Week 5 Slides Flashcards

Question

Semantic Memory can Influence Episodic Memory

Answer 1

Your knowledge of something can influence the way you experience it.

Answer 2

* Contains both Semantic and Episodic memories * Semantic Memory is intertwined in story telling personal experiences * People with no episodic memory don't get enhanced memory for significant names

Answer 3

* Found knowledge of celebrities can be both Semantic and Episodic * Participants were asked to label famous people as “know” or “remember” * Memory was better and faster for famous people labelled as “remember” * Autobiographical significant semantic memory

Answer 4

* Recalled information is often distorted from original information * Not simply forgetting * Petrican et al. 2009 * Measured memories of public events over 50 years * Asked subjects if they remember, know or

Answer 5

* Complete Forgetting was stronger after 40-50 years * *Remember* responses decreased more than *Know* * *E*pisodic memory loses character over time more than semantic * Semanticization of remote memories also occurs with recent memories

Answer 6

Remembering past is important for creating possible future scenarios KS could not describe personal events that were going to happen

Answer 7

* Subjects given a noun and asked to construct a past OR future event * Once chosen, they pressed a button and elaborated for 20 seconds * Strong overlap between areas activated during future & past events * KC was not able to describe personal events due in the future

Answer 8

* Subjects asked to remember an event from the past or imagine a similar event in the future * Asked to describe what they see as they went * Were they describing in first person or third person * Real and Imagined stories both likely to be imagined from both perspectives * Eye levels and distance were similar across both styles * Suggests: Episodic memory is for constructing possible future scenarios

Answer 9

* Episodic - experiences that have occurred in the past * Episodic memory can lose episodic nature over time * Episodic memory can be adaptation the allows us to simulate future events

Answer 10

Explicit/Conscious Memory * Episodic Memory * Semantic Memory Implicit/Not Conscious * Procedural Memory * Priming * Conditioning

Answer 11

* Also Procedural Memory * Appears to be implicit - like typing or driving * Does not require episodic/semantic memory. * Amnesiac patients can acquire new skills though they cannot remember learning it. * HM became quite good at the mirror drawing task * Another patient LSJ improved at violin, though she could not remember practising.

Answer 12

* Often procedural memory begins by paying close attention e.g. playing instrument * Once mastered attending can hold back progress and performance

Answer 13

Often experts like musicians and sports stars cannot describe how they perform a task

Answer 14

* LSJ suffered Bi-Lateral Medial Lobe Damage * Lost Episodic & Semantic Memory * Could not identify famous artists but was an artist herself * Could answer questions about procedural tasks about painting, music, driving * Indicates an overlap between Semantic Processes and Procedural Memory Processes

Answer 15

* Presentation of one stimulus changes the way we respond to another stimulus * Repetition Priming - when test stimulus resembles the priming stimulus * Priming Stimulus may not be consciously available to the viewer * Priming effects can even be seen in amnesiacs

Answer 16

* Perfect & Askew 1994 * Subjects read articles with adds told don't pay attention to adds * Later rated adds they thought were appealing, distinctive etc * Couldn't remember seeing them

Answer 17

* Includes Procedural Memory, Priming and Classical Conditioning * Considered Implicit because we don't need to be aware of them to influence our behaviour * Also known as a Skill Memory * Expertise produces Expert Induced Amnesia * Semantic Memory Amnesia can often still have procedural memory processes because they seem to overlap * Priming happens when we produce a stimulus and it influences response to new stimulus

Answer 18

* Encoding is the process for information that is sent to LTM * Retrieval is the process of extracting memory from LTM

Answer 19

How do we get information to LTM? 1. Maintenance Rehearsal 2. Elaborative Rehearsal The deeper the level of processing the more information is encoded

Answer 20

Such as repeating a phone number in your head

Answer 21

Remember a number by associating it with a date on the calendar

Answer 22

* Bower & Winzenz 1970 * Two words presented from a list and subjects asked to recall the second word when shown first word * One group asked to silently repeat words from list and other group to form a mental picture * Imagery group remembered double the words of the repetition group

Answer 23

* Leshikar et al. 2015 * Asked participants to look at adjectives for 3 seconds each * Two groups were asked: Does word describe you? Is this word common? * Suggests that words more easily remembered when linked to something people are familiar with

Answer 24

* Information generated about yourself enhances learning and retention * Organising information into groups by using retrieval cues for other words

Answer 25

Unorganised information is accompanied by an image that explains the information is easier to remember.

