RETENTION AND FORGETTING

Question 1

What does craik and Lockhart study?

Answer 1

The levels of processing

Question 2

What does our strength of memory depend on?

Answer 2

Perceptual process like when reading a word

Question 3

Explain graphemes?

Answer 3

Physical features of the letters

Question 4

Explain phonological?

Answer 4

What the word sounds like

Question 5

Explain semantic meaning?

Answer 5

Extracting the word meaning

Question 6

What happens when theres a greater depth of processing?

Answer 6

The stronger the memory trace

Question 7

Explain what craik and Lockhart did ?

Answer 7

• partipants presented with list of 60 words and asked different questions about these words
• like is it uppercase, does it rhyme with chair and is it an animal

Question 8

What did shallow processing of information lead to?

Answer 8

To weak memory trace
Retention only short term and forgetting increased
Deeper levels of processing lead to a strong memory trace Retention only
Longer retention intervals forgetting decreased

Question 9

What did hebb argue about?

Answer 9

Memories encoded in the brain as engrams
And they are means of which memories are stores as biological changes in the brain in repsonse to external stimuli

Memories explained in terms of connection between neurons

Question 10

What does engram mean?

Answer 10

A unit of congnitive information inside the brain

Question 11

Explain the experiment behind the consolidation theory?

Answer 11

• rats trained to press lever when a light is on the receive food
  -at the start of training there’s no connection between the neurons presenting the stimuli experiment.
• at onset treating the connections build
• as training increase, link becomes stronger
• with repeated experience the memory trace consolidates the memory

Question 12

In summary what happens in the consolidation theory by Hebb??

Answer 12

• at the start theres no engram cells since theres no memory
• the connections between cells form to represent the memory
• repeated = the strength of these connections increases and becomes consolidated

Question 13

What does memory storage depend on?

Answer 13

The formation of circuit of interconnected neurons

Question 14

What needs to happen for th connections to become established

Answer 14

A period of consolidation following the learning episode is essential

Any interperruption of consolidation process should impart memory

Question 15

What did Duncan do for the consolidation theory ?

Answer 15

With rats
- a tone signalled that an electric current wa about to be passed through the left floor of the conditioning chamber
- rats learned that when tone play they only have few seconds to make it to other side

Question 16

Whats the formula for Duncan’s consolidation theory?

Answer 16

Tone - R (avoidance) - no shock

Question 17

What could lead to poorer memory according to Duncan?

Answer 17

Disruption. Of neural function during the consolidation process

Question 18

What Duncan administer?

Answer 18

ECS shocks to disrupt neural process following the learning episode

These shocks were given after various amounts of time after learning

Control group received no ECS treatment

Question 19

Whats the formula for when an ECS shock is given?

Answer 19

Tone - R (avoidance) - no shock - delay- ECS

Question 20

What happens to the rats after the ECS is given?

Answer 20

The rats are placed back in the conditioning chamber
- see if they remember not to be in the left side of the box after tone is presented
- sooner the consolidation process was interrupted the poorer memory
- consolidation of the memory seemed to take around 1 hr

Question 21

Whats the decay theory?

Answer 21

Effect not just limited to disruption of neural functions following shocks

• learning is the gradual strengthening of links between neurons in the memory system
• over a retention intervals, the links are weaker and less accurate

Question 22

What did Jenkins and dallenbach study?

Answer 22

Two particpants learned a list of nonsense syllables
- tested after several retention intervals spent either awake or sleeping

• with immediate recall, both participants had accurate memories
• with introductions of delay, memory performance dropped

Question 23

Whats the most striking part of the data for Jenkins and dallenbach?

Answer 23

The difference between sleep and awake

Question 24

When was better memory according to Jenkins and dallenbach?

Answer 24

Bette memory following sleep retention intervals suggesting that time is not the most important factor in forgetting

Question 25

What happens during sleep for memory’s

Answer 25

Are free to be consolidated

Question 26

What happens during awake for memory?

Answer 26

Activates in the retention intervals may have interfered its consolidation, and led to decay

Question 27

Whats the three points of memory ?

Answer 27

Encoding Storage Retrieval

Question 28

Stronger memories are what?

Answer 28

Consolidated Disputing consolidation is lead to poorer memory Drugs, alchol,sleep reception of experience

Question 29

What does the consolidation theory emphasis?

Answer 29

The first stage if retention: coding and storage - weaker memories are attributable to a learning However other theories emphasises the role of factors at retrieval

Question 30

Whats the retrieval effect?

Answer 30

Foforgettting according to retrieval theories is attributable to difficulties in accessing information that is storied in the long term memory store. Memory has been properly encoded and stored it just cannot be ‘brought’ to mind when it is needed

Question 31

Whats the various factors that influence the waste of memory retrieval?

Answer 31

- easier when in the presence of the discrete stimuli that were present during acquisition of a memory - easier when there is a match between the general context of the learning episode and context in which the memory is recalled

Question 32

Whats the two types off memory tests that are adminsited when testing participants memory’s?

Answer 32

Recognition test and recall tests

Question 33

Whats recognition test?

Answer 33

We ask participants to learn a list of words - we can administer a recognition test where we flash words on a screen and ask participants whether the word was on the list

Question 34

Whats the recall test?

Answer 34

We can administer a recall test where particpants verbally report as many words on the list as possible Generally performance on the recognition test is better than the recall test

Question 35

Why is recognition easier than recall?

Answer 35

Because it involves cues that were part of the learning episode. Those cues activate the mental representations of the stimuli in memory Importantly, activation can spread to related information in memory, this raises the answers activation past a threshold for retrieval

Question 36

Whats a similar effect also seen as?

Answer 36

Context of learning/ retrieval A retrieval context will facilitate retrieval of a memories when it is the same as the context where the learning episode took place.

Question 37

What did godden and baddeley find?

Answer 37

Taught divers word - pairs in 2 contexts land or underwater Ball-boat, shop-pen Tested cued recall in the same context or different one Recall better when he training and testing contexts were identical

Question 38

Where’s the retrieval effect as seen in?

Answer 38

Animals same experiment we sae before where rats have to avoid the shock when the tone plays Test trials the conducted in the same context or in a different context

Question 39

What are the responses like in the retrieveal effects?

Answer 39

Responses are very quick when trained and tested in the same context. When trained and tested in different contexts, responses much slower This shows the important role b contextual cues in retrieval processes

Question 40

Whats the internal mental states?

Answer 40

Effect not just limited to physical contexts - same effect ae also found with internal states When moods are congruent at encoding a retrieval, memory performance is better comapred to incongruent moods. If you learn something drunk you’re more likely to remember when drunk that sober

Question 41

Whats proactive inteference?

Answer 41

Previously learned information interferences with memory for newer information. Calling new pattern by your exs name

Question 42

Whats retroactive interference?

Answer 42

Newly learned information interferences with memory for previously learned information. The memory you had for dinner last night interferes with memory for what you ate 2 days ago

Question 43

Whats particpants required to do for interference?

Answer 43

- memories 5 lists of 4 fruits - perform a maths counting tasks to prevent rehearsal prior to recall - asked to write down as many of the words as they could remember at test 38% reduction between list 1 andd 5 Memory fro fruits on first list interfering with memory for fruits encountering in later lists