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Psychology: Biology & Cognition > Week 9 > Flashcards

Week 9 Flashcards

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1
Q

Cognition

A

The processes involved in acquiring, storing and using information

  • attention
  • reasoning
  • memory
  • decision making
  • problem solving
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2
Q

Memory

A

The process of encoding, storage and retrieval of information

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3
Q

Defining Memory

A
  • Encoding
  • Storage
  • Retrieval
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4
Q

Memory - Encoding

A
  • The process of getting information into memory
  • Attention and Enrichment
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5
Q

Memory - Storage

A
  • Maintaining the encoded information over time
  • Sensory Memory and Short-Term Memory
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6
Q

Memory - Retrieval

A
  • Recovering information from the memory stores
  • Confusion and Recall vs Recognition
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7
Q

Memory Processes - Encoding

A
  • Code and put into memory
  • Acoustic Memory Codes
  • Visual Memory Codes
  • Semantic Memory Codes
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8
Q

Memory Processes - Storage

A
  • Maintain in memory

Types of long-term memory

  • Episodic
  • Procedural
  • Semantic
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9
Q

Memory Processes - Retreival

A

Recovery from memory Types of retrieval tests

  • Recall
  • Recognition
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10
Q

Memory Processes - Encoding

A
  • Code and put into memory
  • Acoustic Memory Codes
  • Visual Memory Codes
  • Semantic Memory Codes
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11
Q

Memory Processes - Storage

A
  • Maintain in memory

Types of long-term memory

  • Episodic
  • Procedural
  • Semantic
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12
Q

Memory Processes - Retreival

A
  • Recovery from memory

Types of retrieval tests

  • Recall
  • Recognition
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13
Q

Auditory Memory Code

A

Tunes, sounds we recognise like birds or running water

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14
Q

Attention

A

Focusing your awareness on a small range of available stimuli

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15
Q

Not all attention is equal . . .

A

The quality of the attention you pay does matter

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16
Q

Levels of Processing

A
  • Shallow Processing
  • Intermediate Processing
  • Deep Processing
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17
Q

Shallow Processing

A
  • Focus on physical features
  • such as remembering a short list
  • Occurs during maintenance rehearsal
  • No focus on meaning
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18
Q

Maintenance Rehearsal

A

eg: chanting a phone number until it is dialled

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19
Q

Deep Processing

A
  • Focus on meaning
  • Is it useful in a particular situation
  • Creating an image of the item
  • Occurs during elaborative rehearsal
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20
Q

Elaborative Rehearsal

A
  • Eg: Understanding the concept of conditioning
  • relating it to something you already know
  • Results in better recall
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21
Q

Structural Encoding

A
  • occurs in shallow processing
  • emphasizes the physical structure of the stimulus
  • eg Is the word written in capital letters?
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22
Q

Phonemic Encoding

A
  • Occurs in intermediate processing
  • emphasizes what a word sounds like
  • eg: does the word rhyme with weight
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23
Q

Semantic Encoding:

A
  • Occurs in Deep Processing
  • Emphasizes the meaning of verbal input eg: finish this _____________ .
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24
Q

Levels of Processing: Craik and Lockhart (1972)

A
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25
Q

Memory Storage

A

Keeping information in memory over time.

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26
Q

Episodic Memory

A

An event, as it happened

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27
Q

Semantic Memory

A

Generlised Knowledge

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28
Q

Procedural Knowledge

A

How to do things

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29
Q

Declarative Memory

A
  • Semantic Memory - I know what a guitar is
  • Episodic Memory - I remember buying my first guitat
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30
Q

Procedural Memory

A
  • Remembering how to do things
  • eg: I remember how to play a guitar
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31
Q

Information Processing Model of Memory

A
  1. Stimulus
  2. Sensory Registers
    • Information lost
  3. Short Term Memory
    • Information lost
    • retrieval
    • rehearsal
  4. Long Term Memory
    • Retrieval
    • Information lost
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32
Q

Sensory Registers

A
  • One sensory register for every sensory system
  • Iconic memory-visual information
    • disappears in approx 1/2seconds
  • Echoic store-auditory information
    • seems to last about 4 seconds
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33
Q

Short Term Memory (STM)

A
  • Holds a small amount of information (7 + or – 2)
  • Holds for a short amount of time
  • Chan be increased by process if chunking
  • Limited duration of about 20-30 secs
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34
Q

Role of Memory in Rehearsal

A
  • a term for the role of repetition in the retention of memories
  • Involves repeating information over and over
  • Attempts to process information and store it as a memory
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35
Q

Duration of Short Term Memory

A
  • Less than 30 secs without rehearsal
  • Rehearsal is the act of repeating information
  • Repetition needs to be purposeful to keep it in STM
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36
Q

What is Chunking?

