Memory Flashcards

Question

What is chunking in relation to STM?

Answer 1

*Combining multiple pieces of information into a single unit or code *Active processing allows chunk creations, maximising efficiency *E.g. Remembering 'C-I-A' is easier than 'R-G-T' because it has semantic meaning

Answer 2

The cognitive system responsible for temporary storage and manipulation of information

Answer 3

The structure of working memory and its limited capacity

Answer 4

* Central Executive * Phonological Loop * Visuo-Spatial Sketchpad

Answer 5

Controls attention and coordinates info to and from sensory memory and long term memory, and manages subsystems/slave systems

Answer 6

*Auditory/verbal store *Phonological Store: Holds sound based information * Articulatory Rehearsal Process: Helps maintain verbal info through repetition (repeating something in your head) *Holds language-based material, also potentially nonverbal sounds (e.g. birdsong)

Answer 7

*Visual and spatial information (e.g. images) *Can be used to visualize, imagine and manipulate images (e.g. imagining a puppy and adding a kitten to the mental scene)

Answer 8

Aim: *To investigate the separate components for working memory using the dual task method (performing 2 tasks at once) *If performance on one task declines when the other is added, the tasks share resources *If performance is unaffected, they are independent systems Procedure: 1) Primary Memory Tasks- Verbal (remember a string of letters) and visual (remember a sequence of colored squares) 2) Secondary Span Tasks- Verbal (mentally add numbers heard, requires articulatory rehearsal) and visual (identify capital letters in a sequence, required visual discrimination) Findings: Performance is worse when primary and secondary tasks use the same modality Conclusion: *Evidence supports separate subsystems for verbal and visual working memory *Tasks that use the same resource pool interfere with each other more than tasks that use different pools

Answer 9

*Some visual tasks can be recorded into verbal representations *E.g. sequence of colored squares can be encoded as “red-blue-green’, using verbal memory rather than visual *People with aphantasia may not use the visuo-spatial sketchpad but instead rely entirely on verbal strategies

Answer 10

Retain relevant knowledge over long durations and fill in gaps in incomplete info ## Footnote It helps fill in gaps in incomplete information.

Answer 11

Active, not passive

Answer 12

*The initial process of transforming a stimulus into a memory trace *we only encode a fraction of whats in the STM *Encoding is an active process

Answer 13

Rehearsal, more repetition = better retention

Answer 14

Depth of processing *Shallow: Structural (e.g. is the word in all caps?) *Intermediate: Phonological (e.g. does it rhyme with cat?) *Deep: Semantic (e.g. does it fit in this sentence?)

Answer 15

1) They asked participants 3 types of questions about words 2) They were then asked to recall the words at the end of the study 3) Structural (upper or lowercase)- 17% recalled 4) Phonological (rhyme)- 37% recalled 5) Semantic- 65% recalled 6) Therefore, the deeper processing leads to better memory Conclusion: *We store meaning, not surface details *Participants are bad at detecting changes in sentence structure/synonym *But they are good at detecting meaning changes

Answer 16

*Can be expressed verbally *They are encoded faster *Includes semantic and episodic memory

Answer 17

*Harder to express verbally *Procedural- Skills and muscle memory *Priming- Prior exposure increases accessibility (perceptual, semantic) *Conditioning- Learned associations *Habituation- Non associative learning (habituation and sensitization)

Answer 18

*Includes skills such as reading, tying shoelaces, driving, etc. *These memories develop slowly through practice *They are hard to verbalize

Answer 19

*Memory for facts, concepts, categories and relationships *General knowledge *It’s organized by content, similar concepts cue each other *It enables powerful inferences (e.g. cat is a mammal) *It not tied to a source (e.g. Do tables have legs? You answer without thinking of a specific table)

Answer 20

A model that suggests semantic memory as a network of nodes (concepts) and links (relationships)

Answer 21

*Node = Robin, bird, animal *Link = “is a”, “has property”, “Part of” *Robin –> Bird –> Animal –> Breathes *You infer robin breathes without directly storing

Answer 22

Spreading activation *Nodes like “bed”, “dream”, “night” activate “sleep” through strong associations *“Sleep” becomes as active as true items, leading to false memory

