay period
  • Persistence during time epoch when the representative is active (activity dissipates when representation is no longer needed)
  • If activity does not persist through retention interval, memory performance is compromised
  • Magnitude of activity associated with memory load
  • Selective
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17
Q

Evidence for selective of neurons in non-human primates (1)

A

Specific neurons in DLPFC were SPATIALLY selective - showing delay period persistence for a particular location in visual space

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18
Q

Evidence for selectivity of neurons in non-human primates (2)

A

PFC neurons selective for:

  • Cues
  • Delay Period
  • Responding
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19
Q

What does persistent activity represent/not represent about past stimulus?

A
  • Represent the maintenance of past stimulus
  • Present in anticipation of future stimulus
  • Present for maintaining abstract information (rules, associations,etc)

Not visual stimuli. PROCESS of maintaining stimuli

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20
Q

What is recognition performance affected by

A

Load-effected.

WM load increase; PFC activity increase
i.e.
No. of items increase; RT increase and accuracy decrease

21
Q

If recognition performance is load-affected, does it tell us whether its maintainance, manipulation, or selection? What is the first study discussed

A

No.

fMRI: Structure (more PFC) vs Unstructured (less PFC)

22
Q

EEG studies/Oscillations of working memory

A

Theta (4-7Hz): Organisation of sequentially ordered WM items

Alpha (8-13Hz): Active inhibition of task-irrelevant information

Gamma (30-200Hz): WM Maintenance

23
Q

Task for WM and EF

A

Maintain WM load while performing incongruent responses (Combine WM and EF Task)

24
Q

Link between WM Load and EF task.

A

High WM = Longer RT; Greater distraction; Greater processing of irrelevant information (e.g. face FFA)

25
How is WM load linked with drug use and cravings.
Processes overlap. Inhibitory control may be affected by simultaneous working memory load such as a craving. (Craving about cocaine = activation of cortical network)
26
What are the results of IC and WM and DLPFC
WM increase; Cocaine users IC decrease | WM increase; DLPFC predicted better performance
27
What are the consequences of drug-related stimuli in response inhibition and working memory
More difficult to ignore task irrelevant (drug-related) material (Rumination and Rumination load on verbal working memory) Decreasing accuracy and increasing response time
28
When there is chocolate craving, what is impaired
Significant impairment in visuospatial WM
29
When there is cigarette craving, what is impaired
Significant impiarment in verbal WM that worsened with longer periods of abstinence
30
Is WM related to EF
Yes. Predict one another. Clinical patients often show impairments in both domains
31
What is the hypothesis relating WM and EF
WM needed for goal-maintenance required for top-down/executive control
32
WM and other skills
Improvement in performance = Change in functional activity - Correlated with general fluid intelligence - Reading comprehension - Language - Non-verbal problems solving
33
Working memory and training: Neural mechanism
Correlation between IQ, WM, and structural/functional PFC performance.
34
Does training WM improve performance?
Yes. Other skills improvement via. WM
35
What are the 2 principles relating WM and training
Training WM Task: 1. ) Increase WM Capacity (physiological change); or 2. ) Increase efficiency of using working memory capacity (via. strategy use such as chunking)
36
Principle 1: Increase WM capacity. What should happen
- Should induce brain signatures observed in high-capacity individuals. - Benefits and pattern changes observed independently of specific task
37
What does the N-back task measure/not measure
Measures WM performance, not capacity
38
N-back task training and cortical results
Training: 1) Post > Pre WM Training fMRI 2) Regions where brain activity correlated with increased WM capacity
39
What is the problem with the results inferred from N-back task training
They did not run an interaction test - did not examine interaction if (Post > Pre WM Training) is correlated with (Regions where brain activity correlated with increase WM capacity)
40
How does training increase WM, and...
Increases efficiency, and individual differences in dopamine affect training benefits
41
Does WM improve IQ
Has been evidence
42
How does WM improve IQ
Improve efficiency: - Greater chunking - Automatisiation of basic processes = Task practice lowers distractors
43
3 Criticisms of WM & Training Benefits
1.) Cost-Benefit Analysis Financial+Time Cost > Benefits 2.) Genersaibility No evidence of generalisation to other skills/tasks 3.) Sustainability Weak/mixed evidence after cessation of training
44
WM training on ADHD children: results
Raters: Lower symptoms Independent Raters: No Change WM Performance and Parental rating increase; Lab test & academic performance no change
45
Study: Neuroracer Descriptive Statistics
N = 47, 67 years old
46
What are the results presented in neuroracer study
- WM & Control Task increase "Behaviour" | - Midline frontal theta power & theta coherence increase "EEG"
47
Criticism of Neuroracer's publication
- Most comparision are not significant (multiple comparision not corrected) - Competing financial interest - founder of company - Excluded many participants
48
Academic outcomes of Training
Big study no outcomes
49
Far Transfer of Training
Small-moderate effect (does not occur) - Might be placebo effect Neural pattern reflect domain specific ability (best way to acquire new info is to train)