Midterm 2 Psyc 105

Front 1

Distinguishing between STM and LTM

Back 1

Long term memory: portion of memory system that holds information for a unlimited time and unlimited potential capacity, the more recent the memory is the more detailed it is.

Front 2

Double dissociation: Clive Wearing & H.M. vs. K.F.

Back 2

how we can tell that there are two systems of memory. Losing one function and keeping another… (these patients suffer of double dissociation). Different portions of the brain and they are independent.

Front 3

Context-reinstating:

Encoding specificity (the divers) :

Back 3

: substances, moods, and surroundings. we encode our moods and surroundings while we are learning something. If we can reinstate that context we were in we are more likely to get to that trace. Retrieving memory and context.

: when we encode something in a specific situation we are able to retrieve it better in that same situation

Front 4

How to study effectively

Back 4

Elaborate — the more you elaborate the information during encoding the more you’ll be able to retrieve later on; imagery, stories, mnemonics…

Generate and test — generation; when you teach it someone else, pass it down to someone else. Make up your own questions

Organize — (laundry story) help reduce load on memory: outlines

Take breaks

Match learning and testing conditions — vary study locations! Avoid “illusions of learning”

Front 5

Memory Networks

Back 5

theory of how the long term memory system represents and retirees information

Front 6

Spreading Activation

Back 6

activation travels from one node to another via associative links. When you activate one node it activates another node that is connected to the original node one way or another. Based on context/meaning. It activates other nodes of memory that are connected. Similar to neurons, because it needs to reach a threshold which will cause it to fire.

Front 7

Hints

Back 7

you activate all the nodes that are connected to whatever you're trying to figure out… but you don't activate it enough to reach the threshold. But if you get a hint then it activates another node and together they will pass the threshold and you will be consciously aware.

Front 8

Context-dependent learning

Back 8

is dependent on the state one is in during acquisition. If the context is there doing retrieval, retrieval has a better chance at being successful. (Experiment about water/divers, by Godden and Badely) …

Front 9

Semantic Priming

Back 9

If words are related in its meaning then people are faster than if the words are unrelated. Lexical decision task!

Front 10

Forms of Memory Testing

Back 10

Recall — Search memory and look for items that you store. Free recall: generate without a cue. Cued recall: generate with a clue.

Recognition — decide if an item is the right one (comparing something to your memory) similar to recall if you have a strong source memory; like a distinct memory. Source memory: you have the memory there, so recognition is matching the item thats out there in front of you to the memory that is in your mind. In other cases recognition is based off a feeling of familiarity.

Front 11

Remember vs. Know (source memory vs. familiarity)

Back 11

remembering to have seen something (source memory), and knowing that I've seen something (familiarity).

Front 12

Types of LTM

Back 12

Explicit (declarative) — easy to put into words long term memory! We only retrieve from this side. (conscious memory)

Implicit (non-declarative) — memories that we aren't consciously aware of. Not memories we can put into words, still influence behavior but not aware of these memories. Includes procedural memory/muscle memory, priming/ and classical conditioning. This memory is tested indirectly.

Front 13

Episodic (EXPLECIT)

Back 13

specific personal experiences (yesterdays breakfast/15th birthday) ; personal events/episodes. It includes sights, taste, sounds, feelings.

Front 14

Semantic (EXPLECIT)

Back 14

knowledge on facts/language (capital of California?) anytime you're taking a test you test semantic memory.

Front 15

Evidence for separation of systems (EXPLICIT)

Back 15

patients that show only episodic memory or semantic memory. Damaged hippocampus means no episodic memory; cant relive events from past, but semantic memory intact. because can remember general information.

Front 16

Connections between the systems (EXPLICIT)

Back 16

both show double dissociation. Every semantic memory that we have started off as an event/episodic. Semantic memory can be enhanced if associated with episodic. Semantic memory can influence what you experience; how you code things.

Front 17

Priming (IMPLICIT)

Back 17

change peoples likelihood of producing certain words or making certain choices by showing them something beforehand

Front 18

Procedural Memory (IMPLICIT)

Back 18

muscle memory; learning how to ride a bike or piano…. something that your body remembers how to do outside of your conscious awareness.

Front 19

Classical Conditioning

Back 19

response that is made unconsciously but its based on something that has happened in the past. A learned dissociation. Behavior based on memory, but not a conscious memory.

Front 20

False Fame (“Becoming Famous Overnight”)

Back 20

list of non famous names, then have test non famous names, famous names, and more new non famous names. Names become familiar, and source misattribution goes away

Front 21

Propaganda effect (IMPLICIT)

Back 21

more likely to rate statements read or heard before as being true later on “illusion of truth”. they like things more if they have seen something in the past. This occurs even if the participants are told the first time they hear them that statements are false.

Front 22

Source misattributions

Back 22

remember the memory itself but you don't remember the actual source. Source monitoring error.

Front 23

Amnesia

Back 23

disruption to memory due to brain damage

Front 24

Retrograde vs. Anterograde

Back 24

Retrograde: loss of memory before disruption, Memories that had already been formed are lost.

Antegorade: inability to form new long term memories (Moment of brain injury)

Front 25

Changes at the synapse: LTP

Back 25

patterns of neurons firing together. we can change the firing we can represent what we know or remember

Front 26

Major structures

Back 26

for learning and memory:

Front 27

Medial temporal lobe (MTL)

Back 27

important hippocampus!

Front 28

Perirhinal cortex

Back 28

when this area is more active during encoding it is more likely we will remember the information later on

Front 29

Consolidation:

Back 29

new memories are most fragile

Front 30

Synaptic consolidation

Back 30

occurs at the synapses, happens rapidly. Always changing the connections we have between our neurons.

Front 31

Systems consolidation

Back 31

involves gradual organization of circuits in brain. Overtime the memory becomes distributed in many portions of the brain, and that makes it stronger, because its represented in a much large scale of the brain. Less of a chance of losing it.

Front 32

Role of hippocampus in recent vs. remote memory

Back 32

If it is a recent memory then when you are retrieving it your hippocampus is more active than others areas. If its a remote memory its no longer just stored in your hippocampus, because its been consolidated into other areas of your brain so our cortex is very active when we go to retrieve it. (H.M. fits with system consolidation).