Memory 2 Flashcards
(115 cards)
1
Q
Traditional Stages of Memory
A
- Sensory
- Short term
- long Term
2
Q
Facts about Sensory Memory
A
- Initial stage of encoding from stimulus to neural energy (Ex: tranduction of eye/ retina to brain or ear to brain or smell to brain)
- Briefest stage of memory process (lasts milliseconds to a few seconds)
- Rapid decay
- limited capacity
- _________________
3
Q
Short-Term Memory
A
- Typically auditory
- Rehearsal (maintenance vs elaborative)
- Fill in the blank
4
Q
History of Memory
A
Ebbinghaus(1800s)–Frederick Bartlett (1930s)–Gestalt school (1930s)–Sigmund Freud–Rise of Behaviorialism (1930s)–The Computer Revolution (1950s)–Modern Day
5
Q
Long Term Memory (LTM)
A
- Relatively unlimited in terms of duration and capacity
- Ex:_____
6
Q
Implicit/Non-Declarative Memory
A
-“How to” memory
-Procedural, emotional, priming
-Classically/ Operant condition behaviors
-Reflexive/ automatic
Ex:__________
7
Q
Explicit/Declarative Memory
A
- “That is” memory
- episodic, semantic,
- Reflective
- Ex:______
8
Q
Episodic vs. Semantic memory
A
- Both are types of Explicit/Declarative memory
- Episodic: Specific events at specific times (Ex:_____)
- Semantic: General knowledge (Ex:_____)
9
Q
Implicit/Non-Declarative Memory
A
-“How to” memory
-Basal Ganglia is important structure
-Procedural, emotional, priming
-Classically/ Operant condition behaviors
-Reflexive/ automatic
Ex:__________
10
Q
Explicit/Declarative Memory
A
- “That is” memory
- Hippocampus is important structure
- episodic, semantic,
- Reflective
- Ex:______
11
Q
Recognition
A
-old-new/forced choice
Ex:____
-Guessing/ chance perfomance
Ex:_____
12
Q
Neuroscience methods for studying memory
A
In Animals: Ablation studies, recording studies (Ex:_____)
-In Humans: EEGs, PETscans, fMRI
13
Q
MODAL Model of memory
A
- Atinkson shriffrin (1968)
- Sensory registers
- Processes: Encoding–storage–Retrieval
- Major criticism
14
Q
MODAL Model of memory
A
- proposed by Atinkson shriffrin (1968)
- One of the first
- Sensory registers
- Processes: Encoding–storage–Retrieval
- Major criticism
15
Q
2 stages that Karl Ashley developed
A
- Mass action
- Equipotentiality
- How: In rats, moving parts of their brain in maze study
16
Q
Problems with Ablation studies in animals?
A
-The brain works all together so you shouldn’t just cut things out to see how they work individually you have to see how it all works together
Ex: Recording studies (stereotastichic) using electrodes to record diff parts of the brain
17
Q
What is a “Model” in relation to memory?
A
A visual representation of how things work
18
Q
MODAL Model of memory
A
- proposed by Atinkson shriffrin (1968)
- One of the first “models of memory”
- Was updated in 1971 and added sensory registers
- Sensory registers
- Processes: Encoding–storage–Retrieval
- Major criticism: Too linear, meaning memory is more complex than what they make it seem, there’s top down processing
19
Q
What is a “Model” in relation to memory?
A
A visual representation of how things work
Ex: ______
20
Q
Sensory registers
A
- Think of them as “storage facilities”
- Stimuli comes into STM-LTM-Sensory Memory
- Memory can still get lost inbetween the storage facilities
21
Q
What is a “Model” in relation to memory?
A
A visual representation of how things work
Ex: _____“Working memory”??
22
Q
Does LTM last for the rest of your life?
A
Yes, unless you have a degenerative disease (massive loss of neurons)
23
Q
Neural stage of sensory memory begins in the
A
Eye (Retina),
-b/c thats where transduction occurs.
