Psyo 311 - Post Midterm

Front 1

Classical conditioning

Back 1

An organism learns that certain stimuli are reliable predictors of the imminent onset of other important stim

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Phobias

Back 2

can develop through a classical conditioning process of non declarative memory (i.e the person isn’t aware of it)Classical conditioning can be used to eradicate phobias via systematic desensitization.

Front 3

Stimulus response association

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An associative structure learned in CC.

UC+CS=Response

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Stimulus stimulus association

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-An associative structure learned in CC

CS->Memory trace of the UC -> response.

Front 5

Contiguity vs Contingency

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cause-effect relationship, contingency learning involved a sensitivity to the underlying causal structure, more important than contiguity (™ between NS and US)

Front 6

Extinction

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- A facet of forgetting.

- when a CS is presented without US: responses to CS will stop.

Front 7

Spontaneous recovery

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Occurs after extinction when CS is presented again. CR (extinct) re-emerges usually not as strong as before.

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The mere exposure effect

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- Classical conditioning -> influencing our preferences- People prefer things they have already been exposed to one or more times. - Different from explicit memory for old vs new- Mere exposure -> only in the right lateral frontal lobe.

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Causal learning

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How do we figure out cause and effect relations?This is conditionoing: learning that events predict other events so that we can prepare for it.

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3 theories of causal learning

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- Associative model (CC)- Rule-based approach (Drawing interference)- Power PC Theory (event probability)

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3 stages of skill acquisition

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1. Cognitive stage (very much thinking about how to walk)Consciously and deliberately do the skill actions. Involves comparing the current state with the desired state and taking actions that bring one closer to the desired state.

2. Associative stage (still thinking, associating consequences of certain missteps)A person more quickly retrieves the knowledge needed for the task, osme deliberate and conscious effort still needed.

3. Autonomous stageExecution is more proceduralized and becomes largely unconscious. Memories and knowledge moved from declarative to non declarative knowledge. Transition between arduous execution of a skill to its easy and fluid execution.

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Priming

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When a person is faster and or more accurate at retrieving target information that has been facilitated by an earlier prime trial.

Front 13

Data driven and conceptually driven processes

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- Implicit mem -> more data driven processing, the mental activity is driven more by info in the environment- Explicit memory -> conceptually driven processing, conceptual characteristic, the mental activity is driven by the person’s knowledge, expectations and goal

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Sequence Learning

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The complex implicit learning of artificial grammars

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What are episodic memories?

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Episodic memories are amalgams of various types of information.

I.e we take many engrams/memory traces and recall all off them (making an amalgam)

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Levels of representation

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Experience -> multiple levels of processing.

1. Surface form: the verbatim text (this so quickly forgotten)

2. Textbase: abstract representation (this is the underlying meaning)

3. Mental model: represent the state of affairs described by the text itself = mental stimulation of the described events. This increases recall strength over time, unlike the other two where recall strength actually decreases. However this is only relevant to large chunks of text. A single sentence can be just as strong of a trace at a surface level as it is at the mental model.

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Two types of cues

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- Feature cues: the best feature cue is yourself. Something that you can relate to. - Context cues: setting or environment. Ex. smells. Smells are such good context cues because in the olfactory bulbs there are only 3 synapses, thus the connection is very short and the memory is better than other memories that have a greater number of synapses.

Front 18

Encoding specificity

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Refers to how memory is better recalled when in a similar context as that which is was learned, related odours, mood, etc.

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Transfer appropriate processing

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Experiment: Meaning based (deep level) task or rhyme (shallow level) task then do a recognition test or a rhyming recognition test.

Results: We will be better at recalling things at a deep level that we learned at a deep level. If you match the way you learn with the test you will perform better.

Memory is influenced by a person’s thought processes during learning.

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Irrelevant Memories

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Interferences occur in memory retrieval when there is competition between traces.

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Negative transfer

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- Prior knowledge impedes the learning of new nfo- The amount of neg transfer is a function of the degree of overlap between the old and new info- It is best to try to understand something correctly the first time, to as great a degree s possible.

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Proactive interference

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- Old knowledge causes an increase in the forgetting of new knowledge due to interference.

