Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
51 Cards in this Set
- Front
- Back
|
What method can we use to prove that short-term memory and long-term memory function independently of one another? |
Double dissociation |
|
|
Who were Clive Wearing, H.M., & Mr. G and why were they important? |
These were all patients who had a functioning short-term memory but could not form new long-term memories. They are important because they are one half of the double dissociation that proves that short-term and long-term memory function separately |
|
|
Who was K.F. and why was he important? |
He was a patient who had a damaged short-term memory but a functioning long-term memory. He was important because he was the other half of the double dissociation that proves that short-term and long-term memory function separately |
|
|
What is context-dependent learning? |
Learning that is dependent on the state one is in during acquisition |
|
|
What main experiment demonstrates context-dependent learning? |
Godden & Baddeley's diving experiment: had people learn underwater or on land, then tested them underwater or on land Showed that matching context of encoding and acquisition helps people remember information better |
|
|
What other two experiments demonstrate context-dependent learning? |
Grant et al.: people studied with noise or without noise and were tested with or without noise--performed better if contexts matched Eich & Metcalfe: people studied while happy or sad, then tested while happy or sad--performed better when moods matched |
|
|
What is context reinstatement? |
Says that recreating the context present during learning improves memory performance |
|
|
Why does context affect how strongly you remember information? |
It changes how you approach retrieving information because when you store memory, you also store the context in which you encoded it into your brain, so remembering that context helps you better remember that information |
|
|
What did Fisher & Craik's experiment show? |
1) People remembered better when they thought about the meaning of the information (rather than the sound) 2)People learned better if they thought about either the meaning or sound and got a clue for the same thing |
|
|
What is encoding specificity? |
Remembering something within a specific context (i.e. diving experiment) |
|
|
What are 8 ways to learn more effectively? |
1) Elaborate 2) Teach to others & test yourself 3) Organize (i.e. outlines, trees, etc.) 4) Match learning & testing conditions 5) Take breaks 6) Avoid "illusion of learning": familiarity does not mean comprehension 7) Create associations to prior knowledge 8) Sleep |
|
|
What is a memory network? |
A theory of how the long-term memory system represents and retrieves information (i.e. word feature net) |
|
|
What is spreading activation? |
Says that activations travel from one node to another via associative links |
|
|
What are the characteristics of nodes? |
Similar to neurons Inputs sum to reach a threshold, which causes firing If recently fired, require less stimulation to fire again because they're "warmed up" |
|
|
How do hints help us remember? |
By the theory of spreading activation: sometimes we might not have enough information to activate the right node, but hints can activate a certain node that will spread that activation to the node we're trying to activate |
|
|
How does spreading activation explain context-dependent learning? |
Context is linked to information. If we have normal cues and are trying to connect to that information, adding in the context can spread that activation to the information we want. |
|
|
What is semantic priming? |
The effect that elicits a faster response time in a lexical decision task for semantically-related pairs of words vs. unrelated pairs of words |
|
|
How is semantic priming explained by spreading activation? |
If two pairs of words are semantically related, then participants will have a faster response time recognizing the 2nd word because the 1st word already indirectly activated the 2nd word |
|
|
What is the difference between recall and recognition? |
Recall: generate item with or without a cue; requires search through memory Recognition: decide if an item is the right one |
|
|
What two different types of recognition are there? |
Source memory recognition: being able to recognize an item based on a source memory Familiarity recognition: recognizing an item based off of familiarity alone |
|
|
What are the neural differences between source memory recognition and familiarity recognition? |
Source memory associated with hippocampus Familiarity associated with rhinal cortex |
|
|
What is explicit (declarative) memory and what are the different types? |
Conscious memory-- Episodic: personal events/episodes Semantic: facts/knowledge |
|
|
What is implicit (nondeclarative) memory and what are the different parts? |
Unconscious memory-- Procedural: muscle memory (i.e. riding a bike) Priming: previous experiences change responses without conscious awareness Classical conditioning |
|
|
What evidence proves that episodic and semantic memory operate independently of each other? |
Double dissociation: K.C.: damaged hippocampus, no episodic memory, semantic memory intact Italian woman: encephalitis, impaired semantic memory, episodic memory preserved Neurological evidence of activation in two different areas of the brain |
|
|
How are episodic and semantic memory related? |
Episodic can be lost (fade), leaving only semantic Semantic can be enhanced if associated with episodic by being given personal significance Semantic can influence what we experience (episodic) by determining what we attend to |
|
|
What is repetition priming? |
Says that the presentation of one stimulus increases memory of that stimulus the next time it is presented |