Answer 26

* How we get information from LTM in order to use it * Two types of Recall Procedures: Free Recall and Cued Recall * Free = subjects asked to recall stimuli * Cued = subjects given cues to aid recall * Cued recall generally produces better performance than free recall

Answer 27

* Mantyla 1986 * Participants could remeber 91% of 504 words presented to them in they self generated three retrieval cues

Answer 28

* Three groups of participants learned a list of Swahili-English word pairs. • Phase 1: All four groups studied the pairs then tested once • Phase 2: put into groups • Group 1 = Studied all pairs and tested again. Three study-test trials. • Group 2 = Correct pairs were removed from further study. All pairs tested after each study trial. Three study-test trials. • Group 3 = All pairs were studied on each study trial. Correct pairs removed from further testing. Three study-test trials. • Group 4 = Correct pairs were removed from further study or testing. Three study-test trials.

Answer 29

Retrieval can be enhanced by matching conditions to those found during encoding Encoding Specificity - words remembered in one context will be easier to remember when in the same context

Answer 30

* Godden & Baddeley 1975 - Asked subjects to learn list of words on land or underwater; words recalled better if recalled in the same environment * Grant et al 1998 - Words learned and recalled in either a quiet or noisy environment

Answer 31

* Learning associated with internal state * Eich & Metcalfe 1989 - memory is better when a person's mood during retrieval matches their mood during coding * Well researched by Nakagawa et al using animals on drugs

Answer 32

* Morris et al. 1977 * Retrieval is better if the cognitive tasks are included in both encoding and retrieval * Participants heard sentence with one word placed by blank then target word • One group asked to answer yes/no based on the meaning of the target word. • One group asked to answer yes/no based on the sound of the target word (whether it rhymed with another word). * Subjects given a list of test words and and if the word rhymed with previous target

Answer 33

Morris et al 1977 subjects performed a rhyming task did better in a rhyming test than those who did a semantic test Deeper processing doesn't always result in better retrieval

Answer 34

* Encoding and Retrieval describe how information gets into and out of LTM * How effectively information is stored and retrieved by LTM is partially determined by how it was processed

Answer 35

* Consolidation - Processes that transforms new memories from fragile state to permanent state * Synaptic Consolidation - Structural changes at synapses * Systems Consolidation - Gradual reorganization of neural circuits within the brain

Answer 36

* Hebb 1949 * Hebb's Hypothesis - *Neurons that Fire together Wire together* * Presynaptic Neuron repeatedly plays role in firing a postsynaptic neuron * Enduring modification of the synaptic structure * Long Term Potentation * Long Term Depression

Answer 37

* Hippocampus appears to play an important role in memory * Hippocampus is responsible for sending information to the cortex * Once encoded the Hippocampus is no longer needed * Brain Injury Studies show that loss of memory recent memory is more readily lost

Answer 38

* Hippocampus is involved in remembering memories that are remote in time * fMRI shows hippocampus appear to be activated with past memories - Gilboa et al 2004

Answer 39

* Hippocampus is not involved in every aspect of retrieval * Participants aske to view pairs of stimuli and imagine the interacting with each other • After 10 minutes and 1 week, participants viewed the original pair plus novel pairs. • Participants were asked to respond with know, remember, don’t know • Pairs that remained episodic after 1 week activated the hippocampus, but not the pairs that became semantic.

Answer 40

• After 10 minutes and 1 week, participants viewed the original pair plus novel pairs. • Participants were asked to respond with know, remember, don’t know • Pairs that remained episodic after 1 week activated the hippocampus, but not the pairs that became semantic.

Answer 41

* Sleep enhances consolidation - Gais et al 2006 * Wilhem et al 2011 - Participants who were told that they would be tested performed better after a sleep

Answer 42

* Memories need to be updated to adapt to new environment * When memory is retrieved it becomes fragile * Needs to be consolidated again * This allows memory to be forgotten or modified

Answer 43

• Asked two groups of participants to remember a list of 20 objects. • After two days, one group of participants were asked to remember the procedure from two days prior. They were not asked to recall any of the objects. • They were then asked to memorise a second list of 20 objects. • After two more days, participants were asked to recall the first list. • The second group received identical treatment but were not asked to remember the procedure.