Experiment:- Recall 4 trials of 3 words each. Shows similar to serial position curve:+ First trial has 90% correct for all 5 conditions. Trial two drastically drops, three drops further for all conditions. In final trial, the further away qualitatively that the trial is in content from the previous 3 trials of all fruit words, the better the recall will be.- There is a buildup of proactive interference over time that continues until people are given info that differs from the old knowledge

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Retroactive interference

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- When new knowledge makes it difficult to remember old knowledge. - Students given list of nonsense syllables, then asked to recall after being woken from sleep, or during the day. Recall was better for those who were woken. - New info (during the day) produces retroactive interference, making the old info harder to remember. More pronounced for recall than for recognition.

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Associative interference

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Reflects the associative complexity of newly learned info. The disruption of memory is based on the association with a concept.

See the fan effect

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The fan effect

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- A facet of associative interference.

- Info is stored in a memory network with nodes for individual concepts and links representing the associations among them.

Experiment:- As the level of fan increases in sentence associations, the time to respond will increase.- Number of associations->time response increase.- More links fanning off the concept, the greater the interference from the competing associations. - The more you know, the harder it should be to remember. ...is not true.

See the paradox of the expert.

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The paradox of the expert

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- The use of chunking - information that’s integrated into a common memory trace reduces interference because there are fewer traces to compete with one another. - Multiple mental models, multiple memory traces -> increased interference- One mental model, one memory trace -> no interference.

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General interference and consolidation

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- There is more to interference than just overlapping content.- General interference when people are processing lots of different info.

Concept of consolidation:1. Memories in short term system2. LTP (long term pronunciation) as new memories are created (which displace old memories)3. Older memories -> more consolidated -> less general interference4. If formation of new memories is prevented (i.e from sleep), retroactive facilitation can occur, older memories are better remembered.

Front 28

Inhibition

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One way to control interference. Active process of reducing activation of interfering info.

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Part set Cuing

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Providing part of the srt leads to inhibit some memory traces (disrupt retrieval plan / inhibition)

Front 30

Negative Priming

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Appears with associative interference. retrieval-induced inhibition -> remembering causes forgetting. (remembering one thing that makes remembering related things more difficult)

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Repeated practice

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Inhibition when people retrieve repeatedly part of a set of items. Repeated practice causes competing traces to be inhibited -> the probability of recalling the nonpratied memories decreases = the repeated practice effectInhibition occurs, the repeated practice makes unpractical items less available bc they are inhibited.

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Retrieval-induced inhibition

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Recall or recognitionIndirect memory test for conceptual knowledgeReduced if people integrate info (fewer competitors, no interference -> no need for inhibition)

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The repetition effect

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The more a person s exposed to info, the more likely it will be remembered. Is massed practice or distributed practice the best? Distributed practice is better for both cued recall and free recall tasks. The longer the spacing between distributed practice the better the recall will be. This occurs because:Deficient-processingEncoding-variabilityTwo-process accounts

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Deficient processing

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Less consolidation during massed practice

Habituation during massed practice -> less attention -> poorer memory

Less effort to retrieve in massed practice -> assumption that it is learned.

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Encoding variability

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Contextual info stored in memory matter

Distributed practice -> contexts of each session are more distinct from one another -> more retrieval pathways. Recall is best in distributed practice when learning is in the same context, but massed practice benefits from a change in learning context

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Dual processes

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Deficient processing = encoding variability

Deficient processing -> conscious, deliberate thinking

Encoding variability -> unconscious

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Overlearning and permastore

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Continue to practice memorized nfo -> overlearning -> strengthens memories and increases resistance to forgetting. Whatever memory remains 3 years after learning, is stable for the rest of your life -> permastore, as a consequence of overlearning and distributed practice. Study or test? Two groups, one studied and tested and one only studied then both tested on recall. Test group had better recall though similar forgetting curve as just study group. People learn more by taking tests:Engage in deeper processingLess proactive interferenceReveal what is unknown.

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Organization

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pre-establish structure helps memory.Episodic memory improves if we use organization.

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Distinctiveness

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Memory is better for distinct items.

See von Restorff effect

Bizarre imagery: Grocery list of 3 items

Forming images -> lots of work -> improves memory

Works when a small portion of the info gets this treatment.

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The Von Restorff Effect

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Memory for unique items is better than memory of any one of the other items.