|
|
What experiments demonstrate repetition priming? |
Tulving: presented participants with words in an unrelated context then had them complete word fragments--higher accuracy with primed words Graf et al.: particpants rate words based on likability and were tested on their memory of those words |
|
|
What were the results of Graf et al.'s experiment? |
Korsakoff's patients could not recall words, but showed equal implicit memory performance in stem completion task as other, non-brain-damaged participants Demonstrates repetition priming in the absence of explicit memory |
|
|
What was Warrington & Weiskrantz's experiment? |
Showed Korsakoff's patients fragmented pictures and asked them to identify objects. Patients got better over time, even though they couldn't remember ever doing the experiment before. Shows that implicit memory still works even though explicit memory is gone |
|
|
What is the propaganda effect? |
Being more likely to rate statements read or heard before as being true later on Occurs even if participants are told these statements are false the first time they hear them |
|
|
What are the characteristics of procedural memory? |
Memory for actions Actions performed without being consciously aware of how to do them Don't need this to form new long-term memories |
|
|
Why is classical conditioning a part of implicit memory? |
Because it is an unconscious memory response |
|
|
What is false fame? |
Making a source monitoring error in our source memories (where/when we got a piece of information) |
|
|
Why does false fame occur? |
Because we remember the information, but the source of where/when we encoded that information is misidentified |
|
|
What experiment demonstrates false fame? |
Jacoby et al.: participants read nonfamous names, then immediately read a new list with original/new nonfamous names + new names and are asked which are famous. Then wait 24 hours and do test again. Result: some nonfamous names are mistakingly identified as famous after the 24 hour period because they misattributed the source of familiarity they had |
|
|
What is source confusion? |
The effect eyewitnesses experience when selecting someone from a lineup based off of familiarity instead of recall |
|
|
What is the difference between retrograde amnesia and anterograde amnesia? |
Retrograde: loss of memory before damage Anterograde: inability to form new long-term memories |
|
|
Who is Clive Wearing? |
Patient with anterograde amnesia Unable to form new long-term memories due to viral encephalitis Working memory last for about 30 seconds if he's paying attention |
|
|
Who is Mr. G? |
Patient with anterograde amnesia Unable to form new long-term memories due to Korsakoff's syndrome Believes that it is 1945 and is startled by the "sudden" changes around him |
|
|
Who was H.M.? |
Patient with antergrade amnesia ( and slight retrograde amnesia) caused by the removal of his hippocampus Couldn't form new explicit long-term memories, but could form new implicit long-term memories (got better at tasks) and working memories |
|
|
What does H.M.'s case study tell us about the hippocampus' role in long-term memory? |
Shows us that the hippocampus is vital for the creation of new, explicit long-term memories, but not for the creation of new implicit memories or the recall of old explicit long-term memories |
|
|
What was Claparede's experiment? |
Would shake Korsakoff patients' hands with pin in his own hand, which would prick the patients. Later, the patients couldn't remember Claparede, but refused to shake his hand. |
|
|
What double dissociation shows that implicit and explicit memory are independent of each other? |
Patients with hippocampus damage showed fear (implicit) with no memory (explicit) (i.e. Claparede) Patients with amygdala damage showed memory (explicit) with no fear (implicit) |
|
|
What was Hebb's theory on learning in the brain? |
That learning and memory is represented in the brain by physiological changes at the synapse |
|
|
What is long-term potentiation (LTP) and how does it happen? |
The enhanced firing of neurons after repeated stimulation The repeated stimulation of a certain neuron causes the creation of more complex connections to that neuron, which causes an increase in the firing rate, even though the stimulus is the same |
|
|
What is the medial temporal lobe (MTL) and why is it important? |
Includes the hippocampus (forming long-term memories) and perirhinal cortex (encoding of words) |
|
|
What does graded retrograde amnesia prove to us? |
That memory for more recent events is more fragile than for remote events, because patients with retrograde amnesia lose past memories on a gradient |
|
|
What is consolidation and what are the two levels of consolidation? |
The process of transforming new memories from fragile states into more permanent ones Synaptic: occurs at synapses, happens rapidly Systems: involves gradual reorganization of circuits in brain (explains graded retrograde amnesia) |
|
|
What is the role of the hippocampus in consolidation? |
Helps retrieval of information during consolidation by replaying neural activity associated with memory Plays a role, but isn't needed after consolidation occurs because, at this point, cortical connections have now formed |
|
|
How are our memories constantly being altered? |
Through reactivation & reconsolidation, which can introduce small errors to a memory every time these occur--memory constantly being restructured & remodeled |
|
|
How is consolidation research being used to treat PTSD? |
They're injecting a protien synthesis inhibitor into the amygdala (fear area) after they retrieve a traumatic memory, which reconsolidates the memory into something not associated with fear |
