Lecture 7 + 8 (Ch. 6+7 +8 Long Term Memory and Memory Errors) Flashcards

(37 cards)

1
Q

What is long term memory

A

Information “archive”: events, knowledge and skills

Graded in time (further away harder to remember)

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2
Q

Types of long term memory

A

Explicit (conscious, declarative, precise, remember/know): Episodic (remembering, specific, events, personal), semantic (knowing, knowledge, facts, general)
Implicit (unconscious, non-declarative, vague, familiarity): Procedural (motor/skills), priming (perceptual), conditioning (cognitive)

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3
Q

What is episodic memory?

A

Explicit.
Mental time travel
Associated with specific, personal context and experience
Source of specific knowledge or information (time and a place)
Autobiographical

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4
Q

What is semantic memory?

A
Explicit.
Involves Knowing something 
General or specific knowledge about things, people, events 
Not associated with an event or a source
Can be personal but generic
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5
Q

How does episodic and semantic memory interact?

A

Episodic memory turns into semantic memory.
Experiences “fades” to knowledge “semanticization” or “decontextualization”
Knowledge influences experience
Personal semantic memories
Episodic = special “subtype” of semantic?
The remember/know procedure - results show that people remember more after 10 years than 50 years

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6
Q

What is procedural memory?

A

Implicit.
learning of skills - motor memory
Not aware of where or when we learnt or how

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7
Q

What is priming?

A

Implicit.
association with sensory memory and perception
Presentation of stimulus will affect performance and subsequent behaviour.
Advertising –> propaganda

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8
Q

Classical conditioning

A

Implicit.
Pairing a neutral stimulus with a reflexive response (Pavlov’s Dogs)
- Association with food reactions
- Association with fear responses –> Phobias and PTSD

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9
Q

Working at desk metaphor

A

Step 1) ENCODING- Reading and Consulting files and information. Deciding what to throw away &what to put together and keep - Puts notes/drawings into file folders
Step 2) RETRIEVAL - Retrieving information from files to consult
Step 3) CONSOLIDATION & RECONSOLIDATION -Adjusting faulty information and updating

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10
Q

Encoding

A
  • ELABORATION (~ Semantic Link) - Relevance, Importance
  • DISTINCTIVENESS (~ Episodic Link) - Novelty, Surprise, Unusual

Other Factors:

  • Self-reference effect
  • Organizing to-be-remembered information
  • Visual imagery
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11
Q

Levels of Processsing Theory

A

Elaboration = depth of processing

  • Shallow processing: Little attention to meaning, physical features
  • Deep processing: Link with meaning (personal OR general), associated with better memory
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12
Q

Retrieval

A

Transfer from LTM → WM (consciousness)

MOST Memory ERRORS are in RETRIEVAL/ACCESS PROBLEM (The File is there, but can’t find it!)

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13
Q

Cued recall

A

Retrieval cue.
Cue presented to aid recall
- Increased performance over free-recall
- Most effective when self-created

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14
Q

Encoding specificity

A

We encode information along with its context.

Diving experiment - learn list of words while scuba-diving - remember better while scuba diving than if on dry land

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15
Q

State-dependent learning

A

learning that is associated with a particular internal state , such as mood or state of awareness

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16
Q

Synaptic consolidation

A

Hebbian circuit - neurons that fire together wire together - long-term potentiation

17
Q

Systems consolidation

A

Interplay hippocampus cortex

Hippocampus: Binds different aspects of experience to form a memory trace involving different regions of the brain

18
Q

Standard consolidation model

A

Hippocampus provides link with cortex

19
Q

Hippocampus

A

NEEDED for new memories

Episodic memory !

20
Q

Anterograde amnesia

A

Inability to form new memories/learning

21
Q

Retrograde amnesia

A

Memory loss for events prior to trauma

22
Q

Memory gradient

A

Recent events more fragile than remote events

The garden metaphor –> each seed is a memory, the seeds planted years ago are well rooted and set  the seeds just newly planted can be washed away easier

23
Q

Example: Alzheimer’s vs. Parkinson’s

A

Explicit vs. implicit
Conscious vs unconscious
Cortical vs sub-cortical
Alzheimer’s (top) – Parkinson’s (bottom)

24
Q

Episodic vs. semantic

A

Remembering vs knowing
Hippocampus vs cortex
Anterograde amnesia –> semantic dementia

25
Memory and the SELF
Memory vs. Consciousness Procedural → Anoetic Semantic → Noetic Episodic →Autonoetic
26
Anosagnosia
Not knowing that you don’t know; inability to see oneself and your own problems --> related to problems with episodic memory
27
Memories more fragile and malleable when reactivated
``` Experiment: inject mice with anisomycin under 3 conditions 1 – before consolidation (NO memory) 2- after consolidation (remember) 3 – during reactivation (NO memory) ``` Used to treat PTSD
28
Autobiographical Memory
Memory for specific experiences from our life, which can include both episodic and semantic comparisons Multidimensional Involves mental time travel Experiment with photos: own-photos = prefrontal cortex ( information about the self) + hippocampus (mental time travel”)
29
Why do people remember more things from when they were adolescents?
SELF-IMAGE - Construction during adolescence and young adulthood (Many transitions) COGNITIVE Encoding better – CHANGE then STABILITY Evidence from Immigrants CULTURAL LIFE SCRIPT - Recall of Personal Life Script in terms of Culturally-expected events
30
Amygdala
Emotions and memory
31
Flashbulb memories
- Memory for shocking, highly charged important events - Where were you, what you were doing - Highly emotional, vivid and very detailed - Can be inaccurate or lacking detail - Regardless of level of confidence and the described vividness
32
Source monitoring error (misattribution)
misidentifying source of memory | Cryptoamnesia: unconscious plagiarism
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constructive nature of memory
what people report as memories are constructed based on what actually happened plus additional factors, such as the person’s knowledge, experiences, and expectations.
34
Advantages and disadvantages of the constructive nature of memory
Advantages: Similar to perception Shortcuts to fill in the blanks Can easily organize information into meaningful whole Integrates memories into current self-image Disadvantages: Factual errors Misattribution errors Actually presented or inferred
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Misinformation effect
Misleading information can change the memory -Elizabeth Loftus Misleading postevent information (MPI) Manipulating people’s memories Yield vs stop signs (Pragmatic interference) Smashed vs hit
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Creating false memories
STUDY: Participants asked to elaborate real as well as false childhood experiences Few days later, some participants remembered false events *The issue of recovered memories * Issue with eyewitness testimonies
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Eyewitness testimonies
Attention and arousal | Familiarity and source monitoring