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PSYCH 110 > EXAM 3 > Flashcards

EXAM 3 Flashcards

1
Q

Be able to differentiate the three memory storage systems (proposed by Atkinson & Shiffrin, 1968): sensory memory, short-term / working memory, and long-term memory.

A

Sensory memory: brief type of memory where you just sense something
- Iconic memory: visual sensory memory
- Echoic memory: auditory sensory memory

Short term/working memory:
- Can use chunking and maintenance rehearsal to remember better

Long term memory: Retrieval and reconsolidation
- Elaborative rehearsal: elaborate the information in order to link it up with existing long-term memories
- Fit new memories into existing schemas (a cognitive structure)
- Easier when you have a narrative
- Mnemonics: focus attention on organizing incoming information

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2
Q

Be able to explain how the class examples demonstrated (or attempted to!) each of the types of memory.
a. the 12-letter display

A

Demonstrates sensory memory—don’t even know that you saw it but still can write down some of the numbers

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3
Q

Be able to explain how the class examples demonstrated (or attempted to!) each of the types of memory.
b. the license plate

A

Short term memory– use rehearsal to remember it

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4
Q

Be able to explain how the class examples demonstrated (or attempted to!) each of the types of memory.
c. long list of words

A

Serial position effect:
The words at the beginning are remembered (long term memory)

The words at the end are remembered (short term memory)

The words in the middle are forgotten

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5
Q

Understand generally how long each type of memory “lasts” for and what (strategies) maintains them there.

maintenance rehearsal

A

Repeating the phrase or thing to remember over and over

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6
Q

Understand generally how long each type of memory “lasts” for and what (strategies) maintains them there.

Chunking

A

Reorganize information into larger meaningful units (letters to form words, break up phone numbers into 3-3-4)

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7
Q

Understand generally how long each type of memory “lasts” for and what (strategies) maintains them there.

elaborative rehearsal

A

Elaborate the information in order to link it up with existing long-term memories

Fits new memories into existing schemas (a cognitive structure—don’t memorize info in a vacuum

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8
Q

Understand generally how long each type of memory “lasts” for and what (strategies) maintains them there.

Schemas

A

Cognitive structures

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9
Q

Understand generally how long each type of memory “lasts” for and what (strategies) maintains them there.

Mnemonics

A

Focus attention on organizing incoming information

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10
Q

Understand generally how long each type of memory “lasts” for and what (strategies) maintains them there.

memory palace technique

A

Finding a place for all information—long term memory storage

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11
Q

What was Lashley looking for?

A

He was looking for the area of the brain is required to maintain learning

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12
Q

lashley: What was his research method, what did he find, and what did that lead him to conclude about the location of memory in the brain?

A

His method was to train rats to run a maze, leisned various areas of their brain, then tested them on the maze again

He found that neither incisions disrupted the the learning of the maze for either group of rats

Memory must be controlled by lots of areas in the brain

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13
Q

What/where is the hippocampus?

A

Hippocampus: plays an important role in learning and memory

It is a subcortical structure

it projects into the cortex

there are 2

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14
Q

Be able to describe the role of the hippocampus in memory formation and storage according to the Standard Model of Systems Consolidation.

A

During perceptions and learning, various cortical regions are active

In memory formation, the medial temporal hippocampus maintains connections between various cortical regions that are active during perception and learning

Repeated activation allow for consolidation of the trace within the cortex that no longer requires the hippocampus

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15
Q

If a patient has damage to the hippocampus:
Do they have old memories?

A

Yes–they are instantiated somewhere else in the brain

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16
Q

If a patient has damage to the hippocampus:
Do they have recent memories?

A

Could be wiped out if they were still in the consolidation phase

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17
Q

If a patient has damage to the hippocampus:
Can they form new memories?

A

No! Hippocampus cannot consolidate

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18
Q

Be able to relate the results of the Smith & Squire (2009) study to the Standard Model of Systems Consolidation. Did their experimental results support the standard model? How so?

A

fMRI scans of healthy adults while they took the news event test

160 questions about events during the past 30 years

Measured brain activity associated with correctly answered questions

RESULTS: brain activity in medial temporal areas is lower for older memories (correct answers so not poorer memories)

Hippocampus areas are not needed anymore!

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19
Q

Know the structure of the taxonomy of memory.

