Psych 240 Exam 2

Front 1

Warrington and Shallice (Animal Categories)

Back 1

1. Described four patients with brain damage who exhibited a deficit for animal categories (hard to name and define) (dogs, robins).
2. Had little difficulty naming and defining artifact categories
3. In rare cases patients have deficit in artifact category but proficient in animal category
4. Double dissociation suggests that different localized brain areas represent these two kinds of categories.

Front 2

Modality-specific Brain Systems (Evidence)

Back 2

Humans see animals more often (engaging in visual modality) than work with them. Also, work with artifacts more than look at them.
Therefore lesions to the visual system will produce deficits in animal categorization more than artifact categorization while lesions to the motor system will inhibit artifact categorization more than animal categorization.
-Neuroimaging studies have shown different areas of activation when subjects process categories from different domains (animals and artifacts); artifacts activate pre-motor areas more than artifacts do.
-Damage to temporal lobe produces categorical deficit for animals (association area)

Front 3

Generation Effect

Back 3

You are more likely to remember information you retrieve or generate during study than information that you simply receive an attempt to "memorize." (209)

Front 4

Herman Ebbinghaus

Back 4

Taught himself meaningless consonant-vowel-consonant syllables

Front 5

Spacing Effect

Back 5

With any considerable number of repetitions, a suitable distribution over a space of time is decidedly more advantageous than massing of them at a single time

Front 6

Fusiform Gyrus,

Back 6

Implicated in face word within category identification, number identification, processing color

Front 7

outuput interference

Back 7

Strengthening of memories provided by the acct of initial retrieval blocks the retrieval of other memories .

Front 8

Baddeley/ Hitch STM experiment

Back 8

Read participants a sentenced and asked them to answer a true/false question. They also told them to memorize a string of 6 to 8 digits, which should fill up short term memory capacity; if short term memory store is critical for performing complex cognitive tasks, then memorizing the digit string should impair responses;

Result: subjects took slightly longer answering but at the same level of accuracy, indicating that there are multiple systems available for short-term storage

Front 9

Baddeley-Hitch Model of Working Memory

Back 9

1. Primary function of short term storage is to enable complex cognitive activities that require the integration, coordination, and manipulation of multiple bits of mentally represented information
2. Central executive governs the deposition and removal of information from short-term storage and storage buffers
3. Phonological loop and visuospatial scratchpad; short-term stores are independent

Front 10

Phonological Similarity Effect

Back 10

When items simultaneously stored in working memory have to be serially recalled, performance is significantly worse when when the items to be maintained sound the same.

Front 11

Word Length Effect

Back 11

Performance on recall task is worse when the items to be maintained are long words (the time it takes to say word is important, not number of syllables)
Support: Faster individual's speech rate, the more items can be recalled correctly from working memory

Front 12

Articulatory Suppression

Back 12

-performance impaired, neither phonological similarity and word length effect are present

Front 13

Patient P.V.

Back 13

Had stroke that damaged left hemisphere, especially cortical regions thought to be involved in language processing, could speak, but showed decrements in verbal working memory tasks

When performing verbal working memory tasks with visually presented items, P.V. showed no evidence for word length effect or phonological similarity, used visuspatial scratchpad rather than phonological loop

When doing tasks with auditorily presented words, P.V. showed phonological similarity effect but no word length effect

Front 14

Impairments (phonological working memory)

Back 14

Parietal lobe damage- phonological storage impairments
Left inferior frontal cortex damage- articulatory rehearsal impairments

Front 15

Paulesu

Back 15

Had participants decide whether a each of a series of letters rhymed with B, and noted activation in just the left frontal cortex. When storing memories of English letters, activation in parietal lobe and frontal cortex

Showed dissociation between phonological storage and articulatory rehearsal.