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Rational and item specific processing

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Organization vs distinctiveness People learned terms from categories of different sizes. Emphasizing either relational processing or distinctive item specific processingMemory is better for small categories for relatonal procesingMemory is better for lartger categories when distinctiveness procssing what emphasized.

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Material appropriate processing

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Memory is better if the type of learning emphasizes the info for which memory is likely to be weak.Textbook:Emphasis on facts, memory is better if people engage in learning that emphasizes realtonal ifo. Novel: emphasis on narrative flow, mem is better is people engage in learning that emphasiazes tem specfic info.

Front 43

Serial position effects in episodic memory

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Primacy and recency. Same principle as for stm, but different explanation.Primacy: novelty process.Recency effect: standard forgetting curve. The more recent items will be better remembered. Events at the beginning and end are less susceptible to interferences.

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Grid cells

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A type of cell for memory of space and time that activates to form a grid of the room one's in.

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Place cells

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-Very active at one location

-May contain a spatial map of the world we live in

-head direction cells and border cells communicate and fire when we face a specific direction and reach the edge of our territory.

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Psychophysics

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The part of psychology that deals with how experiences of the world corresponds to physical properties.

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Category adjustment theory

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-Objects in space are located within a region that serves as categories or schemas.

-performance reflects a combination of fine-grained and coarse-grained memories (city on a map, and which state the city is in) = fuzzy trace.

+memory is always a combination of these two influences

+the more influence the fine-grained memories have during retrieval, the weaker the influence of the coarse-grained memories.

Front 48

Spatial theories for Mental maps

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Metric view : simplest, a mental map corresponds directly to the space it represent

Hierarchical view :

- influence if area (or region), location are often assigned to superordinate locations or regions (associated with coarse grain).

- can be subject to error.

Partial hierarchical view :

-combo of metric and region info

-observe with spatial priming experiment:

+memorize map

+priming q

+speed of response

Front 49

Prior knowledge of the world

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People will group cities by country, and determine their latitude based on one country's geographical position compared to another.

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Number of intervening locations on a route between two locations

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The more intervening locations, the greater the distance estimate.

Front 51

Route distance effect

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Even if two places were close, if the route is long, the two places are handled as if they were spatially far apart.

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Metamemory

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Conscious awareness and control of our own memories

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Target (metamemory)

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Memory traces that people make judgements about

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Cues (metamemory)

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Question or prompts

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Target-based sources

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Information from the memory trace about which judgement is made

I.e. The engrams that make up the amalgam

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Cue based sources

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Information gleaned from a memory cue, such as a question.

Metamemory judgements are better in proportion to the familiarity of the cue information.

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Cue familiarity hypothesis

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Metamemory judgements are based on the familiarity of the info in a cue

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Accessibility hypothesis

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People infer what is in memory based on info in hand, including partial retrievals.

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Competition hypothesis

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Metamemory judgements are influenced by the number of memory trace competitors involved in retrieval (less competitor -> better judgements)

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Inability hypothesis

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Judgements of learning are poor because we have little conscious awareness of our own mental process (we lack the ability to assess our own learning)

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Monitoring retrieval hypothesis

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JOL are poor bc people are assessing whether they can retrieve info. Assess working memory... -> people think info is better learned than it actually is.

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Feeling of knowing judgements

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You don't know the answer but feel that it is somewhere in memory and if you heard or read it you'd be able to remember/identify it.

Versus

You don't know something and you think that you never learned it. Maybe you did but you completely forget.

Front 63

Incomplete activation view

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Theory of tott effect.

A tot state occurs when the search has not been sufficiently narrowed -> too many possibilities -> can't retrieve the desired word

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Blocking view

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Tot theory.

Inappropriate competitors are activated to a greater degree and block access to the appropriate info.

Front 65

4 components of prospective memory

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1. Monitoring the environment for a cue to do something

2. Remembering what to do in the future.

3. Retrieving the memory of what to do.

4. Doing it.

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Event based prospective memory

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Remember to do something when some event occurs.

Increase retention time makes it better: more time to repeat to yourself what to do.

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Time based prospective memory

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Remember to do something at a certain time.