A
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20
Q

Understand what amnesia is. What do the two different types of amnesia tell us about the formation of memories? What does H.M.’s pattern of ability/disability tell us about the memory system?

A

Amnesia: memory loss

Retrograde Amnesia: cannot remember older memories but can remember new memories

Anterograde Amnesia: cannot remember new memories but can remember old memories

H.M. has anterograde Amnesia; long term memory is good, working memory is good, implicit memory is good, explicit memory struggles with episodic memory but not semantic memory

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21
Q

Be able to define/differentiate the various types of memory.

Working vs Long term

A

Working: small amt of info and Temporarily stored and manipulated

Long term: vast amt of information and long term storage

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22
Q

Within long term – Explicit vs implicit (declarative vs nondeclarative)

A

Explicit: conscious recollection of facts and events and declaritive

Implicit: unconscious and nondeclaritive

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23
Q

Within implicit…

A

Procedural: Information necessary to perform learned skills or habits. Memory about doing things (moving, perceptual, reading)

Priming: Past experience with one stimulus w one stimulus produces a response to another. Occurs outside of awareness. Short presentation of stimulus activates a stored memory

Classical conditioning: Learn to associate 2 stimuli together that are not typically associated because they are often used together

Non-associative learning: We habituate (become less sensitive) to airplane noise after repeated exposure. Response slowly goes away with repeated exposure

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24
Q

Within explicit…

A

Semantic: facts (e.g railroad facts, school, memorization)

Episodic: specific events (what did you have for breakfast, how was your vacation)

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25
Q

Be able to explain how the class examples demonstrated each of the types of memory.

star mirror drawing task

A

Implicit procedural memories – learn over time

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26
Q

Be able to explain how the class examples demonstrated each of the types of memory.

priming effect (soup/soap)

A

Show a picture of soap (so fast you can’t really know you’ve seen it consciously) and then people will spell it soap not soup

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27
Q

Be able to explain how the class examples demonstrated each of the types of memory.

the video clip from The Office (Jim and Dwight)

A

Classical conditioning

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28
Q

Be able to explain how the class examples demonstrated each of the types of memory.

the airplane noise example

A

Nonassociative learning: become less sensitive to airplane noise after repeated exposure

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29
Q

Be able to explain how the class examples demonstrated each of the types of memory.

and from the next day: the soul/sole example

A

Priming effect: spell based on unconscious picture

30
Q

What is being learned in habituation? In sensitization?

A

Dulling of sensory response when it is constant (airplane)

Sensitization: overactive sensation to a new stimulus

31
Q

How could habituation or sensitization be adaptive (useful)?

A

Good because it allows you to focus on stimuli that is more important

32
Q

What is “conditioning” (in the non-moisturizing sense)? (AKA “stimulus substitution”)

A

Conditioning: the development of an association between a previously neutral stimulus with the effective stimulus, such that the previously neutral stimulus comes to control the behavior

33
Q

Be able to define the components in a classical conditioning scenario: unconditioned stimulus (US), unconditioned response (UR), conditioned stimulus (CS), conditioned response (CR).

A

US: unconditioned stimulus (ex. Hot water)

UR: unconditioned response (ex. Jumping out of it)

CS: conditioned stimulus (ex. Toilet flush)

CR: conditioned response (ex. Jump out of the water)

34
Q

In classical conditioning, what tells you if learning has occurred? (What counts as evidence of learning?)

A

When the CR is the same as the UR when only the CS is present, it proves that they have learned that response. Need to see the anticipatory response.

35
Q

What is The learning theory:

A

a mathematical model of the trial-by-trial change in anticipatory response.

36
Q

what is Error-driven learning:

A

the learner adjusts their expectation of the Unconditioned Stimulus on each trial

37
Q

Ceiling effect:

A

no more learning, learned as much as you can

38
Q

Extinction:

A

the weakening of a learned response when the CS is presented without the associated US

39
Q

spontaneous recovery:

A

Unprompted reappearance of extinguished response after time has passed (spontaneous recovery)

40
Q

Why is “extinction” considered to be additional learning and not actually forgetting?

A

Its not forgotten, really you’re learning another pattern that sometimes it is associated, sometimes it doesn’t

41
Q

How does the relative timing of the presentation of the US and the CS correspond to the success of learning?

