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Psyc 221 Test 2 > Long-term memory > Flashcards

Long-term memory Flashcards

1
Q

long-term memory

A

information retained for a longer period of time

anything beyond 30 seconds is thought the be stored in LTM

any type of info that is not currently in use and anything that is currently not in your mind

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2
Q

capacity of LTM

A

stores large amounts of information

no one knows exact number

perhaps 10^13 pieces of information

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3
Q

misconceptions of LTM

A

you start off with an empty room and add memories, until it becomes full

adding more memories makes other memories drop off

researchers also thought brain would grow until a certain age and then it decays

after ages 20-25 researchers thought the brain couldn’t grow new connections but it actually does until you die

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4
Q

duration of LTM

A

lasts a long time

possible confound: memories you form in late teens-early 20s are more resilient than memories formed earlier or later

these memories hold status because they can be retrieved in a way that other memories can’t

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5
Q

effects of music on Alzheimer’s and dementia

A

music therapy: music is from when the person was around 20 years old

produces lucid moments in people with Alzheimers

music can act as a way to retrieve other memories from that time

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6
Q

should you study with music?

A

yes if it makes you feel happy but it should also not distract you from what you are studying
* singing along to lyrics while trying to read is not helpful

music helps with encoding when it puts you in a better mood but can also distract

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7
Q

LTM representation

A

memory is stored in LTM as meaning

you won’t remember the exact words

memory for words stored in STM relies on sound

memory for words stored in LTM relies on meaning

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8
Q

LTM vs STM

A

semantic (meaning) information

delay: confusion is in the words meaning not in the way that the words sound

  • greater confusion with STM
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9
Q

LTM structure

A

how do we organize different types of memories
* info doesn’t come from conscious awareness

explicit memory: LTM retrieval or performance that entails deliberate recollection or awareness
* measured with direct memory tests

implicit memory: LTM performance affected by prior experience with no necessary awareness of the influence
* measured with indirect memory tests

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10
Q

declarative vs nondeclarative memory

A

another way to make the explicit vs implicit distinction

  • explicit is declarative and controlled (remembering specific formula or date)
  • implicit is nondeclarative and automatic (motor memory, procedural memory)

similar to autonomic vs controlled processe with Attention

these memory systems cannot be completely independent

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11
Q

declarative memories

A

explicit

semantic vs episodic memory

episodic: memory associated with time, placem with a this-happened-to-me feeling
* specific event

semantic: memory for general world knowledge, not associated with time or place

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12
Q

LTM the big picture

A

the whole LTM encompasses some type of episodic memory
* from these episodes, can extract and generalize info which is what semantic is
* can then explicitly declare this information

explicit = declarative memory: remembering with awareness

implicit = nondeclarative memory: remembering without awareness

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13
Q

episodic memory

A

representation tied to sensory experience

temporal and contextual information

prone to forgetting

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14
Q

semantic memory

A

representations store conceptual information

  • representations are seperate from encoding experience, time or context

less prone to forgetting

  • taking info from episodic memory and making generalized information
  • can remember information but you don’t have to remember the time and place
  • you just know it so its easier to remember
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15
Q

semantic priming: lexical decision task

A
  • subjects are shown strings of letters, decide whether they are words or not
    –milk vs milc

even though each trial is separate, information processing on one will affect the other

participants are faster to make a lexical decision after a related prime

semantic priming: facilitation in the processing of a word when it is preceded by a related word

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16
Q

priming

A

being exposed to a certain stimuli makes a particular response to a second stimuli more likely to happen

implicit memory

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17
Q

learning and remembering

A

memory divided into declarative and nondeclarative

declarative (explicit): semantic vs episodic

nondeclarative (implicit): procedural skills, priming, conditioning, nonassociation

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18
Q

Priming examples

A

being exposed to a stimuli will make a particular response more likely to happen

  1. word completion task
  2. lexical decision task
    * cow and milk
  3. stereotype threat
    * participants who have been primed with gender stereotypes related to match: women performed worse than those that were not primed
    (no difference in performance for men)
19
Q

conditioning

A

everyday examples:
* a stomach virus (UCS) would produce a response of nausea (UCR)

  • a stomach virus (UCS) might be associated with eating a certain food such as chocolate (CS)
  • chocolate (CS), which was eaten before a person was sick with a virus (UCS) is now produces a response of nausea (CR)
20
Q

procedural memory

A

procedural memory is responsible for knowing how to do things, also known as motor skills
* motor memory (misnomer)

some examples of tasks dependent upon procedural memory
* playing piano
* skiing
* ice skating
* sports
* driving a car
* climbing stairs
* riding a bike

21
Q

amnesia

A

the catastrophic loss of memory or memory abilities caused by brain damage or disease

two types: retrograde amnesia and anterograde amnesia

retrograde amnesia: the loss of memory for events before a brain injury
* follows Robot’s Law
* more disruption for more recent memories

anterograde amnesia: disruption of memory for events occuring after brains injury, that is, acquiring new long-term memories

areas of brain sensitive to O2 levels like the hippocampus also make memories stick

22
Q

amnesia and implicit memory

A

Amnesic patients can retain and express some aspects of a learning experience, despite their inability to recollect the experience in a conscious or explicit manner