Ear (hair cells on basilar membrane in the cochlea)
-b/c thats where vibration occurs
24
Q
What “Lacks meaning” in relation to sensory memory ?
A
The nature of storage (The process of encoding/ transduction)
Why: b/c initially it’s just a picture or just a word once it’s processed in the brain…The info is just temporarily stored on the retina not in the brain cortex yet
25
3 Types of Sensory Memories
- Iconic: shortest stage(parallel, vision @ once), "memory for Visual" Ex:More parallel
- Echoic: "memory for Auditory" (Ex: More serial)
- Haptic/Tactile: "memory for Touch" (Ex: touch memory, identifying a key/objects by touch)
26
3 Types of Sensory Memories
- Iconic: lasts, 1/2 a second, "memory for Visual" (Ex:_____)
- Echoic: lasts 1-3 seconds, "memory for Auditory" (Ex:listening to the lectures vs. just watching silent video)
- Haptic/Tactile: "memory for Touch" (Ex: touch memory, identifying a key/objects by touch)
27
Between Iconic or Echoic, which memory processing is the shortest stage?
-Iconic (half a second)
28
SPAN (Capacity)
"How much info can be held in different memories"
Ex: **NAOM's Article Presentation**
Real life Ex: While listening to the lecture recording I can process & take notes better just listening vs looking at powerpoints
29
Iconic Memory + 3 requirements
-The visual sensory memory
-"EYEconic memory"
Ex: **GEORGE SPERLING 1960 ARTICLE**
very little leave the retina to attention is required
saccides
it lasts on your eyes for 300-500 ms on the retina
rapid decay of info so there is no overlap of the 30ms gap from the saccide
30
George Sperling Article (1960)
- Span for iconic memory
- Methods/How: Used taschiscope to present stimuli quickly (the eye doctor test),
- Results/Findings: Iconic memory doesn't last long, They only recalled 4-5 letters, there are 3 tones ppl will hear (Fz tones), Icon
- Memory span is dependent on yourself, We have more stored in iconic memory than we can recall (partial reports are more accurate),
- Pros: developed "Cueing recall", and you can see more than you can recall, b/c iconic memory is so short
- Criticisms:
31
Iconic Memory
-The visual sensory memory
-"EYEconic memory"
Ex: **GEORGE SPERLING 1960 ARTICLE**
32
George Sperling Article (1960)
- Hypothesis:
- Methods/How: Used taschiscope to present stimuli quickly (the eye doctor test),
- Results/Findings: Iconic memory doesn't last long, They only recalled 4-5 letters, there are 3 tones ppl will hear (Fz tones), Icon
- Pros/Cons: developed "Cueing recall"
- Criticisms:
33
What is important in memory ?
ATTENTION!!
- Specifically in the pre frontal region
- Things that are important get our attention
34
Trans-saccadic fixation
- Eyes moving around,
| - No visual info from the eye is stored b/c its too quick
35
What does "filling in the gaps" refer to with iconic memory ?
-The iconic memory from the previous visual memory (Ex: The memory of what we just saw lasts for a few seconds)
36
Why is info lost from an iconic memory store?
- Interference:
| - Ex: Sperlning 1963 Masking experiment
37
Interference
- Most likely responsible for short duration of iconic memory
- For STM and LTM
- Ex: A bright light coming in activates retina, interferes with ability to store the memory
- Real life Ex: Change blindness
38
Change Blindness
-Inability to detect changes in visual scene across icon stores
Ex: The gorilla basketball videos,
-Happens when:
-Reflects our Expectation & Perceptual Biases
-"Non perceptual biases can exert influence at this early stage"???
39
What Reflects our Expectations & Perceptual Biases?