A
  • Helps increase the amount of memory held in STM
  • Chunk sizes increase with familiarity of the topic
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37
Q

Atkinson and Shiffrin’s Memory Model (1968)

A
  • Input
  • Sensory Memory
  • Short Term Memory
  • Long term Memory (LTM)

But if STM is all one store why is it that people seem to be able to do visual and verbal tasks at the same time? But have difficulties when trying to do two verbal or two visual tasks at the same time?

  • Perhaps STM is two separate components that work together
38
Q

What is Working Memory

A
  • Temporary storage and processing of information
  • Solve problems
  • Respond to environmental demands
  • Achieve goals
39
Q

Working Memory Baddeley (1968)

A

“It is not simply a storehouse with a number of shelves to hold partially processed information until it moves to the LTM. Working memory is more like a workbench where material is constantly being handled, combined and transformed” (as cited in Matlin, 2005, p.110).

40
Q

Dual Task Method

A
  • Participants asked to verify a sentence
  • Asked to remember a sequence of digits
41
Q

Cross-Modal Multi Tasking

A

Doing two tasks - one visual and one spatial – at the same time

42
Q

Within Modality Multi-Tasking

A

Doing two verbal or two visual tasks at the same time

43
Q

Baddeley’s Working Memory Model (updated)

A
  • Input
  • Sensory Memory
  • Central Executive
    • Phonological Loop
    • Episodic Buffer
    • Visuospatial Sketch Pad
  • Long Term Memory
44
Q

Phonological Loop

A
  • Rehearses information
  • Lasts around 2 seconds
  • Rehearsal of material prevents rapid memory decay
45
Q

Episodic Buffer

A

memory functions as interactive system with a Central Executive function that coordinates the activities of three subordinate or “slave” systems.

46
Q

Visuospatial Sketch Pad

A
  • Stores visual and spatial information
  • Can be divided in to VISUAL and TEXTURAL subsystems
47
Q

Working memory has four components

A
  1. Central Executive
  2. Phonological loop
  3. Visuospatial sketchpad
  4. Episodic buffer.
48
Q

Central Executive Memory

A

Directs attention to relevant information

49
Q

Working Memory vs Short Term Memory

A
  • STM is single component – WM has a number of components
  • STM is mostly concerned with holding information for brief periods
  • WM is concerned with manipulation of information
  • WM connected to how information is processed to service cognition
50
Q

Long Term Memory

A
  • Representation of facts, images, actions and skills
  • May persist over a lifetime
  • Theoretically limitless in capacity
  • Extracting information from LTM is called retrieval
  • Relatively permanent storage
51
Q

Declarative Memory

A
  • subsystem with long term memory
  • stores facts, information and personal life events
  • brings to mind verbally or imagery
  • Declares and States
  • also called Explicit Memory
52
Q

Episodic Memory

A

Events as they have been subjectivley experienced

eg: I remember when . . .

53
Q

Semantic Memory

A

General Knowledge or objective facts and information

54
Q

Retrieval

A

Locate information in memory and bring it in to consciousness

  • Recall
  • Recognition
55
Q

Explicit Memory

A

Specific Memories you can recall

56
Q

What influences Retrieval in Long Term Memory

A
  • Serial Position Effect
  • Context Effect (encoding specificity)
  • Automaticiy
57
Q

Serial Position Effect

A

Retrieval is influenced by the order in which you view information

58
Q

The tendency to remember items at the beginning of a list or the end of a list rather than what is in the middle

A
59
Q

Primary Effect

A

Remembering what is at the begining of a list or other

60
Q

Context Effect (encoding specificity)

A

Match between the context in which you encoded information and the context in which you have been asked to retrieve it in.

