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cognition lec 2 Flashcards

1
Q

cognitive psychology

A

scientific examination of cognitive processes

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2
Q

_ assumptions of cognitive psychology

A

3
1 mental processes can be studied scientifically
2 humans are intentiom active information processors
3 mental processes take time and have resource and structural limtations

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3
Q

long-term memory =

A

a very organised, large capacity memory system

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4
Q

_ aspects of long-term memory

A

2
1 procedural= implicite knowledge, no awareness
2 declarative = explicitly aware of 2 aspects

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5
Q

2 groups of declarative long-term memory

A 
episodic = personally experienced events
semantic = world knowledge, language , concepts
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6
Q

define

procedural memory

A

formed as a result of proceduralism.

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7
Q

define proceduralism =

A

the shift from slow, explicit information about procedure to rapid, implicit implementation of open-loop procedure

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8
Q

define declarative memory=

A

= knowing that we are explicitly aware of 2 types of information

1 = episodic
2 semantic

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9
Q

define episodic

A

a type of declarative memory

personally experienced events and memories

can be grouped into 3 hierachical organisations

1 = lifetime periods = living with someone etc, particular job
2= general events = birthdays
3= event specific = images, feelings
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10
Q

define

semantic

A

type of declarative memory

world knowledge, language, concepts

context-independent

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11
Q

distinguish between

childhood amnesia
reminiscence bump
retention function

A

childhood amnesia = almost total lack of memories from 1st 5 years of life

reminiscence bump = large no. of memories between 15 and 25

retention function = memories from recent past

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12
Q

define

flashbulb memories

A

memories for emotionally significant events

seems especially vivid, but no more accurate than any other memories

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13
Q

semantic memory organised =

A

organised in terms of meanings and relationships = not dependent on context

organised in terms of related facts.

knowledge determined by = pattern of relationships and not the no. of facts

semantic networks of knowledge are formed through the process of consolidation

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14
Q

how are permanent, generalised memories formed?

A

The process of consolidation forms the semantic network s of knowledge which results in..

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15
Q

define

semantic networks

A

storage of nodes (concepts) in a network of relationships

memory search = function of spreading activation

formed through consolidation

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16
Q

structure responsible for consolidation =

A

hippocampus

involved in navigation, brain activity, emotion, memory

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17
Q

mode of action

hippocampus

A

monitors other areas of the brain when we experience the world

forms a map of experiences, full of contextual infor.

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18
Q

when does the hippocampus play back the information

A

records when experiencing world

and plays back memories to other memory sites (cortext) when in REM sleep => making the new information permanent

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19
Q

damage to the hippocampus =

A

retrograde amnesia along a temporal gradient

and an inability to form new declarative memories = anterograde amnesia

both amnesia
= no loss of intellectual/perceptual ability, working memory capacity.

good learning of new motor tasks but unable to recall learning them

20
Q

define retrograde amnesia

A

unable to remember events from before surgery

21
Q

define

anterograde amnesia

A

unable to form new long-term memories

22
Q

buffer model =

A

aka the human information processing model /3-store model

limited capacity memory (7ish)

full awareness of contents
search automatic

3
1=sensory register (>attention>)
2=STM (>storage>)
3=LTM (

23
Q

how does the storage information of the LTM improve

A

The longer the information stays in the STM buffer then the better the storage in LTM

24
Q

define

maintenance rehearsal

A

repetition keeps infor, in the STM and helps it transfer to LTM

25
Q

experiments associated with STM

A

STM seemed to be the key to make the system work

memory span experiments
serial position curve
ST memory scanning
Neuropsychological evidence

26
Q

classic view of STM

A

aka Primary memory

same as buffer model = limited capacity memory span, full awareness of contents

but
search automatic

27
Q

STM could not explain __

A

meaningfulness effect

memorising meaningful material easier> “nonsense”

one of the earliest research findings

Ebbinghaus

28
Q

what questions did ___ have about meaningfulness effect

A

2

ebbinghaus

1= why should the meaning of the material affect how it is stored

2= how could a model of memory overlook this finding

29
Q

levels of processing experiment

A

3
craik and Tuvling

1= orthographic
2= rhyme
3= semantic
30
Q

examples of
levels of processing experiment

and subsequent cogonition test

A

shark

orthographic = does the word start with s

rhyme = does the word rhyme with park

semantic = is the word a type of fish

semantic = 73%
rhyme = 56%
orthographic= 17%
31
Q

Define

levels of processing framework

A

an attemp to address meaningfulness effects by focussing on the type of processing in STM

32
Q

differences in STM and LTM are due to =

A

different rehearsal strategies, not diff memory systems

33
Q

describe

memory

A

memory = continuum

2 extremes = physical and meaning

1) physical=
maintenance rehearsal
shallow processing
poor memory

2) meaning
elaborative rehearsal
deep processing
good memory

34
Q

The more deep something is processed =

A

the better it will be remembered

35
Q

Working memory=

A

Baddeley & Hitch

no such thing as separate STM

STM = most recently activated portions of LTM

36
Q

What happened to the STM workbench/buffer =

A

with room for 7 +- 2 items = wasn’t capturing all the research findings

the construction of STM and whole 3-store model abandonned

37
Q

recall vs recognition

A

Even if you can’t recall something you can still recognise it because = information still stored in LTM

38
Q

define

encoding specificity

A

information is not encoded as a set if individual items.

memory is a rich set of inter-related information present during encoding

39
Q

retrieval depends on

A

the amount of overlap between information present at retrieval and encoding

40
Q

encoding specificity state dependent effects

A

a change in context from the time of encoding to the time of retrieval can interfere with recall

particularly for episodic memories

4
1=mood states
2=alcohol
3=drugs
4=stress and arousal

one or more strong cues from the encoding context are needed to reactivate the memory

41
Q

context during encoding is important =

A

encoding determines how information gets stored

retrieval processes control how we get information out

memory is not static

everytime you acess a memory trace= the new context and new information can be added to the stored information = constructive processes

42
Q

define

constructive processes= reconsolidation

A

everytime you access a memory trace= the new context and new information can be added to the stored information

43
Q

constructuve processes in LTM

A

2

1=false memory effects
2=re-consolidation

44
Q

define

false memory effects

A

recalling or recognising events or facts you’ve never seen, heard, or read

memory contains a rich set of inter-related information present during encoding

45
Q

demand characteristics

A

Loftus even offered $25 for accurate recall= still found the distortions produced by misleading questions

46
Q

eye-witness identification=

A

depends on how they are obtained

recognition memory for faces, voices and names is good

high rate of false positives

most police investigation use simultaneous line-up or photo parade

eyewitnesses ust use a relative judgment strategy

47
Q

relative jidgements in eyewitness identifcationsss = original memory may be incidental

A

good opportnity for constructive processes effect of schemata, stereotypes, suggestion

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