Harder than event based

More errors in tasks that are repetitive (error in source monitoring)

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Direct forgetting

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Intentionally forgetting info, usually in order to correct an incorrect memory trace

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The wording effect

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Experiment:

1. People watch a film of a car accident.

2. After the film, asked how fast the cars hit/smashed/bumped etc

3. Have you seen broken glass?

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Memory replacement theory

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Misleading information replaces or overwrites the original memory, which is permanently lost

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Blocking theory

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Coexistence of original and misleading memories. The more recent info obscures the old one.

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Source monitoring theory

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Witnesses remember where misinformation came from but errors do occur -> source monitoring errors.

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Yerkes Dodson law

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Inverted-U shape function.

Low level arousal means poor encoding (ex. Studying while tired)

Too high level arousal means poor encoding

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Easterbrook hypothesis

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At higher level of emotional intensity -> restriction if attention to a narrower range of details

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Weapon focus effect

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People spend more time looking at a person if thst person is holding a weapon

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4 things that influence confidence

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1. Post identification feedback (boost confidence)

2. Report from other witnesses (same report increases confidence, different decreases)

3. How many times the witness is asked (increases confidence)

4. Motivation: encourage people to try harder to retrieve information (for $$) (confidence drops)

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How to improve witness reports

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Cognitive interview increases accuracy of witness report by 50%

1. Attempt to reinstate the external and internal context of the event. (e.g., bringing the person back to the crime scene)

2. Encourage witness to report whatever they can, even if the info is fragmented

3. Start the story from different time, or changing the order -> could emphasize different info and different details

4. Report info from different perspective

5. Do not interrupt witness's report when possible.

Front 78

The relative judgement principle

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People may select someone from a lineup not because this was the person the witness saw but because in comparison to the others, that person most resembles the criminal.

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Source monitoring

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Ability to keep track of where memories come from

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Where does integration of different information occur?

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Hippocampus

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Where does one search for source information?

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Frontal lobes

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Where does information retrieval occur?

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Temporal and parietal loves

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4 types of source information

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1. Perceptual detail: perceptual information thst is encoded into the memory

2. Contextual information: context in which memory was acquired. Can use expectancies based on the context to help make source monitoring decisions

3. Semantic detail and or affective information: how much a person was mentally or emotionally involved in the events

4. Cognitive operation: mental process done at encoding (imagery, manipulation m, retrieving, generation effect)

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Internal source monitoring

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Have you done the action, or just thought about it?

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External source monitoring

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Distinguishes between two external sources, ex prof or friend told me this?

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Reality monitoring

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Distinguishes among memories of events that happened and those that were only imagined

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Cryptomnesia

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Unconscious plagiarism

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False fame effect

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Source monitoring error based on familiarity

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How to create false memories

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1. List of words

2. Recall as many words as possible

3. People often misremember words that were not on the list

4. Over time, people forget fewer fasle memories than true ones!

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The deese-roediger-mcdermot paradigm

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Ex. Assuming sleep is in a list of sleep-related words

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Strategies to implant false information

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1. Do you remember something about that event? (repeatedly ask this question)

2. A person overheard or reads another person's report

3. Food aversion

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Imagination inflation

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Helps create false memories.

Makes memory traces richer in details and give them pseudoperceptual qualities, making them more real memories.

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The revelation effect

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Occurs only when people think they are remembering a prior event (not if they know that no such episode occurred)

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3 levels of autobiographical memories

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1. Event specific memories

Closely correspond to episodic memories

2. General event memories.

Can be either 1. Sequence of events that forms a larger episode or 2. Repeating event.

3. Lifetime period memories

Periods of life

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Characteristics of autobiographical memories

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- retrieval in cluster of other events from a similar time

- causally related

- better if share the same person place or activity

- better at recalling life events in a forward order

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Field memories

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Type of perspective in autobiographical memory.

Experience memory from our original perspective

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Observer memories

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Type of perspective in autobiographical memory

View the event from outside of ourselves

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Schema-copy-plus-tag model

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We use a schema and script to reconstruct memories. They guide the formation of our memories.

New event ->

activate appropriate schema -> associate tags inconsistent with schema ->

making that memory

Schema provides relational processing, tags serve as item-specific processing.

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Tunnel memory

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Our tendency to focus on central details of negative memories.

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Infantile amnesia

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Poor memory of early life events

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Reminiscence bump

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Very good memory for life experiences from about 15-25 y/o.

