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77 Cards in this Set
- Front
- Back
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what is memory |
memory is highly structured, there are different forms, different neural structures support different types of memory |
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difference between STM & LTM |
STM time is secs to minutes and capacity is small & limited LTM lasts days or years and capacity is potentially unlimited |
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the 2 major classifications of Long term mem |
Explicit and Implicit |
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Implicit memory is |
aka non declarative memory retention independent of conscious recollection procedural memory (motor skills, riding a bike) skill memory "how to do" things priming, associative with conditioning |
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Explicit memory is |
aka declarative memory memory for facts and events, consciously recollected semantic-- facts Episodic-- events |
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source monitoring |
where did i get that information? |
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source error |
misidentifying source of memory also called “source misattributions” |
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source memory |
process of determining origins of our memories |
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Bartletts war of the ghost experiment |
shows over time reproduction of a story becomes shorter and more inaccurate, story was changed to be more consistent with their own cultures |
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what is the reconstructive nature of memories |
memory can be influenced by inferences that people make based on their experiences and knowledge schema & scripts play role schema = knowledge about aspect in enviro. script= conception of sequence of actions that usually occurs during a particular eperience |
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misinformation effect |
misleading information presented after a person witnesses an event can change how that person describes the event later |
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false memory and false memory syndrome |
related to eyewitness but is when an event that didn’t happen gets implanted in the mind and you really believe that it happened. condition in which a persons identity and relationships center around a false but strongly believed memory of traumatic experience. sometimes induced by well-meaning therapists |
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Loftus & misleading questions |
misleading questions cause eyewitnesses to reconstruct memories - car crash exp. using smashed vs. hit - suggests how u ask a question after an event has taken placed plays a big role in how the witness thinks they experienced the event - shows importance of verbal labels |
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Reminiscence Bump |
we remember events best that were novel and new for us like driving and these events usually occur in this bump from ages 10 - 30. at age 20 is the peak of the bump and researchers think because at this age in late adolescence we learn about who we are and create self identity. |
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Flashbulb Memories |
a clear memory of an emotionally significant moment or event. i.e. 9/11but we don’t remember them any more accurately, the details also fade over time. emotional, vivid, and very detailed but are NOT photograph memories |
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Autobiographical memory |
memory for specific experiences from our life includes both episodic and semantic componentsmental time travel, multidimensional: spatial, emotional, and sensory components -cabeza study found brain regions: MTL, parietal cortex, prefrontal & hippocampus activate the brain knows its looking at a picture it took |
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proactive interference |
(forward acting)= old info interferes with newly learned info |
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retroactive interference |
(backwards acting)= new learning affects recall of old info |
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schemas and scripts |
affect how we reconstruct memories because we use our knowledge about some aspects in the environment (schemas) and our conceptions about how a sequence of actions usually occurs during a particular experience (scripts) to construct how we remembered something |
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techniques to improve eyewitness memory |
-line ups-interviewing techniques -- cognitive interview where reinstate the episode by asking more details like how did you feel how was the weather or smell? and to restate events out of order like middle then end then beginning reduce suggestions |
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Forgetting curve |
finds that retention dramatically drops closer in time after learned then levels off |
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what is a concept |
mental representations of knowledge are concepts |
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what is a category |
the process by which things are place into groups called categories |
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Definitional approach of categorization |
when we have a concept, our understanding of it is based on its definition. e.g. triangle: closed geometric form has 3 sides and angle adds up to 180. straight forward but does not work very well because not all members of everyday categories have the same defining features ex: chairs can have 4 legs but not all do, like bean bags |
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Prototype Approach |
if we look at members of a category we extract out what seems to be shared or more common, what is most prototypical. we select a prototype to compare things too. the prototype specifies which properties are most likely to be true of the category. we determine based on its similarity to the prototype * its an abstraction of what is most typical that is created in our mind |
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Penfields work electrical stimulation & episodic memory |