Trace:

A

onset of CS before US. Requires memory trace of the CS. Less successful vs delay

42
Q

How does the relative timing of the presentation of the US and the CS correspond to the success of learning?

Delay:

A

onset of US delayed; CS begins and is maintained through the US. Most successful.

43
Q

How does the relative timing of the presentation of the US and the CS correspond to the success of learning?

Simultaneous:

A

happens at the same time. Not effective due to a lack of predictive effect and a lot to attend to at once

44
Q

How does the relative timing of the presentation of the US and the CS correspond to the success of learning?

Backward:

A

US before CS. Requires a memory of the US. CS not predictive of US but predicted by US. Least successful

45
Q

In what way is classical conditioning adaptive (useful)?

A

Allows learner to anticipate future events and make appropriate anticipatory responses

46
Q

How does the association between the US and the CS develop, according to the Rescorla-Wagner Model?

A

Through the error-driven learning: the learner adjusts their expectation of the US on each trial

It can be mathematically modeled

47
Q

Before the association between the US and the CS is learned, to what extent will the organism “expect” the CS to occur?

A

On the first trial, no expectation

On the later trials, the extent to which the learner is surprised by the US means he failed to predict it. This strengthens the association

48
Q

In a graph of learning over time, what does a “steep” learning curve represent?

A

Quick learning: starts with a slow beginning but quickly get the association

49
Q

Explain Skinner’s argument that the existence of “free will” would make a science of behavior impossible. (What is a science of behavior?)

A

Skinner says that behavior is controlled by external stimuli and to predict and understand behavior we have to identify the external stimuli and relate them to each other

If we focus on people’s own internal thoughts (which is non falsifiable or visible), then it would not be a science

50
Q

Skinner talks a lot about the “control” of behavior. What is behavior under the control of?

A

Skinner says that behavior is controlled by external stimuli

51
Q

According to Skinner, why should a science of behavior seek to find relationships between behaviors and external variables rather than variables from “inside the organism” (such as feelings of thirst)?

A

They are not visible or falsifiable by a scientist outside of external action

52
Q

Behaviorism:

A

the idea that behaviors can be explained as learned responses to environmental stimuli

53
Q

Behavior:

A

observable actions

54
Q

Learned:

A

acquired through experience

55
Q

Explained:

A

accurately predicted

56
Q

Response:

A

behaviors that occur relative to a stimulus

57
Q

Environment:

A

external objects/events

58
Q

Stimuli:

A

the sensory detection of an object or event

59
Q

What is operant conditioning?

A

is a learning process where voluntary behaviors are modified by association with the addition of reward or aversive stimuli.

60
Q

What is operant conditioning?

A

is a learning process where voluntary behaviors are modified by association with the addition of reward or aversive stimuli.

61
Q

Be able to define the components in an operant conditioning scenario: discriminative stimulus, response, consequence.

A

Discriminative stimulus: signals whether a particular behavior (response) will lead to a particular stimulus.event (consequence)

Response: behavior

Consequence: thing that happens as a result of response

62
Q

We didn’t address this specifically, but think about it: In operant conditioning, what would tell you if learning has occurred? (What would count as evidence of learning?) (NOTE: it’s not an anticipatory response.)

A

The behavioral response happens due to the stimuli always (don’t push or always push)

63
Q

For a given scenario, be able to identify whether the consequence is functioning as a reward or punishment, and categorize it as positive or negative.

A

Reward: consequence that results in increased response

Punishment: consequence that results in decreased response

Positive: means that it is added stimulus to environment

Negative: absence

64
Q

Continuous:

A

R is always followed by C

65
Q

Fixed Ratio:

A

Fixed number of Rs before C

66
Q

Variable Ratio:

A

Variable number of Rs before C

67
Q

Fixed Interval:

A

fixed amount of time before an R will result in C

68
Q

Variable Interval:

A

variable amount of time before an R will result in C

69
Q

What is being learned in operant conditioning?

A

The association between the response and the consequence

70
Q

How do you think operant conditioning could be adaptive (useful)?

A

It can be a way to reduce undesirable behavior and induce desired behavior

71
Q

Be able to define / contrast “classical conditioning” from “operant conditioning”

A

Classical conditioning: just associate 2 stimuli together so both result in response

Operant conditioning: associating the stimuli and response with the consequence to learn what response they should or should not do

PSYCH 110 (4 decks)

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