Large number of Primacy effect due to many firsts

Neurological changes: best capacity to encode and store memories

Identity formation: preferences, ideologies, etc leads to more interconnectivity

Cultural schema: we have schemas or life scripts for turning points in our lives.

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Theories for infantile amnesia

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Psychodynamic view: incestusk thoughts are taboo, grand scale repression by subconscious->blocks all memory from that age.

Neurological development: underdeveloped hippocampus and frontal lobes

Schema organization: shcema are not developed

Language development: inability to form coherent narrative memories

Emergent self: identifiable I and me

Multicomponent development: (adequate episodic memory system, language, narrative skills, time, thinking)

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Flashbulb memories

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Highly detailed memories for surprising events

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Threshold model

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A simple model of memory.

There is a threshold of activation for a memory trace to exceed for it to be identifiable as old = subjective level used by a person to evaluate items as old or new.

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Generate-recognize model for recall

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A simple model of memory.

Assumes that free recall is a two stage process

1. The generate component, specific to recall. Take the available retrieval cues and generate a set of memory traces -> generate a set of possible responses.

2. Standard recognition process to the information generates in the first stage.

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Global matching models, search of associative memory (SAM)

Back 106

A formal model of memory.

Memories are stored in traces: they contain content, associative information, and contextual information.

Remembering occurs when a cue overlaps the information in a trace -> activation of the trace -> retrieval.

Memory is probabilistic, the greater the strength the greater the probability of retrieval.

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Recall profess of SAM

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Traces that more closely match the cue are retrieved and reported.

Then a stringer trace over time becomes weaker.

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Recognition process in SAM

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An item is recognized is a function of the sum of all of the memory traces related to a probe.

Something may be remembered because of a large number of weak memories for information

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MINERVA 2

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A multiple trace model of global matching models

Captures that our memories are changing as a result of experience and by the act of remembering.

Memory traces are strings of features that comprise the original event. Each feature is represented by a value: presence or absence.

During remembering, what is retrieved is a new memory trace called an echo, which is a composite of all traces activated.

Echo intensity: activation strength of the echo that is returned by retrieval.

Echo content: weighted average of the contents of all the traced activated by the probe

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Parallel Distributed Processing Models (PDP)

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A formal model of memory

Most advanced and complex model of memory. Is inspired by the structure of the brain.

Connectionist model (or neural networks). What is important here is the pattern of activation, not the particular nodes.

Learning is a shift in connection strengths.

Strength = connection weights, it can be excitatory and inhibitory.

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Dual process theories of memory

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A formal model of memory.

Retrieval involved dual processes.

- familiarity (see signal detection principal)

More influenced by changes in modality, perceptual priming, changing response bias, speed of forgetting, influence of novelty.

Temporal cortex and operation of the cortex all together utilized.

- recollection = conscious retrieval of components associated with the to be retrieved information.

More influenced by level of processing, generation effects, attention during learning.

Hippo and frontal lobes more activated.

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Semantic priming

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Semantic memory is organized and structured in a characteristic manner, remembering one concept brings related memories closer to awareness.

Characteristics:

- concepts are not understood in isolation, but in terms of how they relate to other ideas.

-structure based on shared aspects of meanings (also true for emotional states)

- incorporate abstract structural relations

- is an implicit process

- controlled priming: semantic priming can be affected and redirected by conscious effort.

- mediated priming: smaller in magnitude

- semantic interconnectivity: complex network of concepts -> retrieve faster

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Inhibition in semantic memory

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Helps narrow the semantic memory search (same as episodic) but for knowledge/concepts.

Selecting a specific semantic memory causes the inhibition of related competitors that produces interferences. (see neg priming)

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Three levels of categorization

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Basic: most often used. Defined by features providing enough detail to allow us to treat different members as similar (dog)

Subordinate: provides detailed info about specific portions of basic categories (poodle)

Superordinate: general info that captures a wide range of basic category (pet)

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Properties of cetegories

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Central tendency: average category ideal or detail (dogs have 4 legs)

Graded membership: Robin (closer to bird than penguin)

Family resemblance: category members are not defined by a single set of features but different feats may be shared among several members

Artifact vs natural kind

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Prototype model

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Cetegories are organized using unconscious mental stats

Mental representation is an average of all the members of a category (a prototype)

May or may not be an actual entity.