Change blindness
| -Ex:
40
Turvey (1973) Study
- Important for understanding Where Iconic memory is located and that it happens later on in the brain
- Methods/How: 2 types of masking stimulus, shined bright light in left eye, partipant could read the right eye
- Results/Findings:
- Pros/Cons: de
- Criticisms:
41
Echoic Memory
- The auditory sensory memory
- Last longer than iconic
- "ECHOE-conic memory"
42
Each sensory memory system is unique to it's task
- Iconic: Info presented/ represented
| - Echoic: Info presented in ephermeral
43
Sensory Memory
- Preconscious/ Subconscious experience (Ex:______)
- Located:
- Info is represented as experienced (Ex: ____)
- Attention to stimuli is critical (Ex:___)
44
Short Term Memory
- Longer than sensory memory (15-30sec)
- Capacity span is digit (7 +/2: Miller's magic number)
- More centrally located than sensory memory (Ex: distinct & downstream)
- Quality of STM is _____ in different types
- MOSTLY AUDITORY but, different types (verbal, visuospatial, spatial, object memory etc)
45
3 Methods of Retrieval for STM
1.
2.
3.
46
Why is there a need for a working memory model?
- STM as a passive store of verbal/visual info not enough to explain daily activities
- Ex: performing complex math equation (keeping the numbers in STM but the process of long division is operating in LTM)
- Real life Ex: Conversation, needing to remember what was said in order to respond (semantic meaning is stored in LTM)
47
Short Term Memory aka "Working Memory"
- Longer than sensory memory (15-30sec)
- Capacity span is digit (7 +/2: Miller's magic number)
- More centrally located than sensory memory (Ex: distinct & downstream)
- Quality of STM is _____ in different types
- MOSTLY AUDITORY but, different types (verbal, visuospatial, spatial, object memory etc)
48
3 Methods of Retrieval for STM
1. Parallel: Response time should not vary with list size
2. Serial self terminating: Response time should increase with list size, BUT ‘yes’ and ‘no answers should differ: ‘yes’ slope should be half that of ‘no’.
3. Serial exhaustive search: Response time should increase with list size AND slopes for ‘yes’ or ‘no’ should be the same
49
2 Processes of making memories?
-Explicit Processing
-Implcit Processing
Ex: Parasympathetic, automatic etc
50
Memory 101 (The Basics) flow chart
- "Chunking": refers to a learning technique, we use to remember smaller pieces of a bigger picture (Ex:857-869-0645, phone numbers)
- "Information processing model"= Encoding
- Attention, Encoding, Retrieval" is the umbrella
- Theres kinds of Processing (Explicit/Implicit)
- Input-Sensory Memory-STM-LTM
- STM/ "Working Memory"
51
Memory is based on 2 things
1. The time (attention) you took into learning someting
| 2. The process to encode/ store it
52
Working Memory
-A Model of memory
53
Models of Memory
- MODAL model (the first)
- Working memory
- Long Term Working Memory
- Dynamic memory
54
Models of Memory (*Give 2 examples & explain)*
- MODAL model (the first)
- Working memory
- Long Term Working Memory
- Dynamic memory
- Cowan's embedded Process Theory
- Engle's Inhibatory control theory
- Time based resource sharing
55
What is an Episodic Buffer?
- Definition:
- Assumptions regarding the buffer: capacity
- EX:
56
What is an Episodic Buffer?
- Definition: the last system of Braddeley & Hitch's Working memory model,
- Happens when: to account for interaction btwn LTM and Working Memory (2:29 of Youtube Braddeley&Hitch vid)
- Assumptions regarding the buffer: capacity
- EX: using visuo
57
Studies about interference
- Chess players?: articulatory suppression does not impact chess playing in terms of remembering positions or determining next move, or routine driving (00:57, lecture 4)
- Drivers? articulatory suppression can cause errors in JUDGEMENTS
e. .g. When to apply brakes, stopping for a red light
58
Phonological Loop
-2 parts (store & sub-vocal rehearsal)
1. store: where the info goes to, if it's not used in 30 seconds its gone
2. sub-vocal rehearsal: continuous stimulated,
- Part of Baddeley & Hitch's working memory model
59
Baddeley & Hitch Working Memory Model (1974 version)
-Tripartite "Slave systems"
1. Phonological loop: the storage info for verbal/auditory info, the slave/powerhouse (happens inner ear/voice), broca's area, left hemisphere
2. Central Execeutive: Generalized system, Determines info to PL or VS, nothing else
Ex; monkey study, patricia goldman
3. Visuo-Spatial Sketchpad: responsible for visual and spatial info,
4. Episodic buffer: latest entry
60
Problems with Braddeley & Hitch's Model's
-They tried to create CLEAR CUT boundaries about the encoding and the memory system but a lot of things get encoded VERBALLY (Auditory, echoic memory) so it's "ambigous"??
