Q3 Test Flashcards
(104 cards)
declarative memory
memory with content used to make declarative statements
also known as conscious memory because its contents enters consciousness when accessed
explicit memory
the type of memory that we usually thunk of when we talk about the ability to remember something
can be subdivided into semantic and episodic memory
2 primary ways to assess explicit memory in non-human animals
matching-to-sample
non-matching-to-sample
non-declarative memory
(unconscious or implicit memory)
implicit memory
not accompanied by conscious recollection, does not support the formation of declarative statements, and is implied by behavioral change
collection of experience-dependent abilities
different forms of implicit memory
non-associative learning, simple classical conditioning, priming and perceptual learning
semantic memory
the vast collection of factual information at our commands; facts that do not require you to recollect specific autobiographical events
episodic memory
events that take place at a specific time and in a specific place; always associated with temporal and spatial contexts
direct test
instructions to make intentional use of stored memories
matching-to-sample task
At Time 1 the sample is briefly shown. After seeing the sample, a retention
interval begins, during which the sample information must be
retained. At Time 2, two choice stimuli are shown. The test trial ends when the animal chooses one of the options; correct choices are rewarded. When this task is used with humans, the
correct choice is usually the item that matches the sample, so the task is called the matching-to-sample task
non-matching-to-sample task
takes advantage of nonhuman animals’ preference for selecting
new, novel things whereas humans prefer to select old, familiar things
retention interval
during which the sample information must be
retained
Morris water maze
A second direct memory test widely used with non-human animals; simply a circular pool of water that includes a moveable platform (shown in blue) located within the pool. The height of the platform is slightly less than the
depth of the water so that the top of the platform is just beneath the surface. In addition, the water in the pool is made opaque by the addition of powdered milk or nontoxic paint powder. The reason for coloring the water is to make the platform invisible to the test animal
indirect test
provide evidence of memory when people behave one way when something has been learned and behave differently when
nothing has been learned
non-associative memory
does not involve the formation of new stimulus-response or stimulus-stimulus associations. Instead, non-associative learning involves changes in reactivity that are not accompanied by new associative links. The two best examples of non-associative learning are sensitization and habituation.
sensitization
Some behavioral responses are considered reflexive because they involve unlearned responses to
specific types of stimuli and because it involves a persistent change in
behavior as the result of an experience, it is considered a form of learning. It is not, however, considered a form of associative learning because it does not involve learning to response to a new stimulus
habituation
one sees that the intensity of the startle response gets weaker with each repetition of the US and eventually the response disappears all
together. That is, the stimulus losses its surprising quality and, therefore, one learns to ignore it. This is called habituation and it constitutes a form of learning because behavior has changed as a result of
experience.
you learn to stop responding
Clark & Squire (1998)
tested a group of amnesic patients as well as age-matched controls. The use
of amnesic patients in research on implicit memory is quite common because many amnesic patients have impaired explicit memory, but completely spared implicit memory. That is, the amnesic patient has difficulty with conscious recollection of facts and events but has no difficulty exhibiting normal
experience-based behavioral change that do not require conscious recollection of the past. Thus, learning and memory that appears normal in amnesia is usually considered implicit in nature, and learning and memory that is absent or impaired in amnesia is considered explicit
delay conditioning
all participants exhibit the same increases in
likelihood of exhibiting a conditioned response across training trials. This means it was not important
for participants to be aware of the CS-US relationship nor was it important for participants to have normal explicit memory for learning to occur. In other words, simple delay conditioning appears to establish a form of implicit memory
trace conditioning
involves CS-US trials in which both the CS onset and CS offset precede the US onset, and some time elapses between the CS offset and US onset
conditioned emotional response
based on implicit memory. The best example of a conditioned emotional response is that which results from a fear conditioning procedure, like the one employed by
Michael Davis (1992)
negative priming
demonstrated using the lexical decision task, but instead of showing one letter string on each trial, a pair of colored strings is presented. People are instructed to ignore the strings of one color (e.g., green) and only make judgments about the other (blue) strings
procedural memory
it involves memory for how to do things. A frequently used method for demonstrating procedural learning is the mirror-drawing task
mirror-drawing task
This task requires people to
trace the outline of a shape that is drawn in double lines by placing the tip of a pencil inside the two lines and moving it around the shape while trying to keep inside the lines.
