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COGNITIVE PSYCH > WEEK 3 - Cognitive control and working memory > Flashcards

WEEK 3 - Cognitive control and working memory Flashcards

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1
Q

what is the primary function of working memory

A

holding and transforming information

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2
Q

according to baddely’s model of working memory, which component is responsible for holding verbal info

A

phonological loop

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3
Q

how does articulating words affect a persons verbal short term memory

A

it interferes with memory span

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4
Q

which brain region is a critical area for the control of thought and behaviour, especially for executive functions

A

prefrontal cortex

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5
Q

basal ganglia

A

movement

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6
Q

limbic system

A

emotions

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7
Q

occipital cortex

A

visual processing

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8
Q

what are the primary component of executive functions

A

updating, switching and inhibition

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9
Q

is perception and encoding an executive function

A

no

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10
Q

is attention an executive function

A

debatable

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11
Q

which task is commonly used to asses switching abilities in individuals

A

wisoncsin card sorting task

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12
Q

what is the capacity of short term memory, according to millers research

A

seven plus of minus two items

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13
Q

atkinson and shiffrin model

A

stimulis
sensory memory
attention
short term memory (concious access)
encoding
long term memory

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14
Q

atkinson and shiffrin model 3 stores

A

sensory memory, short term mem, long term memory

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15
Q

working memory baddely 4 components

A

visuaspatial sketchpad
episodic buffer
phonological loop
central executive

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16
Q

central executive

A

The boss of the system.

Controls attention and coordinates the other parts.

Doesn’t store information but decides what to focus on.

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17
Q

phonological loop

A

Handles spoken and written material.

Has two parts:

Phonological store (“inner ear”): Holds sounds briefly.

Articulatory rehearsal process (“inner voice”): Repeats sounds to keep them in memory.

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18
Q

visuaspatial sketchpad

A

Stores and manipulates images and spatial info.

Like a mental whiteboard for pictures, shapes, and directions.

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19
Q

episodic buffer

A

Links information from the phonological loop, visuospatial sketchpad, and long-term memory.

Helps create a full picture of what’s happening.

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20
Q

baddely model focus on

A

working memory

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21
Q

how are STM (attkinson) and WM (baddely) related

A

storing and manipulation

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22
Q

what does all the cognitive control in baddely model

A

central executive - conductor of the mind (cognitive control)

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23
Q

internal attention

A

direct attention to something in mind (closely reated to WM)

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24
Q

core exectuvie functions (miyake)

