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PSYC30018: Theme 3: Rob Series (W7-12) > W9 - Memory > Flashcards

W9 - Memory Flashcards

1
Q

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

A

STM

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

What are 3 properties of the phonological loop

A

Phonological Loop

  • Hold memory traces for few seconds before they fade (7 +- 2)
  • Articulatory rehearsal process, like subvocal speech
  • Limited capacity because articulation occurs in real time
    • (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
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4
Q

What is the task typically used in phonological loop and outcome factors

A
  • Digit span task
    • Examine how much load size
  • Backwards digit span
    • Central executive manipulation
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5
Q

What is the phonological similarity effect. Contrast this with LTM

A

Accurate recall:

  • Similarity of sound is more important than meaning of sound
    • vs LTM, where Meaning > Similarity
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6
Q

What is the word-length effect

A
  • Span declines as word length increases from one to five syllabus
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7
Q

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

A
  • Impaired recall due to concurrent or subsequent presentation of irrelevant spoken material
    • Includes speech, music

Crucial requirement:

  • Fluctuation in state of irrelevant stimulus stream
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8
Q

What is lesion data evidence to support phonological loop

A

Patients with verbal deficit and broca area lesions in absense of an articulation deficit show:

  • No phonological similarity effect
  • No word length effect
  • Appear to avoid articulation
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9
Q

What are properties of the visuo-spatial sketchpad.

What is the typical task?

What does the visuos-spatial sketchpad account for?

A

Task: Corsi blocks

  • Limited capacity (4 +- 1 objects)
  • Capaciy to hold and manipulate visuospatial representations
  • Accounts for change blindness
  • No distinction between vision and spatial (How do we imagine vision without a space?)
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10
Q

Verbal and Spatial WM architecture

A

Shared hemispheric and neuroanatomical archiecture for both verbal and spatial WM.

No hemispheric specialisation

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11
Q

What are properties of the central executive. What is the task?

A

Concept of the Homonculus:

  • Divide, switch, focus attention
  • Connects working memory and LTM
    • Required for WM tasks that require manipulation of information held in storage

Tasks

  • Orientation Span Task
  • Backward digit span
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12
Q

Explain the orientation span task. Why is it used?

A

Orientation Span Task

  • Reads the equation aloud as soon as it appears
  • Indicate whether provided answer was correct and read the word at the end aloud
    • Do an operation (phonological/visuo-spatial)
  • Write down the five words in correct order
    • OSPAN score = Sum of recalled words for sets recalled in perfect order

Why?

  • Requires manipulation of information and storage in working memory
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13
Q

When do neurons fire in a WM task?

A

Cells in PFC specifically fired in the delay period of a delayed response test

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14
Q

Spatially selective DLPFC neurons in non-human primates show what pattern of activity

A

Persistent and location specific activity for a particular location in visual space during the delay period of a WM task

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15
Q

Persistent activity of PFC neurons in delayed period:

When does it persist (2 Things)

What happens if it does not?

A

When does PFC persist?

  • Persist during delay period
  • Persist during time epoch when representative is active
    • Activity dissipates when representation is no longer needed
  • If activity does not persist through retention interval, memory performance is compromised
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16
Q

Persistent activity of PFC neurons in delayed period:

Two more properties (2 things)

A

Properties:

  • Magnitude of persistent activity commensurate or correlated with memory load
  • Selective
    • Spatially selective (Specific visual space)
    • Subsequently identified PFC neurons selective for cues, delay, response
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17
Q

Does persistent activity represent maintainance of past stimulus?

What has it shown to represent?

And what does it suggest?

A

Persistent PFC activity for

  • Visual stimuli in absense of WM demands
    • Maintainance
  • Anticipation of future stimulus
  • Representing or Maintaining abstract information
    • e.g. rules, associations, told to maintain

(a) Maintainance; (b) Manipuation; (c) Selection

Not represent

  • Maintenance of physical stimulus presentation

Delay is Process of maintainance, not stimulus itself

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18
Q

Describe the Sternberg. What did the Sternberg Task results reveal?

A

Sternberg

  • Hold some items before a delay
  • Ask which items come before the item flashed

Results

  • As number of items or WM load increases
    • Accuracy decrease
    • Reaction time increase
    • PFC activity increase
      • But we don’t know whether it’s maintainance, selection, or manipulation
19
Q

How have people tried to tease apart maintainance, selection, or manipulation? What are the results

A

Sternberg

  • Number of items is the case, but the structure is different

Results

  • Structural items had more PFC activity than unstructured items
  • Mean Span (Structured > Unstructured)
    • Suggest configuration is represented by PFC
20
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

TAG

21
Q

What is the task combining WM and EF. What are the results (And implications)

A

Task requiring maintance of WM load while performing congruent or incongruent responses (EF Task).

Results

  • Longer RT for high WM load
  • PFC activity greater for high WM load
  • Greater processing in face-processing areas in high WM load
    • Greater distraction and obligatory processing of irrelevant information (Faces)
    • WM influence can be examined in level of FFA activity (Quantify)
22
Q

Response inhibition with a WM load in drug-dependent and depressed patients.

Why?

