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PSYC 2480 - Chapter 5
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- 1Who first distinguished between short and long term memoryWilliam James
- 2primary memory:thought to be the area where information is initially stored so that it is available for consciousness, attention, and general use
- 3Secondary memory:thought to be the long term storage area for memories
- 4What are the 3 components of the modal model of memory?sensory
STM
LTM - 5Describe sensory memory:can be understood as a buffer for stimuli received through the senses; can register a large amount of information that will decay quickly
- 6decay of iconic vs echoic memoryone second and two seconds
- 7Describe Sperling's experiment to test the duration of sensory memory- matrix of 9 letter in 3 rows for 50ms
- partial and full report conditions
- partial able to remember any 3
- whole report had poor recall
- when reporting was delayed by only 1 second, accuracy dropped
- information couldn't get to STM and decayed - 8Sensory memory will decay unless...it is given attention
- 9Define STMreceives information from both sensory and long term memory
attended information is retained for less than 18 seconds - 10rehearsalprocess through which information in STM is retained
- 11Consolidationmemory traces are stabilized to form LTM; permanent change in the brain due to learning
- 12Chunkingstrategy to increase capacity of STM by arranging elements into chinks to be more easily remembered
- 13Define LTMinformation stored and brought back to STM for immediate usage
- 14Modal Model does not take into accountWorking memory
- 15Define working memorythe system that allows for the temporary storage and manipulation of information; pulls all other memory systems together to work in a dynamic way
- 16Who developed the modal of working memory?Baddeley and Hitch
- 17Central executivecomponent of working memory that coordinated information from three subsystems; associated with consciousness
- 18Phonological looptemporary store of linguistic information; anything auditory or language related has access; evolved as an aid to language acquisition
- 19visuo-spatial sketchpadtemp. store of visual information; nonverbal
evolved to facilitate representations of things and their relations - 20Episodic buffermechanism that moves information to and from LTM; integrates phonological loops and visa-spatial
part of episodic memory - 21Fluid systemscognitive processes that manipulate information; are more difficult to engage with age
- 22Crystallized systemscognitive systems that accumulate long-term knowledge
- 23Give an example on how working memory and its components can function function togethersuppose you were asked to recall the number of windows in your house
- form a mental image using the visuospatial memory, counting by phonological loop and entire process coordinated by central executive - 24What is the role fo the dorsolateral prefrontal cortex?important for working memory and selecting between alternative response tendencies; monitors and control alternative courses of action (important for central executive)
- 25What are the two big divisions of long term memory?declarative (explicit) memory, and non declarative (implicit)
- 26Describe declarative (explicit) memory:contains knowledge that can be stated
- 27What are the two divisions of declarative memory?episodic and semantic
- 28Describe episodic memory:the subdivision of declarative memory concerned with personal experience
ex: I remember seeing a flash of light, and hearing a loud sound a few seconds later - 29Semantic memoryconcerned with general knowledge and facts, such as words and concepts
ex: I remember that the chemical formula for table salt is NaCl - 30Are episodic and semantic memories mutually exclusive? Explainno they aren't; semantic memories can lead to episodic memories, for example, your teacher teaching you that Ottawa is the capital of Canada
- 31What is the difference between autobiographical memory and personal semantic memory?autobiographical mem. is information that is personally relevant, whereas personal semantic memory is information that between episodic and semantic memories, like the facts about a personal event
- 32Describe the case of patient WJsuffered temporary retrograde amnesia following a closed head injury; semantic memory was intact, but had no episodic memories
- 33How did Crovitz and Schiffman evaluate Wj's episodic memory?gave Wj and a control group a list of 24 nouns and asked to recall a personal event related to that object
control group tended to have a recency bias (tendency to report events in the past 12 months)
WJ shows a primacy bias, tending to recall experiences in the relatively distant past - 34How did they test WJ's episodic memory and what did they find?rate herself in terms of 80 personality traits during and after amnesia - consistency between ratings
- 35Describe the case of patient KC/NNsuffered a closed head injury and never recovered episodic memory, however other intellectual skills remained intact (semantic)
but could not recall individual events nor recount what he was going to do in the future - 36Describe the case of HMhad sever epilepsy alleviated by a bilateral medial lobectomy that included most of his hippocampus
unable to form new semantic memories but was able to implicitly learn some knowledge on famous people, suggesting that some structures other than the hippocampus can play a role in long term semantic memories - 37What is the role of the hippocampus in memory?crucial role in consolidation of memory traces
- 38What do all these case studies help to confirm about semantic and episodic memory?that there are two distinct memory systems, and we can have access to one without having access to the other
- 39Describe non declarative memory:other major division of LTM known as implicit memory; associated with behaviour that does not require conscious thought, and is often difficult to put into words
- 40When does implicit memory often come into play?when information that was encoded during a particular episode is subsequently expressed without deliberate recollection
- 41How did Jacoby and Hollingshead study implicit memory?participants read incorrectly spelled words, which increased the likelihood that participants would unintentionally make those spelling mistakes themselves
- 42What other study has been used to study implicit memory?the famous names paradigm: fluency of processing can induce feelings of familiarity, which is what was found in the famous names paradigm
- two groups were given a list of names to memorize, one with full attention and the other with divided
when given a second list, and asked to identify famous names, the divided attention task was more likely to name the people form the first list, because they were familiar, even though they weren't sure why (had implicit memories of the names) - 43What is the method of opposition?pits conscious and unconscious tendencies against one another
Word stems: mot--
use words from first list of DON'T use words from first list ( inclusion and exclusion conditions) - 44Perceptual representation system: (give an example)a memory system containing very specific representations of events that is hypothesized to be responsible for priming effects; important to distinguish between explicit recollection as opposed to primed identification of previously encountered objects - deals with information on a more superficial level