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Exanation based theory for semantic memory

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Categories are theories or explanations for why things tend to go together (this highlights the causal relationship)

Causal relations help define semantic memories

People can create new memories, on the fly: ad hoc categories.

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Psychological essentialism (semantic memory)

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All members of a category have an underlying essence that people may or may not be aware of.

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Semantic distance effect (semantic mem ordered relations)

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A characteristic of semantic memory: influence of knowledge ordered along some dimension (size, intelligence, etc) = semantic distance effect.

We make quicker judgements about the relative order of the items as the distance between them increases.

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Semantic congruity effect (ordered relations)

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People perform better when the direction of comparison coincides with the location of the objects/concepts in the series.

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Embodied influences (ordered relations)

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How we use our bodies can influence semantic order knowledge.

The closer an object is to a person (space, time, social relation), the more effectively it is processed.

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Primary schema processes (semantic mem)

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Selection

Abstraction

Interpretation

Integration

(all encode info/create schemas)

Reconstruction

(retrieves info)

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Looking method

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A way of testing a baby's memory by manipulating its gaze duration and direction.

Babies will look at new things more than old ones (this could be an implicit memory novelty preference)

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Nonnutritive sucking

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A method of testing a baby's memory.

The rate of sucking changes as a function of whether the infant is seeing or hearing something old or new.

Sucking rate will be slower for old stuff.

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Conjugate reinforcement paradigm

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Baby's learn that kicking = mobile move. Then tested at a later date to see if association has extinguished or not.

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Elicited imitation

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A method of testing baby memory.

Baby performs task like building Lego tower, then some time later tested again to see if it can remember to do that.

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Purpose of thalamus in baby memory

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Relays motor and sensory signals.

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Two types of memory present in babies

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Implicit:

Nondeclarative memory such as motor skills, association of sound of parents.

Episodic:

Use conjugate reinforcement paradigm: at 3 months old, infants remember to kick 5 days later. Context dependent (crib liner is a memory retrieval cue in that experiment)

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Semantic memory in babies

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Begin to create and use categories at 3mos old.

Begin to use subordinate coordination at 6/7mos old.

Knowledge of finer categories is elusive until 2y/o

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At what age does the hippocampus finish maturing?

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5 y/o

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Source monitoring in children performance

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Children are not efficient at source monitoring

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Authority effect

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Children are more susceptible to misinformation from authority figures. Children can provide accurate eye witness testimony.

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Metamemory in children

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Improves with age.

Young children can't perform the recency effect.

Prospective memory abilities are poor from 4-6y/o, but performs like an adult by 13/14

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Autobiographical memory in older adults

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Dominated by:

Landmark event

Self-relevsnt info

Emotionally positive events

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Memory and reality in older adults

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Declines. Possibly due to problems with source monitoring decline in memory for perceptual and contextual information

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Memory and the law in older adults

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Same ability as young adult to be influenced by midleading information. But older adults are more confident in these memory errors.

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Metamemory in older adults

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Less accurate with judgement of learning. Greater issues with tip-of-the-tongue state.

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How to counteract the effects of aging on memory

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Exercise

Complex intellectual activity

Social activity

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Contents of episodic memory

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Episodic memories are amalgams of various types of information. i.e., we take many engrams/traces and recall all of them to make an amalgam.

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Amnesia

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The catastrophic loss of memories or memory abilities beyond what is expected with normal forgetting

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Retrograde amnesia

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Loss of long term memories prior to a traumatic incident

Trauma to the brain that disrupts the consolidation of long term memories

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Anterograde amnesia

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Loss of ability to store new long term memories

Characterized by:

- the loss of autobiographical memory

- the loss of personal semantic information.

Preserved info is:

- non declarative memories

- general semantic knowledge

If no permanent brain damage memories can be recovered. Older memories (more stable) will be recovered first.

Memory just prior to the trauma is almost never recovered.

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Consolidation

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Slow process that makes memories more permanent, process of making connections between neurons stronger.

Less consolidated memories are the easiest to disrupt.

Older memories have had more time to consolidate, and are thus less disrupted.

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Ribot's law

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The Graded pattern of memory loss and retention.

It reflects the consolidation of memory in the ns.

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Effects of ECT on memory

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Loss of personal autobiographical and community-shared public memories.