he found that when stimulating patients temporal lobes they (8%) experienced specific memories penfields research, led to idea that memory areas in the brain could be localized and that the lateral temporal lobe may play role in episodic memory storagemore recently stimulation of lateral temporal lobe subjects remembered certain things with stimulated prob with this theory is that not all patients experienced this |
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Episodic memory |
memories for events, situations, and experiences ex: time. place, people involved part of explicit (declarative mem) |
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Semantic memory |
memories for facts for example: world knowledge part of explicit (declarative mem) |
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priming |
presentation of one stimulus affects performance on that stimulus when it is presented again ex: propaganda effect, more likely to rate statements read or heard before as true |
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neural structure that supports explicit memory |
medial temporal lobe lateral temporal lobe = episodic memory* |
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neural structure that support implicit memory |
cerebellum & basal ganglia |
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way to test explicit memory |
recall ex: write down the words you remember from the list in the earlier slide |
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way to test implicit memory |
word stem completion shows partial part of a word and must complete it |
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retrograde amnesia |
cannot remember old memories -forgetting events that occurred before brain damage temporal gradient: early memories are better remembered than memories before trauma often becomes less severe with time |
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anterograde amnesia |
cannot form new episodic memories inability to acquire new information does not affect stm does not affect general knowledge from past difficulty learning new facts spares skilled performance |
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why did we study patient HM? |
he had severe epilepsy and had his medial temporal lobes, including hippocampus removed and we wanted to see how this affects memory his surgery resulted in pro found amnesia extreme anterograde and partial retrograde |
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what could HM learn & remember? |
his general knowledge was in tact but such in time he could remember events and facts in his distant past, events from childhood normal short term memory preserved, can form new implicit memories like learn mirror reverse read and mirror trace but no explicit memory of learning it |
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what could HM not learn & remember? |
he could not remember events/facts learned in the years just before his surgery he could not learn new facts or remember information about events since his surgery |
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what have we learned can amnesiacs acquire any new knowledge? |
we learned explicit memory is impaired but implicit memory is intact (how to) |
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what we learned from amnesiac patients |
•Thereare different types of memory systems. •Variouskinds of memory depend on different brain areas. Suggeststhat MTL is important for forming new memories •MTL notcritical for procedural learning•HMcan learn new tasks |
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1st stage of memory Encoding |
getting information into the brain newly learned info is attended to and processed when first encountered acquisition, organization |
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2nd stage of memory Storage & consolidation |
retention of encoded info over time information can be retained temporarily or over a longer time frame consolidation= progressive stabilization of memory traces synaptic consolidation occurs at synapses, cells that fire together, wire together = Hebbian Learning. *Learning = changes at the synapses. the Aplasia study consolidation is the interaction between the medial temporal lobes and cortex |
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3rd stage of memory Retrieval Process |
process of getting info out of the memory system recognition: measure of memory where p has to identify items previously learned, like on a multiple choice testrecall: measure of memory where p must retrieve info learned earlier, like fill in the blank questions retrieval cues: things that help you access information and is influenced by many factors like mood & internal state |
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Levels of Processing View |
Based on idea that the "deeper" an item was processed, the more it was consolidated and stored in long term memory Crake & lockhart: Subjectsshowed better memory for items that were deeply processed |
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generation effect |
you are morel likely to remember info you generate passively "memorizing" (talk about info with people) |
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Spacing effect |
massed practice vs. distributed practice, which is more effective. massed practice (cramming, many trials) vs. distributed practice (trials with same stimulus over period of time). memory is better for repeated info if repetitions occur spaced over time |
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chunking |
organizing info into familiar manageable units like acronyms. like Roy g big |
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hierarchies |
help = organizing info into hierarchical groups like doing a long term memory tree |
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Hebbian learning |
consolidation "cells that fire together wire together" such synapses may be critical for many kinds of associative learning. *Learning = changes at the synapses |
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Long term Potentiation |
a long lasting strengthening of a synapse, thought to be associated wth memory. leaving the neuron at a ready to receive state. *glutamate = major excitatory neurotransmitter and long term potentiation depends on changes at glutamate receptors: AMPA receptors(Na+ions enter) & NMDA receptors (Na+ and magnesium(calcium) ions |
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primacy effect |