A
  • Inhibitory control affected by simultaneous working memory load of a craving
    • Cocaine
    • Depression/Anxiety
    • Eating Disorders
      • Thoughts are subvocally produced and rehearsed, loading on phonological loop capacity (Verbal memory load)
23
Q

When there is chocolate craving, what is impaired

A

Significant impairment in visuospatial WM

24
Q

When there is cigarette craving, what is impaired

A
  • Significant impiarment in verbal WM that worsened with longer periods of abstinence
  • Phonological loop
25
Q

As WM demands increases, what predicted better performance and differentiated groups among cocaine users?

A

Response inhibition with WM load

  • As WM load increases, inhibition performance usually worse
  • Increasing DLPFC activity predicted better performance and differentiated groups as WM demands increases
26
Q

What are other correlations of WM (other than EF)

A

Developmental type-ish

  • General fluid intelligence (gF)
  • Reading comprehension
  • Language
  • Non-verbal problems solving
27
Q

Is WM related to EF. Why? Which one (WM/EF) do clinical patients show deficits in?

A

WM and EF are highly related (Predictive one another)

Why?

  • WM is critical to goal-maintenance required for top-down EF control
  • Clinical patients often show impairments in both domains
28
Q

Why is low WM correlated with poor developmental type skills

A

Children with poor WM have failure to cope with simultaneous processing and storage demands (dual task, mental task)

29
Q

fMRI research has demonstrated a relationship between working memory and intelligence, which can be best described as

A
  • Efficiency with which DLPFC activity supports WM predicts IQ; or
  • “Efficiency with which DLPFC activity supported WM mediated the relationship between gF and WM”
30
Q

According to early behavioural research, does training WM improve performance?

A

Training WM significantly improved performance on standard WM tasks (those that have been trained), with some generalisations to other domains

31
Q

What are the 2 principles relating WM and training

A

Training WM Task:

1.) Increase WM Capacity

(physiological change)

or

  1. ) Increase efficiency of using WM capacity
    (via. strategy use such as chunking)
32
Q

Principle 1: Increase WM capacity. What should happen

  • 2 Outcomes
A
  1. ) Induce brain signatures observed in high-capacity individuals
  2. ) Benefits and pattern changes observed independent of specific task
33
Q

What is the task to train WM

A

N-Back Task

Remember each item and respond to each item that occurs 2 words before

34
Q

N-back task training results and caveat?

A

Results

  • Increases in PFC activity after training
  • Regions where brain activity correlated with increased WM capacity

However, they did not examine if:

  • PFC increase are associated with post-training increase in WM capacity
35
Q

What was argued as to how training increases WM? What might influence this benefit?

A

Increases efficiency (not capacity)

  • Induces plasticity in intraparietal-PFC network
    • Improves the control of attention
  • Individual difference in dopamine may influence training benefits
    • By influencing both WM performance and plasticity effects
36
Q

Does WM Training improve IQ

A
  • N-Back training shown to increase gF scores by about 4 Points
    • More training = More IQ
37
Q

What are some specific suggestions as to how WM training improves IQ? What do strategies include

A

WM-training increases strategy use. Strategies includes

  • Greater use of chunking
  • Automatisation of basic processes
    • Shorter times on the distractor task
    • More time for refreshing the memoranda
    • More time for removing interfering distractor representations from WM
38
Q

3 Criticisms of WM and Training Benefits

A
  • Cost-Benefit Analysis
    • Financial+Time Cost > Benefits
  • Genersaibility
    • No evidence of generalisation to other skills/tasks
  • Sustainability
    • Weak/mixed evidence after cessation of training
39
Q

WM training on ADHD children in a randomized-controlled trial.

Results.

What does it suggest.

A

Good:

  • Raters: Lower symptoms
  • Parental and Teacher rating: Increase in EF performance
  • WM Performance: Increase (Specific)

No Change

  • Independent Raters: No change
  • Lab Test: No Change
  • Academic performance: No change

Suggest strong placebo effect by parents

40
Q

Study: Neuroracer Descriptives and Results

A

N = 47, 67 years old

  • Both behavioural and neural support
  • Increases WM performance, supported by EEG
    • Midline theta power and theta coherence improved
  • Only WM performance, no evidence of far transfer
41
Q

Criticism of Neuroracer’s publications.

A
  • Most comparision are not significant but not reported
    • Far transfer did not occur
  • Multiple comparision not corrected
  • Competing financial interest (founder of company)
    • Publication Bias
  • Excluded many participants in screening
42
Q

Academic outcomes of WM Training in children

A

No outcomes.

In fact, Math scores were worse

43
Q

Does Far Transfer of WM Training occur?

Why/Why not?

And what is the implication?

A

No.

  • Placebo (Most far transfers observed is due to this)
    • Premorbid cognitive ability predicts engagement in cognitively demanding actvities
  • Skill acquisition rely on domain-specific information (e.g. chunking). Neural patterns observed in these people reflect change in domain-specific abilities

Implication

  • Neural plasticity and skill acquisition are related but domain-specific
  • Most effective way to acquire a new skill is to train that particular skill

PSYC30018: Theme 3: Rob Series (W7-12) (7 decks)

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