Week 5 Long Term Memory Structure Flashcards
the interplay between what is happening in the present/how we are using that information in the present compared to information from the past/knowledge we can bring to scenarios is the best distinction between
STM/WM and LTM
what is it called when we remember the last bit of information, why is this
recency effect
most readily available in our STM therefore easier to recall
what is the effect called when you can remember information that was first given to you, why is that the case?
primacy effect
you can rehearse it the most and before there are multiple other things to rehearse
coding is
the form in which stimuli are presented
what is proactive interference and how can we release ourselves from it
it is when information from the past interferes with our learning/memory of new information
release by introducing significant change from old information (fruit words to occupation words)
LTM is really good for remembering ___ but not so much ____
meaning, details
primary coding mechanisms for STM compared to LTM
STM: auditory (sounds)
LTM: semantic (meaning)
primary brain regions for LTM and STM
LTM: hippocampus
STM: parietal lobe
difference between episodic and semantic memory
episodic: memory for experiences
involves mental time travel, self-knowing/remembering
semantic: memory for facts
involves accessing knowledge about the world that does not have to be tied to personal experience
what are some factors that intertwine episodic and semantic memory
autobiographical memory requires both
-memory for specific experiences
-personal semantic memories: facts associated with personal experiences
both feed into each other: knowledge affects experience and vice versa
personal semantic memories
facts associated with personal experiences
what is semanticization of memories
for remote memories, we lose episodic detail
what are the ways of remembering associated with episodic and semantic memory
familiarity: semantic
recollection: episodic
what does the remember/know procedure say about our memory
we have memory for public events in the most recent 10 years, and for events 40-50 years prior
○ Details 10 years good, but poor for 40-50
extending into the future is not about predicting, but ____
being able to create possible scenarios for the future
what does the constructive episodic simulation hypothesis suggest
we extract and recombine episodic memories to construct simulations for the future
fMRI shows similar activity when thinking about past and future
how does the default mode network connect to the future
mind wandering can let us think about future events and prepare for them
mind wandering can close us off to autobiographical information that helps us plan!
personal significance effect
the tendency to remember semantic information more when it can connect to you personally
describe explicit and implicit memory
explicit (semantic and episodic)
memories we are aware of
Implicit (procedural) memories we are not aware of, happens when learning by experience and is not a part of conscious memory
what is procedural memory
skill memory
-often motor but can also be cognitive (grammar rules and use of proper grammar)
the relationship of procedural memory and attention
good to give attention to the skill while learning it, but after it is learned/mastered best to not think too hard/give it attention
expert-induced amnesia
automaticity of a skill we have mastered
priming and implicit memory
presentation of stimulus alters the way a person responds to another stimulus
propoganda effect
likely to say something is true just because they had been exposed to it before
is classical conditioning an example of implicit or explicit memory
implicit
capacity of LTM
10^13
this is the amount of synapses in the cerebral cortex
what is considered to be LTM
anything beyond 30secs ago
what is the reminiscent bump
tendency for adults over 40 to have more vivd memories for adolescence and early adulthood
ways we see implicit memory
priming (word completion/lexical decision task)
conditioning
procedural memory
why is it recommended to study with non distracting music
it puts us in a positive emotional state which helps us encode better
how is explicit memory measured and how is implicit memory measured
direct memory tests, indirect memory tests
characteristics of episodic memory
representation ties to sensory experience
prone to forgetting
temporal and contextual information
characteristics of semantic memory
representations are conceptual information
representations are separate from encoding experience, time and context
less prone to forgetting
what does the lexical decision task tell us
that semantic memory impacts processing without us being aware
faster to say milk if we see cow than an unrelated word like desk
how does encoding elaboration work
by elaborating more on the information, it helps us to encode it stronger because we’ve added meaning/support
elaboration only helpful if meaningful
retrograde vs anterograde amnesia
retrograde: loss of memory prior to accident (most recent most affected - graded)
anterograde: disruption for memory after injury
does organization improve memory
yes, it acts a subcues for the next bit of information
how do schemas help with retrieval
makes it easier to recall information
- scaffolding (events like going to a restaurant)
-help infer details
but it is a double edged sword: recall information that fits, but didnt actually happen
things that helping encoding/affect what we encode
perspective
elaboration (if meaningful)
variability of encoding/cues
schemas
spacing (mass practice for immediate/details, spaced practice for common themes/later testing
context effects (learn in water, test in water)
state-dependent learning (intoxicated)
describe encoding specificity effect
retrieval is successful to the extent that the encoding and retrieval cues match
-state-dependent learning
-context effects
levels of processing and the associated problem with it
we encode more at a deep level of processing than a shallow one
problem: circular reasoning- how do we know encoding was deep, memory was better
what is transfer appropriate processing
depending on how you encoded it, better at recalling it if the test matched encoding
processing that you do transfers over to the testing
why is it important to imagine the future
guide our future behaviour
when scenarios happen, we are able to act effectively
implicit memory
LTM performance affected by prior experience with no necessary awareness of the influence or memory
explicit memory is measured with
direct memory tests
lexical decision task shows us
how related words are processed faster than unrelated words
stereotype threat
if we are made aware of stereotypes (women are bad at math) we see greater differences in performance
graded amnesia
most recent memories are more susceptible to being lost due to injury (haven’t been consolidated yet)
