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PSYC30018 - Neuroscience > W9 - Memory > Flashcards

W9 - Memory Flashcards

1
Q

What are the main components in the original cognitive model (Baddeley & Hitch, 1974)

A
  1. ) Phonological Loop
  2. ) Visuospatial Sketchpad
  3. ) Central Executive

STM

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2
Q

What are properties of the phonological loop

A

Phonological Loop: Stores memory traces for few seconds before they fade (7 +- 2)

  • Articulatory rehearsal process
  • Limited capacity due to articulation (as items increases, point reached when first item faded before latest item is rehearsed)
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3
Q

What are the 4 evidences to support existence of a phonological loop

A
  1. ) Phonological similarity effect
  2. ) Word-length effect
  3. ) Irrelevant sound effect
  4. ) Lesion data
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4
Q

What is the phonological similarity effect

A

Similarity > Meaning to accurate recall

Opposite to LTM - Meaning > Similarity

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5
Q

What is the word-length effect

A

Syllabus increase; Span declines

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6
Q

What is the irrelevant sound effect. What is the crucial requirement

A

Recall is impaired b concurrent/subsequent presentation of irrelevant spoken material (speech, music)

Crucial requirement: State of irrelevant stimulus stream must fluctuate

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7
Q

What is lesion data evidence to support phonological loop

A

Patients with verbal deficit/broca area lesions = no phonological similarity/ word length + they avoid articulation

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8
Q

What is the task typically used in phonological loop

A

Digit span/ Backwards digit span

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9
Q

What are properties of the visuo-spatial sketchpad. What is the typical task

A

Corsi blocks

  • Limited capacity: 4 +- 1
  • Visuo-Spatial has no distinction
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10
Q

Verbal and Spatial WM architecture

A

Early studies suggests hemispheric and anatomical specialization - recent studies suggest they are shared.

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11
Q

What are properties of the central executive

A
  • Divide/Switch/Focus attention
  • Connects working memory and LTM
  • Required for working memory task and manipulation of info held in storage components
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12
Q

What task is typically used to assess central executive

A

Orientation Span Task

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13
Q

What is the orientation span task

A
  • Participants read equation aloud & indicate validity of provided answer.
  • 5 Questions: Participants write down words in the order and will only be scored for sets completely recalled in correct order
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14
Q

Why is the orientation span task useful to assess central executive

A

Requires manipulation of information and storage in working memory

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15
Q

What do direct neuronal recording in non-human primates in a delayed response test show

A

Fuster & Alexander (1971):

Cells in prefrontal cortex specifically fired in the delay period of a delayed response test (persistent activity)

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16
Q

What is persistent activity of neurons in delayed period: 5 Properties

A
  • Persist through delay period
  • Persistence during time epoch when the representative is active (activity dissipates when representation is no longer needed)
  • If activity does not persist through retention interval, memory performance is compromised
  • Magnitude of activity associated with memory load
  • Selective
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17
Q

Evidence for selective of neurons in non-human primates (1)

A

Specific neurons in DLPFC were SPATIALLY selective - showing delay period persistence for a particular location in visual space

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18
Q

Evidence for selectivity of neurons in non-human primates (2)

A

PFC neurons selective for:

  • Cues
  • Delay Period
  • Responding
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19
Q

What does persistent activity represent/not represent about past stimulus?

A
  • Represent the maintenance of past stimulus
  • Present in anticipation of future stimulus
  • Present for maintaining abstract information (rules, associations,etc)

Not visual stimuli. PROCESS of maintaining stimuli

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20
Q

What is recognition performance affected by

A

Load-effected.

WM load increase; PFC activity increase
i.e.
No. of items increase; RT increase and accuracy decrease

21
Q

If recognition performance is load-affected, does it tell us whether its maintainance, manipulation, or selection? What is the first study discussed

A

No.

fMRI: Structure (more PFC) vs Unstructured (less PFC)

22
Q

EEG studies/Oscillations of working memory

A

Theta (4-7Hz): Organisation of sequentially ordered WM items

Alpha (8-13Hz): Active inhibition of task-irrelevant information

Gamma (30-200Hz): WM Maintenance

23
Q

Task for WM and EF

A

Maintain WM load while performing incongruent responses (Combine WM and EF Task)

24
Q

Link between WM Load and EF task.