61
Problems with Braddeley & Hitch's Model's
-They tried to create CLEAR CUT boundaries about the encoding and the memory system but a lot of things get encoded VERBALLY (Auditory, echoic memory) so it's "ambigous"??
-They realized they needed access to components of LTM b/c STM was not enough
-
62
Can you measure Working memory?
Yes,
| How: Span (capacity) test
63
2 components of Span Test (2 components for working memory)
- Attention (active processing) & Retention
1. . Active processing (attention)
2. Retention
64
3 Types of Span Test for Working Memory
- Reading span: read & recall the words of sentence
- Comprehension span: is the sentence possibly or not, grammatically correct etc
- Operation span: simple math
Real life Ex: For a research study I did with 5th graders, we used these span tests to see if the students LEARNING MEMORY was WORKING in the summer w/o school
65
Where in the brain does Phonological loop activity (processes) occur?
- Broca's area (frontal lobe, produce speech)
- Temporal/parietal junction (auditory/hearing)
-Ex Diagnosis: Tumor in broca's area it's hard for ppl to speak even if they know what they want to say, this could happen from stroke
"Broken broca's stroke area"
66
4 Phenomenas of Phonological Loop
1.Word length effect: the longer the words/more syllables the less words you can remember
(b/c
(Ex: think of dendrite sending info down a reallllyyy long neuron...or Metabatropic process is longer than Ionotropic b/c there's more steps)
2. Articulatory suppression: Interference of the phonological loop (when someone else is talking). It's hard to store verbal material when we actually talk
3. Phonological similarity: Hard to remember words in STM when they sound similar
Ex: Meeting Craig and Greg at the same party
(Ex: If a word sounds familiar to another word in the brain it competes like receptors)
4. Lexicality
67
Lexicality Effect
- Reflects *processing* not just subvocal rehearsal (Knowing more real words in our memory vs. Fake bullshit words or foreign words)
- component of Phonological loop phenomena
- Shows how working memory taps into LTM
68
Consolidation and LTM
- Patient H.M had loss of consolidation due to removal of hippocampus bilaterally
- Long Term changes in synapses (increased protein synthesis, result from LTP)
- 2cd Messenger
69
Consolidation and LTM
- Patient H.M had loss of consolidation due to removal of hippocampus bilaterally
- Long Term changes in synapses (increased protein synthesis, result from LTP)
- 2cd Messenger hypothesis (explains how LTP can affect genetic trancription/translation which affect changes in protein synthesis needed for neuronal receptors, dendrites, axon terminals, etc.)
70
Who is H.M?