Answer 23

*Primacy Effect- Early items better remembered *Recency Effect- Last items better remembered *Serial Position Effect- Better recall for start and end of list due to interference, rehearsal and decay

Answer 24

*Spacing Effect- Repeated item like night were recalled *Distinctiveness- Words that stand out/don’t fit with the list are recalled

Answer 25

*Memory for personally experienced events *Specific instances that are temporally structured (e.g. easier to recall dinner from yesterday compared to 14 days ago) *Episodic memory is reconstructive, meaning your remember parts then fill in the blanks

Answer 26

1) Participants read ambiguous passages 2) Half were told it was about a peace protest, others a trip to another planet 3) Within both passages was written “The atmosphere didn’t require special clothing” 4) More recalled this if they believed the passage was about space/another planet 5) Conclusion- Memory retrieval is influenced by interpretation and contextual cues

Answer 27

The more cues associated with a memory, the easier it is to recall ## Footnote Cues can be contextually or environmentally related.

Answer 28

*Retrieval works best when context/cue match encoding conditions *Cue doesn’t need to be logically related to memory *Environment Matters (E.g. Scuba divers remember underwater event between when underwater) ## Footnote The cue does not need to be logically related to the memory.

Answer 29

1) They gave participants word lists under category labels (e.g. clothing) 2) Then tested free recall vs cued recall 3) Cued recall produced much better performance ## Footnote Participants were tested on word lists under category labels.

Answer 30

Procedure: 1) Participants saw a serious of 30 slides: Car drives down a street, Car stops at stop sign, Car turns right, Car appears to knock down pedestrian in crosswalk 2)Participants answer a series of 20 questions about the accident 3)Consistent Question- Did another car pass the first car when it was stopped at a stop sign? 4) Inconsistent Question- Did another car pass the first car when it was stopped at the yield sign? 5) Participants were later shown pictures and asked which ones were part of the slides that they had seen before Result: Those misled with yield question were 34% more likely to incorrectly say they had seen the yield sign ## Footnote Participants answered questions about a car accident after viewing a series of slides.

Answer 31

Words used to fill in the blank affected the speed estimate ## Footnote E.g. 'Smashed' led to a higher speed estimate than 'Contacted'.

Answer 32

1) Participants completed a survey containing events and check which ones have happened to them in life 2) They were then asked to imagine events they hadn’t checked 3) They were later retested a week later and filled out the survey again 4) Many reported those imagined events as real 5) Therefore, imagination led to false memory formation ## Footnote Participants reported imagined events as real after being prompted.

Answer 33

No, it's usually due to retrieval failure ## Footnote It’s usually due to retrieval failure, not total loss.

Answer 34

Trying to forget something may lead to better memory due to rehearsal ## Footnote Rehearsal increases encoding.

Answer 35

Procedure: 1) 15-month-old children heard Greek passages 2) The children were tested at 8.5, 14 and 18 years old for the ability to learn old vs new passages 3) They found that the children learned the old passages faster than the new one at each age Conclusion: *Early exposure improved long term encoding *Information is having an effect on re learning *Memory seemed forgotten, but was still present ## Footnote Children learned old passages faster than new ones at different ages.

Answer 36

*Decay- Memory fades if not used *Retroactive Interference- New learning disrupts recall of older memories *Proactive Interference- Older memories interfere with newer ones ## Footnote Retroactive disrupts older memories; proactive disrupts newer ones.

Answer 37

*Neurons that fire together, wire together (Hebbian learning) *If neuron A consistently activates neuron B, their connection strengthens ## Footnote Strengthening of connections between neurons based on their activation.

Answer 38

Occurs at synapses over minutes and involves fast learning in the hippocampus (memories last a few weeks in this state) ## Footnote Memories last a few weeks in this state.

Answer 39

*Involves reorganization of cortical circuits over weeks or years *Creates long term, durable memory in the cortex *Once in cortex, it possibly never lost, just inaccessible ## Footnote Creates long-term, durable memory in the cortex.

Memory Flashcards

(63 cards)