ex: shown word fragment M-S-OU-I
only the fragment is in PRS, whereas the full word, Missouri, is in episodic memory - 45Primingunconscious process through which recognition of a particular item is facilitated by previous exposure to an identical related item
occurs in PRS and is implicit - 46What did Dehaene et al find concerning the relationship between a prime and a probe?experimentation requires both; a prime is an item presenting in a priming experiment , whereas a probe or target is a second item presented in a priming experiment that is either identical, related, or unrelated to the prime
if it is related, then response times are generally faster - 47What is a lexical decision task?task requiring participants to determine whether a presented string of words is a word or not (house vs Hoese)
recognition of lexically connected words was faster if it had been preceded by a word associated to the target - 48Procedural memory:underlies rote skills like riding a bike, and operates without conscious knowledge
- 49tactical knowledge:knowing how to do something without being able to describe exactly what it is you know
- procedural skills are often difficult to put into words; cognitive skills like knowing how to read also fall under procedural / tacit knowledge category - 50Give an example of how semantic and episodic memories can relate to procedural memory:semantic: outlines principles underlying riding a bike or reading
episode: recall of an experience riding a bike or reading - 51According to Tulving, when do children typically acquire episodic memory?relatively late compared to other types of memory; around 4-6 years old, when we begin to have self-knowledge
- 52Describe the butcher on the bus phenomenon:the feeling of knowing a person without being able to remember the circumstances of any previous meeting or anything else about them (the absence of episodic memory)
- 53How does Tulving distinguish between episodic remembering and semantic knowingrecall is remembering and recognition is knowing
- 54Tip of the tongue phenomenonknowing that you know something without quite being able to recall it
- 55How did Brown and McNeil observe the tip of the tongue state?Participants were given the definition of 49 uncommon words and asked to identify their meaning
When in a TOT state, were often able to recall one aspect of the word, such as the first letter, or a word with similar meaning - 56In terms of the TOT phenomenon, what is general recall?ability to recall parts and attributes of words without explicit recalling the word itself
- 57When is the TOT more common and how often does it typically occur?more common under stress
generally experienced about once per week in adults, but increases with old age - 58What did Burke hypothesize as the cause of the TOT phenomenon?occurs mainly with words that are not common for that person
the link between meaning and pronunciation may have atrophied due to lack of use - 59What is spreading activation?idea that activation of the paths that make up a semantic network spreads from the mode a which the search begins
Ex: Wikipedia - 60How did we study spreading activation?participants looked at a screen with two fixation points, one above the other
a string of letters appeared at the top point, either english or non words
they were asked to complete the Lexical Decision task; sometimes the words were semantically related
if they were related, the first word primed recognition of the second - 61Involuntary semantic memory (mind popping)random thoughts; a semantic memory that oops into your mind without episodic context; may be the result of semantic priming
- 62How did Kvavilashvili study ISM?with a diary and questionnaires; logged 428 memories over 2 years; suggested that ISM are primed by events of which we are unaware
- 63Describe the connectionist model, and which theory it extends upon:extension of spreading activation
individual items are not stored in the memory; rather, they are certain patterns of activity thought the brain
when activated, a neutron-like unit will activate all other connections - 64What type of connections exist within the connectionist model?excitatory and inhibitory connections: either enhance or diminish associations between units that make up the neural network
- 65Which memory system has a strong effect on age?episodic memory
- 66How did Mitchell test the memory of younger vs older people?two groups (19-32 and 63-30)
younger groups outperformed older group in episodic memory task but not semantic - 67Describe how face-name recognition relates to memoryinability to pair names and faces is similar to remembering episodic associations
- 68Associative deficit hypothesis:older adults have a deficient in retrieving links between single units of information; older people have been shown to be able to identify names and faces, but have a harder time associating them
- 69How do older people recall recent events, and what is important to their learning?can still demonstrate knowledge of those events when tested more subtly
tended to do as well as younger participants on implicit memory tests
self-pacing with implicit learning was important - 70Korsakoff's syndrome:a form of amnesia affecting the ability to form new memories, attributed to a thiamine deficiency and often seen in chronic alcoholics
an atrophy of brain tissue due to malnutrition; unable to recall events since the affliction - 71Disconnection syndrome:patients may be ante o acquire new information, and are not yet aware that learning has taken place
- two memory systems are disconnected - 72How do we test disconnection syndrome?tested with the famous names paradigm
- both control group and people with amnesia tended to rate nonfamous names from the first list as famous; the control group was able to realize this, while amnesiacs were not - 73What did Warrington and Weiskrantz find in their word fragment completion task?tested implicit and explicit memory
amnesiacs were much less successful on the explicit recall test - 74describe Alzheimer's disease:begins with the deterioration of episodic memory
early stages involve the decline in the ability to retain recently acquired information
semantic memory becomes impaired with progression
deterioration of knowledge that once existed - 75What are some ways to adapt the environment of those who suffer from memory impairment?environmental adaptation such as minimizing the amount of situations that require memory - timetable, room indicators for patients
- 76prospective memory:intention to remember something at a future time like an appointment
- 77errorless learningtaught in such a way that they never have the opportunity to make errors
- 78Method of vanishing cues:a way of teaching amnesiac patients the meaning of computer commands by presenting them with the definition if the commands/fragments of command names, and adding or removing letters until they can name the command
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- Fall 2018 Karteikarten am PSYC 2480 - Chapter 5, erstellt von Chantal Delaquis am 27/10/2018.
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- Chantal Delaquis
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