Answer 44

Reminder group learned the second list in same context as first No Reminder group learned second list in new context Second list may have been associated with context leading to errors seen in reminder group

Answer 45

* Remembering two stimulus that are paired together * Found paired words were easier to remember when own knowledge and own imagery used * Least successful when using rehearsal only * imagery remembered better because we use Multiple Modalities using visual memory and semantic memory

Answer 46

* remembered words can be encoded with meaning * We can remember verbatim and related meaning cues * don't need to memorise a subject but better to understand meaning and context and relationships

Answer 47

* If we rely too heavily on memorising or specific cues memory is poorer * Best to study meaning and relationships than memorise exact wording

Answer 48

We retrieve information better when we retrieve it from the same context in which we learned it

Answer 49

Not just about retaining information from the past Interacts with STM & Working Memory to create our conscious experience

Answer 50

* It is not just verbatim words that encode into STM * Wickens found that Proactive Interference caused later lists of words to be remembered less * The meanings of words get encoded into STM * When last list changed from professions to fruits rememberd words rose * This is because the **meanings** of the professions did not interfere with the names of fruits.

Answer 51

* People do not remember the specific wording of things they have read in Long Term Memory * They mostly remember the general meaning of the passage * If the words are all there but in different order they could misidentify the correct sentence

Answer 52

* When sample faces were new subjects showed increased hippocampal signal activity * When sample faces were familiar the signal change was lesser * Evidence that hippocampus is connected to maintaining new information in the STM

Answer 53

* Subjects kept audio diaries describing day to day events and certain facts about their day * When listening again episodic events lit up parts of brain associated with episodic memories * Semantic facts did not light up the same parts of the brain as the episodic ones.

Answer 54

* Remembering the past is important for creating future events * Constructive Episodic Simulation Hypothesis * Episodic memories are combined to build a simulation of any future events

Answer 55

* Paired Associate Learning * When we self generate an image of remembered words they are easier to recall

Answer 56

Leshikar et al 2015 People remember words better when they can make it personal

Answer 57

Information that is self generated is more easily remembered

Answer 58

* When Information is organised better, it is remembered batter * An image can make a passage make sense and then is more easily remembered

Answer 59

When we relate words to survival it enhances the encoding value Is now remembered more easily

Answer 60

* Branch of Psychology * Almost proved but did not do additional research beyond those that supported the Theory * Humans evolved to specifically deal with information they might need to survive in * Cognition is enhanced in these situations * Hypothetical Survival Techniques e.g. zombie attacks * Survival Value Effect

Answer 61

* Four groups learning Swahili-English words * Testing long term encoding effect after one week delay all groups tested on all words * Both groups that were tested each time scored high after 1 week delay * Being tested on material improves recall on material even if subjects study less

Answer 62

* Information can be retrieved more easily by matching conditions found in encoding * e.g. smelling perfume, or chewing gum * grant et al 1998 - Noisy or quiet environment; matching environments tested better than not

Answer 63

* Learning associated with internal state * Memory is better when mood during retrieval is the same as when learning/encoding

Answer 64

* Subjects heard a sentence one word replaced by blank, then target word * Asked ye/no based on either meaning or rhyming * Rhyming had better outcomes than semantic group * Deeper processing doesn't always result in better retrieval

Answer 65

* What is going on in the brain when we establish memories in it * Synaptic Consolidation * Systems Consolidation * Neurons actually change their form to increase the consolidation process

Answer 66

* If we don't take a break or sleep new information is harder to remember * Sleep allows us to process consolidation * People who know they are gonna be tested consolidate information better than those who don't * Means we can selectively consolidate information we want to remember

Answer 67

Memories are not just neurons firing together but a pattern of neurons firing together When we consolidation memory there is a structural change in the neural network between synapses This stabilises the memory and helps us recall it later on

Answer 68

Used to update memories that become fragile

Answer 69

* Used drug Anisomycin to block memory of pain in mice which inhibits protein synthesis * This drug blocks the synapses from changing and consolidating memory * Maybe Anisomycin produces amnesia not extinction of a particular memory