61
Q

The Context Effect

A
  • Influences on Retrieval
  • We can recall information more easily when we are in the same environment as we learned it
  • Godden & Baddeley (1975)
62
Q

Retrieval Cues

A
  • Encoding Specifity Principle
  • Context-specific memory
63
Q

Encoding Specificity

A

The more a retrieval cue taps into originally encoded information the more likley you are to remember it.

64
Q

Context Specific memory

A
  • Environmental cues help or hinder recall
  • witnesses revisit crime scenes with police
  • High school reunions bring back memories
65
Q

State Dependent memory

A

Memory that is dependent on one’s internal state

  • Arousal states
  • Mood congruent effects
66
Q

Arousal States

A

If you learn something when calm, it may be harder to recall when anxious. eg: study for a test - recall in exam

67
Q

Mood Congruent Effects

A

Something you learn when happy could be harder to recall when sad.

68
Q

Automaticity

A

Implicit (non conscious) information vs Explicit (conscious) information

69
Q

Automaticity

A
  • When information can be retrieved automatically, working memory space is freed up for other tasks.
  • The abitlity to recall information from long term memory without effort.
70
Q

Reconstructing Memories

A
  • Retrieved information is never an exact reply of the past
  • Memories are not replicas of past experiences,
  • They are reconstructions of the past
  • can be distorted and inclued innacurate information
71
Q

Misinformation Effect

A

Occurs when individual recall of an event is altered by misleading post event information

72
Q

Long Term Memory as a Reconstruction

A
  • Memory is not a mental video tape that plays an exact replay of the past
  • There are distortions and omissions
    • Schemas
    • Misinformation
    • Expertise
    • Flashbulb memories.
73
Q

Schema

A
  • Affect memories in two ways
  • influenceing the way information is encoded
  • shaping the way information is reconstructed
74
Q

Eyewitness Testimony

A
  • Recall is VERY bad for eye witness recall
  • Jurys will be powerfully swayed by eye witness testimony (Loftus, 1979)
  • 45% of wrongful conviction cases have occurred due to incorrect eye witness testimony
75
Q

Theories of Forgetting

A
  • Decay Theory
  • Interference Theory
  • Preactive Interference
  • Retroactive Interference
76
Q

Motivated Forgetting

A

Implies that forgetting can avoid painful memories

77
Q

Decay Theory

A

Memory is like a fading neural trace that is weakened with disuse

78
Q

Interference Theory

A

Conflict between new and old memories

  • Proactive - Old interferes with new
  • Retroactive - New interferes with old
79
Q

Disordered memories

A
  • Anterograde Anmnesia
  • Retrograde Amnesia
80
Q

Anteregrage Amnesia

A

Inability to retain new memories

81
Q

Retrograde Amnesia

A

Losing memories from a period of the past

82
Q

Consolidation

A

Neurons in hippocampus form new memories

83
Q

Important Neurotransmitters for Memory

A
  • Glutamate
  • Acetylcholine
84
Q

Neuroanatomy of Memory

A
  • Cerebral Cortex
  • Prefrontal Cortex
  • Hippocampus
  • Cerebellum
  • Amygdala
85
Q

Neuroanatomy of Memory - Cerebral Cortex

A
  • Memories are consolidated in the hippocampus
  • Cerebral cortex stores memories in widely distributed areas
86
Q

Neuroanatomy of Memory - Hippocampus

A
  • Crucial to memory consolidation
  • also uses adjacent structures in meidal temporal lobe
87
Q

Neuroanatomy of Memory - Cerebellum

A

Contains an area crucial to neural circuits for conditioned eyeblink responses

88
Q

Neuroanatomy of Memory - Amygdala

A

Plays major role inlearned fears and other emotional responses

89
Q

Neuroanatomy of Memory - Prefrontal Cortex

A

Contains areas important to working memory

90
Q

Pnemonics

A
  • Acronyms
  • Acrostics - King Phillip came over for great spaghetti

Kingdom, Phylum, Class, Order, Family, Genus Species

  • Rhyming - I before E except after C
91
Q

PQ4R method of study

A
  • Preview
  • Question
  • Read
  • Reflet
  • Recite
  • Review

Psychology: Biology & Cognition (20 decks)

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