Implicit memory seems unaffected

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H.M

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- Hit by cyclist. Years after began to suffer from untreatable libateral temporal lobe seizure.

- Received surgery to remove the hippocampus, amygdala, and part of temporal cortex bilaterally.

- resulted in seizure control, but catastrophic memory loss.

+ normal stm

+ unaffected episodic memory prior to surgery

+ personal semantic knowledge unaffected

+ minor retrograde amnesia for episodic mem from last year

+ language unaffected

+ same iq

+ procedural memory unaffected

+ major anterograde amnesia and spatial orientation deficit

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Transient global amnesia

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A rare form of amnesia with uncertain cause and brief in time (3-8 hours)

No memories of recent past

Correlated with emotional stress or physical exertion

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Psychogenic amnesia

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Memory loss is associate Ed with traumatic event or circumstances in a person's life. Is a way to cope with trauma (if it isn't Consciously remembered, then it will no longer be anxiogenic or stressful)

Lose episodic and autobiographic memory

Semantic and procedural stay intact.

Front 149

Dissociative amnesia

Back 149

A type of psychogenic amnesia.

A person is unable to remember segments of his or her life. Forgotten knowledge is traumatic or associated with a traumatic event, the person is aware of the memory loss.

Front 150

Repression

Back 150

A type of psychogenic amnesia.

Opposed to dissociative amnesia.

A part of our mind actively repressed some memories to prevent them to enter consciousness.

Front 151

Systematized amnesia

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A type of psychogenic amnesia.

Amnesia for info related to a traumatic event, regardless of when and where it occurred.

Front 152

Localized amnesia

Back 152

Type of psychogenic amnesia.

Trouble remembering events within a block of time. (hours, weeks)

Front 153

Generalized amnesia

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Nearly all of a person's life is forgotten.

Front 154

Dissociative fugue

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Forgets fundamental aspects of his or her identity.

Front 155

Regression fugue

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Reversion to an earlier state of life.

Front 156

Dissociative Identity Disorder

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Multiple personalities, often one identity has no conscious memories of what another identity learns.

Front 157

Four ways to test the very young

Back 157

1. Looking method

2. Nonnutritive sucking

3. Conjugate reinforcement paradigm

4. Elicited imitation

Front 158

Semantic memory in children

Back 158

@ 3 mos can create and use categories

@6/7 mos begin to use subordinate categorization

@2y/o knowledge of finer categories

Front 159

Memory and reality in childhood

Back 159

Children are not efficient at source monitoring. This skill improves with age however.

Front 160

Eye witness testimony in children

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Children can provide accurate eye witness testimony, and in the absence of external influences can perform just as well as adults. However, children are more susceptible to misinformation than adults, and this is likely because of authority figures. See authority effect

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Authority effect

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Children are more susceptible to misinformation from authority figures

Front 162

Metamemory in children

Back 162

Improves with age.

The recency effect isn't demonstrated by young children.

Prospective memory are poor, but improve in time.

Front 163

Dorso lateral prefrontal cortex performance in older adults

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DL PFC controls the central executive part of our working memory, controlling the flow of thought. Older adults experience reduced ability to control the flow of information.

Front 164

Inhibition theory

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When lots of irrelevant information is activated. Especially prevelant in older adults who remember too much upon recall or recognition tasks.

Front 165

Performance changes in older adults

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Decline in:

Short term/working memory capacity (less efficient at keeping info active)

Recall (episodic)

Recognition (episodic)

Smaller:

Von Restorff effects (context and feature info not well stored)

Bizarre imagery effects

Encoding specificity effects

Increased:

Interference

Fan effects

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Autobiographical memory in older adults

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Is dominated by

- landmark events

- self-relevant information

- emotionally positive events

Front 167

Memory and reality in older adults

Back 167

Declines are a result of problems with source monitoring. A decline in memory for perceptual and contextual information.

Front 168

Memory and the law in older adults

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Same ability as young adult to be influenced by misleading information. But older are more confident in these memory errors.

Front 169

Metamemory in older adults

Back 169

Less accurate with judgements of learning. Greater issues with tip of the tongue state.

Front 170

How to counteract the effects of aging on memory

Back 170

Physical activity

Complex intellectual activity

Social activity