items that you remember 1st you are more likely to remember |
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recency effect |
item that occurred most recently you are more likely to remember |
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encoding specificity principle |
we encode information along with its context, if you take test in the same environment you studied in then you will do better. |
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mood congruent memory |
if you study when your sad you are more likely to do better on the exam if you are sad. the tendency to recall experiences that are congruent with ones mood (when happy recall happy) |
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state dependent memory |
if you learn something in one state you will test better on that if in the same state. |
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serial position effect |
words at the beginning and end of the list are remembered more than in the middle recency effect primacy effect |
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Ebbinghaus |
found we can boost our memory through rehearsal also that the amount of information retained depends on the time spent learning he used nonsense syllables to demonstrate this 100 years ago |
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testing effect |
shows enhanced performance when tested, we do better than when we passively re read information |
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what are the neurotransmitters involved in learning in memory |
the glutamate molecule sodium glutamate receptors: AMPA receptors(Na+ions enter) & NMDA receptors (Na+ and magnesium(calcium) ions |
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consolidation photo the interaction of neuronal connections |
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neo cortex and storage |
all types of memory are stored diffusely throughout cortex. perceptual memories are stored in more posterior brain areas, executive memories are stored in frontal brain areas |
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retrieval recall |
measure of memory in which the person must retrieve info learned earlier cued vs free recall |
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retrieval recognition |
measure of memory in which the person has only to identify items previously learned like a multiple choice test we can recognize more than we recall |
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what are retrieval cues? |
things that help you access target information retrieval can be influenced by a variety of factors (such as context and mood) pattern completion=part of encoded info reactivates the other parts that make up the whole (linked parts). recapitulation= reinstatement of the pattern of activations that was present at encoding. reactivating the same neural pattern when u bring up this memory as when you made it. |
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strategie to boost memory retrieval |
metacognition-ability to know our own cognitive function and to be able to use that knowledge, remember/know procedure |
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missattributions |
are when we mis identify where we got the information from . misidentifying the source of a memory |
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family resemblance |
category members typically share a set of common features things in a category resemble one another in a number of ways -certain features tend to go together like feathers & wings, scales & fins |
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exemplar approach |
what we have in our memory bank are based on our experiences. we have all these examples in our mind of what things are stored in our memory. differs from prototype because uses store specific examples |
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basic level categories |
categories of furniture & vehicles -chair, sofa very representative -automobile very representative •Basiclevel concepts share many attributes with members of the category, and fewattributes with other members of other categories. BasicLevel --- it is the most informative level •Basiclevel categories are accessed faster than others |
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how does knowledge affect categorization? |
knowledge is based on specific past experiences, knowledge is episodic e.g. concept of a dog category representation consists of storage of a number of category members |
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lexical decision tasks |
“Yes” if both strings are words; “no”if not•Some pairs were closely associatedY: “Bread, Wheat” “Chair, Money”N:“BleemDress” •Reaction time was faster for associated pairs (e.g., bread,wheat)•shows Spreading activation |
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semantic networks |
spreading activations activation is the arousal level of a node when a node is activated, activity spreads out along all connected links concepts are linked concepts that receive activation are primed and more easily accessed from memory |
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mirror neurons |
•neurons areneurons that are active during both performing a movement and while watchingsomeone else perform the same or similar movement•Discovered in monkeys:Monkey See Monkey Do•Do they exist in humans??? |
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prototype approach |
if we look at members of a category we extract out what seems to be shared or more common, what is most prototypical. we select a prototype to compare things too. differs from exemplar because uses abstract representations |
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embodied approach |
•Ourknowledge of concepts is based on reactivation of sensory and motor processesthat occur when we interact with the object•Using a “hammer”: size, shape, howit feels, what its used for…Next time we hear or see the work“hammer” •Mentalsimulations are used to represent the objects and their categories. |
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connectionist models |
when a node is activated activity spreads out along all connected links |
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how are concepts represented in brain |
•Concepts that receive activationare primed and more easily accessed from memory |