  • This phenomenon is referred to as an implicit expression of memory.
23
Q

anterograde amnesia

A

scoville performed radical surgery on H.M. with the results being pervasive anterograde amnesia
* to treat seizures

his memory of events before surgery was good

evidence to say that H.M’s procedural memory was normal

  • couldn’t make new memories explicitly after surgery

he had encoding for the way he felt about people and he would not like someone but couldn’t remember why

24
Q

encoding and retrieving information

A

encoding: the process of adding information to memory
* modal model: STM to LTM

Retrieval: the process of finding target information in memory
* what’s his name? How do I knnow her?

usually encoding and retrieval interact

25
Q

encoding elaboration

A

effective elaboration is more likely when elaborated information adds meaning or supports meaning of the target info

26
Q

elaboration experiment

A

3 types of sentences:

precise elaboration: information in the sentence that was meaningfully related to the target adjectives
* example: the college girl was tired from studying all night

imprecise elaboration; information in the sentence was not meaningfully related to the target adjectives
* the school girl kelp in the barn next to the goat

base: no elaboration
* the young girl found a book

27
Q

elaboration experiment conclusions

A

Precise > Base > Imprecise

  • concluded that elaboration can help with memory, but it needs to be meaningful

implications: meaningful elaborations help integrate information with prior knowledge

linking knowledge increases remembering

if you elaborate but the connection is not obvious or part of current knowledge or the connection is weak

28
Q

organization

A

gave 24 items either organized into their category or in a random order

people performed worse on lists with no organization

organization links info together and the linking helps retrieval

links gives cues for recalling information

organization improves memory

29
Q

schemas

A

an organized unit of knowledge
* provides typical expectations about situations, events, people

use them to infer details

way of organizing information

how certain events take place

allows to make predictions of what’s going to happen

if two people share schema, assumed knowledge makes recalling easier?

unexpected schemas are easier to remember bc more surprising
* bob ordered a meal, but left no tip when he was finished

30
Q

Schemas results

A

schemas can distort memory to fit expectations

they can fill in details that aren’t present

like looking at an office desk and recalling seeing a pen when there wasn’t actually one

31
Q

summary of schemas

A

schemas: an organized unit of knowledge or script

how do they function?
* can help infer details

how can they hurt us?
* can hurt because we insert things that never happened

32
Q

encoding variability

A

list 1: arm leg foot, arm leg foot.

list 2: arm leg foot, inch meter foot
* better memory
* more connections and links so more cues to recall the information
* easier to remember if you have multiple retrieval cues

33
Q

perspective

A

participants read a story about a house from one of 2 different perspectives
* home buyer or burglar

then try to write down as much of the story as possible

subjects with burglar perspectives recalled different details to those recalled by home-buyers

34
Q

changing perspective

A

later tries to write down the story from the same perspective as before or from other perspective

  • participants with new perspective recalled more than the first time
  • but those with the old perspective recalled slightly less
  • shift in perspective can help recall
  • but information must be encoded in the first place

perspective does not prevent encoding even if it is not relevant to the perspective

perspective change acts as a new retrieval cue to get at the information

35
Q

what does memory teach us about studying

A
  • spacing effect
  • context effects
  • state depending learning
  • levels of processing
  • transfer appropriate processing
36
Q

spacing effect

A

looked at students studying list 8 times in one day vs 2 times a day for 4 days

do both

  • benefits to mass studying right away for long term retention
  • distributed spacing is better because you can hold onto information longer
37
Q

context effects

A

presenting 40 words to scuba divers wither under water or on shore

recall test in same context (on water or shore)

environment has effect on retrieval
* better retrieval for words learned and recalled in same environment

  • encoding specificity
38
Q

encoding specificity effect

A

retrieval is successful to the extent that the encoding and retrieval cues match

  • contect effects: related to the external environment
  • state-dependent learning: arises from our internal states

how you are internally matters

39
Q

state dependent learning

A
  • material learned while intoxicated
  • best recalled while intoxicated

disclaimer: people sober for both performed better than any intoxicated group

the state that you’re in while studying affects the outcome
* if you are sad while studying and sad while taking test, results are better because everything you feel while studying can act as a cue later on

  • encoding specificity
40
Q

levels of processing

A

processing can range from “shallow” processing of the physical features of stimuli to “deep” processing of their meaning

putting meaning into words results in better recall

example: subjects shown a word and then had them make 3 judgments:
1. case
2. rhyme
3. sentence completion

more processing = more remembering

41
Q

problems with levels of processing

A

circular reasoning
* theory predicts: deeper encoding results in greater memory

how do you know the encoding was deep?
* memory was better

42
Q

transfer appropriate processing

A

at encoding: varied in depth
* rhyming is shallow encoding
* sentence frame is deep encoding

at retrieval, used rhymes as retrieval cues
* rhyme as retrieval cue (shallow)
* recognition (deep)

Transfer-appropriate processing (TAP) is a type of state-dependent memory specifically showing that memory performance is not only determined by the depth of processing (where associating meaning with information strengthens the memory; see levels-of-processing effect), but by the relationship between how information is initially encoded and how it is later retrieved.

43
Q
A

Psyc 221 Test 2 (9 decks)

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