Front 16

Brooks (1968)

Back 16

Visuospatial Imagery and Interference Task

Response time longer when participants had to make judgments about the corner and point to yes or no than than when they made judgments and spoke responses, suggested spatial movements interfered with mental navigation

Front 17

Central Executive Functions

Back 17

1. Determines what information is deposited in the storage buffers
2. Determines which buffer- the phonological loop or visuospatial sketchpad for visual- is selected for storage
3. Integrates and coordinates info between the two buffers
4. Provides a mechanism by which information held in the buffers can be inspected, transformed, and otherwise cognitively manipulated

Front 18

Schema

Back 18

Highly organized cognitive framework containing information about a person, group, or event

Front 19

Brewer and Treyens

Back 19

Graduate student's office; participants recalled expected objects or highly unexpected objects

Front 20

Bower, Black and Turner

Back 20

stories about going to the doctor's office, going to the dentist; health care schema activated; when memory tested, subjects indicated high confidence for events that happened and events that didn't happen that were consistent with the schema, the more stories read about the schema, the more confidence schema-consistent event was in a story; ideas contained in schema become a part of memory with items and events actually experienced

Front 21

Bahrick's Research on Very Long Term Memory

Back 21

Subjects remembered high school Spanish or the names and faces of their high school classmates even 30 or 50 years later

Front 22

Why Might Spacing Work?

Back 22

1. Pay less attention during prolonged study of same/similar material
2. If you study on different occassions, then the learning takes place in more contexts. Could lead to richer more elaborated memroies or more routes to retrieval
3. Greater encoding variablility as you focus on and encode slightly different aspects of the material.

Front 23

Bower

Back 23

Participants remembered 65% of the organized list, but only 19% of the random list

Front 24

Nelson (Evidence Supporting "Still There" Theory

Back 24

Paired associate list subjects forgot 25%

Front 25

PET Study of Implicit and Explicit Memory

Back 25

Explicit results: Hippocampus and frontal lobe activity up
Posterior visual activity down

Front 26

Double Dissociation Between Explicit and Implicit Memory

Back 26

The modality in which the words were presented affects implicit memory but not explicit memory
2. The level of processing of a word affects explicit memory but not implicit

Front 27

Craik and Lockhart

Back 27

Levels of Processing Model

Front 28

Sperling Iconic Memory Research

Back 28

Matrix of letters for 50 millisecons and identify as many letters as possible; participants typically remembered 4 letters
Flash a matrix of letters for 50ms
Participants are told to report one row at a time; participants were able to report any row requested

Front 29

Averback and Coriell

Back 29

Showed a matrix of 16 letters for 50msec, place a small mark above a letter at different delays, results indicated that as many as 12 letters could be stored in sensory memory

Front 30

Vogel

Back 30

Used colors and orientations; show display w/ six colored squares, then see same or new sdisplay with one changed, people can remember about 3-4 visual objects, store integrated objectss, not just features

Front 31

Craik and Watkins

Back 31

Participants listened to lists of words, task was to recall the last word in the list which began with a particular letter, varied the number of intervening words that came in between the words that began with the target letter (this veried the rehearsal time), different rehearsal times did not affect recall, (shallow processing, only concentrating on the initial consonant sound)

Front 32

Morris, Bransford, and Franks (Criticism of LOP Model)

Back 32

Two processing tasks: semantic vs. rhyme, two types of tests: standard yes/no recognition vs. rhyme.
Memroy performance depends on the match between encoding processes and type of test

Front 33

Evidence for Articulatory/ Phonological Loop

Back 33

1. Word length effect
2. Speed of speech effectt 33. Acoustic similarity effect

Front 34

Conrad

Back 34

Acouustic similarity

Front 35

Brooks

Back 35

Block F

Front 36

Executive Committee

Back 36

1. Selective Attention
2. Task Switching
3. Inhibition
4. Scheduling
5. Monitoring

Front 37

Frontal Lobe Syndrome Symptoms

Back 37

1. Distractibility
2. Problems with Organization
3. Preservation: fail to stop inappropriate behavior

Front 38

Repetition Suppression

Back 38

Reduced firing rate of neurons in visual regions with repeated exposure to a stimulus