PSYCH Flashcards
(38 cards)
hippocampus role
- encodes semantic and strengthnes episodic (explicit memories)
- turns STM into LTM
- does not store the memory ONLY once the AMYGDALA encodes the memory, THEN IT sends it to the NEOCORTEX to be stored
- damaged hippocampus = cannot form new EXPLICIT memories
explicit memories
- type of long term memory that is formed and retrieved INTENTIONALLY and with CONSCIOUS efforts
implicit
- type of long term memory that is formed and retrieved WITHOUT conscious efforts
semantic memory
- the declarative memory of facts/knowledge about the world
- general fact, knowledge
episodic memory
- personally experienced
- autobiographical events/personal
amygdala role
- encoding emotional content of the memory
- linked to classical conditioned fear and phobias
- amygdala detects emotionally arousing experience → signals to hippocampus that it is meaningful → enhances strength of that memory during encoding.
- emotional memories can be explicit (consciously recall that feeling)
- can also be implicit (feelings unconsciously arise e.g PTSD)
damaged amygdala
- cant appropriately express fear
- cant recognise danger
- forgets fears they’ve learned before
example: monkeys that feared snakes - after amygdala removed - no longer scared of snakes
the neocortex
- stores explicit (explicit and semantic) memories
- once episodic & semantic memories are encoded in hippocampus → stored in the neocortex → for later retrieval
- frontal & temporal lobes are main lobes involved in the storage of semantic and episodic memories
Critical trails purpose
critical trails when the word CAN was presented without the UCS of being sprayed with water.
if the student flinched/blinked it was evidence that they had been conditioned.
similarity between operant and classical conditioning
there are 3 stages: before, during, and after for classical conditioning, and antecedent, behaviour and consequence for operant.
they are both behaviourist approaches to learning.
difference between operant and classical conditioning 1
in classical conditioning the learner is demonstrating an unconscious reflexive response, compared to operant conditioning where participants are consciously evaluating the consequences of their actions.
cerebellum
- motor movement, coordination, balance.
- encodes and stores implicit procedural memories.
- works close w/ the basal ganglia in coordination of motor movement.
basal ganglia
- encodes and stores procedural memories via connections with cerebellum.
- involved in habit formation.
- ensures movements are more fluid, more for practiced sequence of movement.
sensory memory
- see touch, smell, etc
- raw sensory data
- 2 sensory registers: iconic memory & echoic memory
iconic memory
visual sensory register: 0.3 seconds
echoic memory
auditory sensory register: 3- 4 seconds
STM
- when info in SM is paid attention to, transfers to your STM
- holds info you are consciously aware of
STM - capacity and duration
capacity: 5 - 9 individual pieces of information
duration: 18 - 30 seconds
info not stored in STM is due to..
decay: not being used, fades away
displacement: being pushed out by new info
procedural memory
- the memory of motor skills and actions that have been learnt before.
- how to do something
- little to no intentional conscious attempt to retrieve.
classically conditioned (MEMORY)
- conditioned responses to conditioned stimuli are developed through classically conditioned = type of implicit memory, involving fear/anxiety.
- involuntary/unconscious
- involves amygdala
Atkinson-shiffrin model of memory strengths
- the model distinguishes between the different stores involved in memory.
- findings from memory studies support the distinction between STM and LTM outlined in the model.
- model helps explain why amnesia patients have difficult relieving memories from LTM or encoding info from STM into LTM.
Atkinson-shiffrin model of memory limitations
- considered oversimplified
- the model does not account for individual differences in memory processes, storage duration and capacity.
classical conditioning
a process of learning through the involuntary association between a neutral stimulus (NS) and an unconditioned stimulus (US) that results in an conditioned response (CR).
stages include:
- 1: before conditioning
- 2: during conditioning
- 3: after conditioning
