Ltm 3

Front 1

What are some factors that aid encoding?

Back 1

• Placing words in a complex sentence
• Visual imagery
• Self‐reference effect
• Generation effect
• Organizing to‐be‐remembered information
• Testing

Front 2

How did Slameka & Graf's study demonstrate the generation effect?

Back 2

– “Read” group: Read these pairs of words:
king‐crown; horse‐saddle, lamp‐shade
– “Generate” group: Fill in the blank with a related word:
king‐cr___; horse‐sa____, lamp‐sh___

Front 3

How did Bransford & Johnson's study demonstrate Organizing to‐be‐remembered information?
What were their findings?

Back 3

Presented participants with difficult‐tocomprehend
information
– Experimental Group 1:
First saw a picture that helped explain the information
– Experimental Group 2:
Saw the picture after reading the passage
– Control Group:
Did not see the picture

They found Group 1 outperformed the others:Having a mental framework of comprehension aided memory encoding and retrieval

Front 4

How did Roediger and Karpicke's study demonstrate the testing effect?
What was the results?

Back 4

• Participants read a passage and then either
– Recall as much as they could
– Reread the passage
• Tested recall after a delay

after 5 minute delay, re-reading group remembered more
after 2 days and 1 week testing group remembered more

Front 5

What does it mean that LTM is content addressable?

Back 5

We retrieve memories based on what they are
about
• Not based on where they are stored in memory

Front 6

Stimuli that help us remember information

Back 6

retrieval cues

Front 7

Describe how Tulving & Pearlstone's study demonstrated retrieval cues
What were their results?

Back 7

Two groups: cued recall versus free recall
• Participants studied a list of words
More specific retrieval cues aid recall

Front 8

Describe Mantyla's study on Self‐generated cues versus other’s cues
What were the results?

Back 8

• Group 1:
– Learning: See 600 nouns & generate 3 associated words for each
• banana: yellow, bunches, edible
– Test: See the 3 associated words, try to recall noun
• Group 2:
– Learning: See 600 nouns & read 3 associated words for each
• banana: tropical, fruit, slippery
– Test: See the 3 associated words, try to recall noun
• Group 3:
– No learning
– Test: See 3 associated words, try to guess noun

Group 1 recalled more than group two which recalled more than group 3

Front 9

Retrieval better is when conditions at retrieval _____ conditions at encoding

Back 9

match

Front 10

We learn information together with its
environmental context
e.g. “diving experiment”

Back 10

Encoding Specificity

Front 11

What were the results of Godden & Baddeley's (1975) “diving experiment”?

Back 11

those who studied underwater remembered more when tested underwater and those who studied online remembered more when tested on land

Front 12

What were the results of Grant et al.'s (1998) “studying experiment”

Back 12

those who studied with noise remembered more when tested under noise and those who studied in quiet remembered more when tested in quiet

Front 13

Learning is associated with a particular
internal state

Back 13

State‐Dependent Learning

Front 14

Describe Eich & Metcalfe's study on state dependent learning
what were their results

Back 14

Used happy or sad music to induce a mood
before studying

Better memory if person’s mood at encoding
matches mood during retrieval

Front 15

Learning is associated with the process used
to encode the information

Back 15

Transfer‐appropriate processing

Front 16

Describe Morris et al.'s study on Transfer‐appropriate processing
What were their results?

Back 16

Varied the level of processing using different
encoding tasks:

Two conditions:
1) meaning condition -putting words into contex
2)Rhyming condition

Retrieval - Rhyming

Memory is enhanced if the encoding process
is similar to the retrieval process

Front 17

What brain areas are responsible for LTM?

Back 17

Medial temporal lobe structures

Front 18

Describe Davachi et al.'s study on LTM and brain areas
What were their results?

Back 18

Study phase:
– While in fMRI
– Presented 200 words
– Associate image with each
word

Test phase:
– Presented 200 new words
& 200 old words
– Recognition test –
respond new/old for each

Analysis: Look at brain activation at encoding as a
function of success during retrieval

Success at retrieval predicted by perirhinal
cortex activation at encoding.

Front 19

Based on cases including H.M.:
• Medial temporal lobes critical to:

Back 19

Formation/encoding of new long‐term memories
– Storage of “recent” long‐term memories

Front 20

Transforms new memories from fragile state
to more permanent state

Back 20

Consolidation

Front 21

How does consoldation work?

Back 21

Involves gradual reorganization of circuits in
brain

Front 22

Describe the standard model of consolidation

Back 22

• Retrieval depends on hippocampus during
consolidation
• Information gradually shifts from hippocampus to
cortex
• Reactivation contributes to this shift
– Hippocampus replays neural activity associated with
memory
– This occurs during sleep, relaxation, and conscious
recall
• After consolidation, hippocampus is no longer
needed

Front 23

– Learns rapidly (single trial learning)
– Creates distinct memories for each event/instance
– More important for episodic memories

Back 23

hippocampus

Front 24

– Learns slowly
– Extracts generalities across events/instances
– More important for semantic memories

Back 24

Cortex

Front 25

Questions the assumption that the hippocampus
is important only at the beginning of consolidation
(Hippocampus has been shown to be activated
during retrieval of both recent and remote
memories)

Back 25

Multiple trace hypothesis

Front 26

What are the areas responsible for procedural LTM

Back 26

– Cerebellum & movement coordination
– Basal ganglia & action selection

Front 27

What brain areas are responsible for conditioning in LTM?

Back 27

– Amygdala & fear conditioning