A

High WM = Longer RT; Greater distraction; Greater processing of irrelevant information (e.g. face FFA)

25
Q

How is WM load linked with drug use and cravings.

A

Processes overlap. Inhibitory control may be affected by simultaneous working memory load such as a craving.
(Craving about cocaine = activation of cortical network)

26
Q

What are the results of IC and WM and DLPFC

A

WM increase; Cocaine users IC decrease

WM increase; DLPFC predicted better performance

27
Q

What are the consequences of drug-related stimuli in response inhibition and working memory

A

More difficult to ignore task irrelevant (drug-related) material (Rumination and Rumination load on verbal working memory)

Decreasing accuracy and increasing response time

28
Q

When there is chocolate craving, what is impaired

A

Significant impairment in visuospatial WM

29
Q

When there is cigarette craving, what is impaired

A

Significant impiarment in verbal WM that worsened with longer periods of abstinence

30
Q

Is WM related to EF

A

Yes. Predict one another.

Clinical patients often show impairments in both domains

31
Q

What is the hypothesis relating WM and EF

A

WM needed for goal-maintenance required for top-down/executive control

32
Q

WM and other skills

A

Improvement in performance = Change in functional activity

  • Correlated with general fluid intelligence
  • Reading comprehension
  • Language
  • Non-verbal problems solving
33
Q

Working memory and training: Neural mechanism

A

Correlation between IQ, WM, and structural/functional PFC performance.

34
Q

Does training WM improve performance?

A

Yes. Other skills improvement via. WM

35
Q

What are the 2 principles relating WM and training

A

Training WM Task:

  1. ) Increase WM Capacity (physiological change); or
  2. ) Increase efficiency of using working memory capacity (via. strategy use such as chunking)
36
Q

Principle 1: Increase WM capacity. What should happen

A
  • Should induce brain signatures observed in high-capacity individuals.
  • Benefits and pattern changes observed independently of specific task
37
Q

What does the N-back task measure/not measure

A

Measures WM performance, not capacity

38
Q

N-back task training and cortical results

A

Training:

1) Post > Pre WM Training fMRI
2) Regions where brain activity correlated with increased WM capacity

39
Q

What is the problem with the results inferred from N-back task training

A

They did not run an interaction test - did not examine interaction if (Post > Pre WM Training) is correlated with (Regions where brain activity correlated with increase WM capacity)

40
Q

How does training increase WM, and…

A

Increases efficiency, and individual differences in dopamine affect training benefits

41
Q

Does WM improve IQ

A

Has been evidence

42
Q

How does WM improve IQ

A

Improve efficiency:

  • Greater chunking
  • Automatisiation of basic processes = Task practice lowers distractors
43
Q

3 Criticisms of WM & Training Benefits

A

1.) Cost-Benefit Analysis
Financial+Time Cost > Benefits
2.) Genersaibility
No evidence of generalisation to other skills/tasks
3.) Sustainability
Weak/mixed evidence after cessation of training

44
Q

WM training on ADHD children: results

A

Raters: Lower symptoms
Independent Raters: No Change
WM Performance and Parental rating increase; Lab test & academic performance no change

45
Q

Study: Neuroracer Descriptive Statistics

A

N = 47, 67 years old

46
Q

What are the results presented in neuroracer study

A
  • WM & Control Task increase “Behaviour”

- Midline frontal theta power & theta coherence increase “EEG”

47
Q

Criticism of Neuroracer’s publication

A
  • Most comparision are not significant (multiple comparision not corrected)
  • Competing financial interest - founder of company
  • Excluded many participants
48
Q

Academic outcomes of Training

A

Big study no outcomes

49
Q

Far Transfer of Training

A

Small-moderate effect (does not occur) - Might be placebo effect
Neural pattern reflect domain specific ability (best way to acquire new info is to train)

PSYC30018 - Neuroscience (14 decks)

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