- Had a Bilateral medial temporal lobectomy (they cut most of his hippocampus out)
- Had damaged neural areas (memory deficits) due to lobectomy
- STM memory and LTM but couldn't consildate
- Couldn't complete word stem with new vocabulary, b/c it's not in his lexical
71
Consolidation (2 Facts)
-Necesarry switch (process) for STM transfer to LTM transfer
-You only need hippocampus to consildate explicit memory
-Sensitive to disruption (Ex: Seizures in rats causes disruption in consolidating LTM)
Real life Ex: Mild retrograde amnesia, sports related concussions, ECT in humans
72
Consolidation
-Necesarry switch (process) for STM transfer to LTM transfer
-Sensitive to disruption (Ex: Seizures in rats causes disruption in consolidating LTM)
Real life Ex: Mild retrograde amnesia, sports related concussions, ECT in humans
-Structure of the brain: Hippocampus
73
List 4 characteristics of LTM
- resistant (takes a great deal of neural damage "disease, injury" to lose LTM )
- Impossible to determine if forgetting is due to retrieval failure or "lost" memories
- Not localized to individual neuron (1:3 vs 1:1)
- Perhaps infinite capacity
- Includes Explicit/ Implicit memory
74
Synaptic Changes in LTM
- Sensitization/desensizization post synaptic neurons (receptors only need a little or a lot of NT to release depending if their sensitized/desensitized)
- Structural changes (formation of new synapses, increase in dendrites or axon terminals)
- How?: Synaptic Plasticity hypothesis
75
Synaptic Plasticity hypothesis
- Ramon y Cajal 1894
- Sensitization/desensizization post synaptic neurons
- Structural changes (formation of new synapses, increase in dendrites or axon terminals)
- Repeated stimulation causes the synapses to be malleable and they can change
76
Harrison et al Article (2013)
- 05:08 from February 15th
- Hypothesis: Can Working Memory influence fluid intelligence?
- Fluid: Innate, constant
- Crystallized: things you learn
Near transfer task, far transfer tasks
Findings: WM is only able to help for near and modern transfer tasks...it didn't improve fluid intelligence....WM and Fluid Intelligence are 2 separate things
77
How does consolidation result in Long Term synaptic changes?
Long Term Potentiation
| -
78
LTP (Long Term Potentiation)
-Repeated activity in the synapse is can change sensitivity of post synapse (The more you do something, the more it sinks in LTM)
-Protein synthesis is critical for these synaptic changes to occur
(Ex: Taser stimulation)
79
Implicit Memory (Kind of reflexive)
-Unconscious (Doesn't require conscious thought/awareness)
-Involves language
-5 types
Ex: Trying to catch your balance
80
2 Main Types of Implicit Memory
- Non-associative learning
- Associative learning
- Emotional
- Procedural
- Habit/Sequence
- Perceptual/priming
81
-Non-associative learning:
-Habituation/Sensitization/Naturalization
-simplest form of learning, even animals can learn, "doesn't require neurons"??
-
82
-Associative learning:
-Classical/ Operant conditioning
-Procedural/skill "things we learn how to do"
Real life Ex: You can train your brain to unconsciously drool at the thought of tacobell if you used CC or OC
83
Psych 101 Background
"Conditioning": Ways to train your brain
3 Types
-Classical/Behavioral: Pavlov's dog,
-Operant: B.F Skinner, Pos ReinForce/Neg RF
-Sigmund Freud
84
True or False: If you can learn a habit, you UN-learn a habit?
True,
- habits&skills are part of implicit (unconscious) memory
- Ex: Pathways can be erased if you don't use the pathway over and over again
85
Incidental Learning
(Implicit) What happens to you when you don't realize you're learning something
Ex: Listening to a lecture in the background and not realizing
86
Name 2 components of Learning/ Memory
- Relatively permanent change in behavior dependent upon experience.
- Non associative & Associative
87
Corkin H.M Article (2002)
- Hypothesis:
- Methods/How:
- Results/Findings: Evidence of neuro degeneration in hippocampus, parts of parahippocampal gyrus
- Pros/Cons:
- Criticisms:
88
Classical conditioning vs. Operant conditioning
-Similarities: unconscious (implicit) processing, formation of associations (aplysia), generalization/discrimination, extinction/recovery(keeping the memory/association alive or else it fades), biological preparedness (neural connections;less plasticity), can be explicit too (semantic memory)
- Spontaneous recover/extinct
- Differences:
89
Formation of Association
-A component of Classical & Operant conditioning
-formation of new synaptic connections
Ex: Fear of dogs, can form from association of dogs and bite mark
Example of Treatment: Therapy w/ Classical/Operant conditioning learning to love/hug dogs
90
List some Brain structures relevant in the process of memory/encoding memory?
