week 3: non-declarative memory

Question 1

associations learned in classical conditioning

Answer 1

• stimuli-response associations (CS causes CR to occur)
• stimulus-stimulus association (CS is associated w memory of US and causes CR)

Question 2

mere exposure effects

Answer 2

simply being familiar w things leads us to rate them more favourably

Question 3

contingency learning

Answer 3

• sensitivity to underlying causal structure rather than simply relying on things that happen to occur in time together

Question 4

motor memory

Answer 4

• memory for skills/skilled movements behave like other memories
• must be consolidated to endure (benefits from sleep)
• declarative memory can impair/delay motor skill consolidation

Question 5

three stages of skill acquisition

Answer 5

• cognitive stage: conscious and deliberate, compare current w desired state and take action to get closer to end goal
• associative stage: some conscious effort, memories associated w skill are retrieved quickly/easily
• autonomous stage: transition to being mostly unconscious, automatic

Question 6

negative transfer

Answer 6

previous procedural knowledge impedes ability to learn new things

Question 7

triarchic theory for skill learning: metacognitive system

Answer 7

• conscious, deliberate thought
• quick but does not last often
• process info in novel contexts
• neural pathways reconfigured

Question 8

triarchic theory for skill learning: cognitive control network

Answer 8

• manages process of skill
• makes skill execution more auto
• slower to develop but lasts longer
• domain independent

Question 9

triarchic theory for skill learning: representation system

Answer 9

• cell assemblies required for the task become increasingly wired together
• other systems no longer involved
• brain areas depend on task

Question 10

choking under pressure reasons

Answer 10

• monitoring pressure: non-declarative tasks suffer most when ppl focus on how they are doing the skill
• outcome pressure: declarative tasks suffer most when focus is on outcome, leading to anxiety

Question 11

MULTIFACTOR GENE-ENVIRONMENT INTERACTION MODEL

Answer 11

• several factors that influence achievement of expertise
• combo of factors work together to bring abt degree to which ppl are considered experts in a field

Question 12

deja vu, intuition, savings, and mimicking are all examples of what

Answer 12

implicit memory

Question 13

priming

Answer 13

• faster/more accurate at retrieving target info that has been facilitated via earlier prime trial
• repetition priming occurs, faster response to recently presented item
• larger effects if info is presented in same way later

Question 14

indirect tests of implicit memory

Answer 14

• priming
• reading speed
• completion (stem, word fragment, anagram solving)
• decisions/naming (quicker deciding/naming if primed)
• visual judgements

Question 15

sequence learning

Answer 15

• sensitivity to regularities in enviro
• the participant is passively presented with a stream of stimuli, sometimes
  with a cover task that is unrelated to the structure of the sequence

Question 16

data driven processes

Answer 16

• mental activity is driven more by info in enviro than mental characteristics
• implicit memory
• effected by how info was presented

Question 17

conceptually driven process

Answer 17

• explicit memory
• mental activity is driven by prior knowledge, expectations, and goals
• effected by amount of processing done during encoding