-Hippocampus (Explain:_____)
-Amygdala (Explain: emotional learning, fear response,)
-Broca's area (Explain:_____)
-Basal ganglia (Explain: procedural memory, motor skills)
-Retina (Explain: transduction, beginning of sensory memory)
-
91
Is Consciousness necessary* for associative learning to occur?
No
| -b/c associative learning is a form of implicit (unconscious) learning
92
Ways to Test Implicit Memory
- Subject must show influence of prior experience without being aware of the experience.
- Verbal priming tasks (Why:_____)
- Non-verbal priming tasks (Why:_____)
93
2 Facts about Priming
-Priming effects can last for a very long time…up to 1 year post-testing.
-works best when testing conditions are identical to priming conditions.
(Ex: visual-visual vs. visual-verbal)
94
Sequence Learning
- A Specific Type Of Implicit/Non-declarative Learning
- When things are in sequence it's easier to learn habituation/unconscious/ Implicit memory
- FILL IN THE SLIDES
- Ex:Grammar
- -Slide 35 , Lecture 5 picture
95
Example of perceptual (visual) learning and incidental (implicit) learning
-Slide 34 , Lecture 5 picture
96
Maintenance
- Type of rehearsal
| - Repetitionm
97
Elaborate
- Type of rehearsal
- Making an anology
- Connecting it to personal
98
2 types of Rehearsal for STM
- Maintenance
| - Elaborative
99
4 Unique characteristics of the hippocampus cells that provide memory (Unique physiology of hippocampus cells)
- hippocampus is one of the few sites in the brain that can be regeneerated (new neurons)
- reverbetating circuits: stimulate somin over and over again, the signal will keep reverberating around the cells
- strongly connected to other
100
What does habit learning look like in the brain (what parts of the brain?)
-Put electrodes in monkey--dopamine neurons in substantia niagra release dopamine to basal ganglia whenever you do a habit ......
101
Classical forging task vs. Signal Task (Habit)
-Classical forging task:
-Habit formation happens in basal ganglia
-
102
What 2 structures are needed for sequence learning in the brain?
1. sensory motor cortex
| 2. Basal ganglia
103
What structures are needed for habit/procedural/sequens learning in the brain?
- basal ganglia
- substantia niagra
- cerebellum
104
Perceptual learning/Priming
- sensory cortex
| - frontal lobe
105
Fact 1
Repeated exposure causes long lasting changes in the synapse
106
Fact 2
Priming is a reduction in neural response
107
Mere exposure effect
-a phenomena of perceptual learning (just being exposed to something you learn)
108
Perceptual learning
Learn without feedback, but from doing it over and over again
109
3 stages done for procedural memory acquisition
1. cognitive: Need a lot of attention in this stage
2. Associative: More comfortable
3. Anonymous/mastery: Doing it automatically w/o thinking (Basal ganglia)
- -You get here through chunking
110
Where does the dorsal and ventral stream get separated in the retina?
- Rods(where info )
| - Cones (what info)
111
Corsey span test
- used to test span for spatial memory
| - Spatial memory More affected by interference than verbal memory
112
The visuospatial span
-You can remember 4 objects no matter how detailed the object is, we don't have to know every single detail to identify object
113
Sternberg (1960) 3 Findings on retrieval from STM
1.
2. Serial self terminating
3. Serial self exhausting
114
H.Mhttps://www.brainscape.com/l/study?classes=17441156-9845704
- Knocked unconscious injury as a child , family history of epilepsy/ childhood head injury
- Suffered from severe incapacitating seizures
- Maintained sense of morality, still recognizes himself (mere exposure effct)
* *NO CHANGE IN EXPRESSION, Repeated daily exposure (neural representation) & bilateral amygdalectomy b/c emotion response was removed
- He was getting better at improving but he was learning but had no memory of that
- LAsted beyond what was in his medial temporal lobes
- He was primed with words preoperation and it was hard because they don't know everyword they have
115
Equipotentiallity
Karl Ashley
| -Each part of the brainb is =