A

updating (closely related to WM)
switching
inhibition

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25
attentional control
executive function - control what you are attending to
26
are executive functions same as central executive
NO - central is only in baddely model - executive more broad
27
cognitive control
ability to orchestrate thoughts and actions in accordance with internal goals
28
proactive control
in anticipation of a challenge
29
reactive control
in response to a challenge
30
when do we need cognitive control
automatic processes controlled processes processes that require a higher cognitive load
31
is there cognitive control in everything
involved in most tasks in most ways more or less depending on the cognitive load of a task (differences in how much resources are used)
32
dual task experiments
2 tasks at the same time test whether is a cognitive interferences working memory task
33
cognitive interference
occurs when load is high, or task overlaps hindering performance
34
the ___ cognitive performance the better multitasking will be possible
lower
35
studying to music (lyrics
lyrics are too similar to what doing (linguistic) filling up phonological loop
36
2 things cause cognitive interference
1. from total load being too high 2. from too much overlap between tasks (studying to lyrical music)
37
response interference
inhibit one response to make the other one (stroop and flanker
38
stroop interference
interference from automatic response of reading ie, see "red" written in blue brain gets confused
39
flanker tasks
,you're asked to focus on a target item (like a letter or arrow) in the center, while ignoring distracting items (flankers) on either side. ie, hhhhh or hhshh
40
perceptual interference
flanker task interference from for example spatial proximity hhhhh hhshh (letters closer together)
41
spatial interference
Simon tasks -> interference from spatial incompatibility
42
inhibition
the ability to suppress info, thoughts or actions that may interfere with ongoing behaviour
43
what tasks use inhibition
stroop flanker stop signal tasks (classic motor inhibition task)
44
switching
wisconsin card sorting tasks task switch cost - persevere of taks in ppl with frontal lobe damage
45
wisconsin card sorting tasks
tests a person's ability to adapt to changing rules by measuring cognitive flexibility, problem-solving, and executive function through card matching based on feedback.
46
task switch cost
refers to the extra time or errors that occur when a person switches from performing one task to another, compared to when they keep doing the same task, reflecting the mental effort needed to reconfigure attention and control processes
47
residual switch cost
the small, persistent delay or error that still happens when switching tasks, even after having enough preparation time, showing that some mental processes involved in task switching cannot be completely eliminated just by planning ahead.
48
anterior cingulate cortex (ACC)
active whenever there is interference meausure using eeg gives off an error response when something goes wrong ( error related negativity)
49
"oh shit potential" or error related negativity
a sharp negative brain wave that appears shortly after a person makes a mistake, reflecting the brain’s immediate, automatic detection of an error — often felt as an "oh shit" moment before conscious awareness. has been related to a wide variety of behaviours
50
ERN and cocaine addiction
test flanker task used to link cognitive control (error detection to behaviour in real life)
51
working memory
brain system that provides temporary storage and manipulation of the info necessary for such complex tasks as language comprehension, learning anf reasoning
52
what model is WM associated with
baddely
53
central executive what brain structure
prefrontal cortex (phineas gage - guy who got railway through his skull - really aggressive , could not inhibit impulses anymore
54
who controls the central executive
the homunculus problem
55
phonological store
holds info for up to 2 secs (auditory short term memroy)
56
articulatory rehearsal loop
allows you to keep info in mind for longer (inner speech)
57
phonological loop 2
articulatory rehearsal loop phonological store
58
digit span tasks
- read out loud several digits and see how many you can recall back 7 +/- 2 chunks
59
phonological loop effects
word length effect (around 2 sec length) word similarly effect (words are coded acoustically)
60
articulary suppression
leads to interference less by non speech sounds fills up phonological loop
61
visual short term memory
capacity? measured using change detection task
62
change detection task
screen with visual items (coloured squares) refers to the ability to notice differences between sequential visual displays, typically used to measure the capacity and precision of stored visual information.
63
visual short term memory auditory short term memory
number of items length of acoustics
64
visual short term memory capacity
around 4 items
65
what is a visual item?
objects as a whole
66
slot model
Proposes that VSTM has a fixed number of discrete "slots" (4 items, and each slot holds one item with high fidelity; items beyond this limit are not stored at all.
67
resource model
Suggests that memory is a limited, number of items depends on complexity
68
episodic buffer solve?
the binding problem
69
episodic buffer
part of working memory that temporarily holds and combines information from different sources into a single, meaningful episode.
70
what does baddleys model focus on & 4 components
working memory Central executive: Directs attention and controls other components. Phonological loop: Handles verbal and auditory information (e.g., repeating a phone number). Visuospatial sketchpad: Deals with visual and spatial information (e.g., imagining a route). Episodic buffer: Integrates information from different sources into coherent episodes (added in 2000).
71
how can cognitive control help with unwanted emotions
inhibit of unwanted thoughts (like rumination) requires cognitive control
72
how do unwanted emotions hamper cognitive control
stress and anxiety take up wm CAPACITY RUMINATION DOES NOT HELP PERFORMANCE SCARCITY HYPOTHESIS
73
SCARCITY HYPOTHESIS
idea that when there is scarcity of resources - see that people make less than optimal choice in life
74
ego depletion
psychological theory suggesting that self-control or willpower is a limited resource. When you use it for one task (like resisting temptation), you temporarily have less available for other tasks that also require self-control
75
STM duration
seconds
76
STM capacity
4-7 items, 2 secs
77
STM persistence
fades
78
STM availability
yes
79
LTM duration
lifetime
80
LTM
unlimited
81
LTM persistence
sometimes forever
82
LTM availability
passive, only when retrieved
83
is LTM faithful
no it is not a faithful representation of the past
84
iconic memory
A type of sensory memory that holds visual information. Duration: Very brief—about 0.5 seconds. Capacity: High, but only briefly accessible. Example: If you glance at a scene and then close your eyes, you can briefly "see" it in your mind—that's iconic memory.
85
echoic memory
A type of sensory memory that stores auditory information. Duration: 3–4 seconds, longer than iconic memory. Capacity: Also high but fleeting. Example: When someone says something and you say “What?”—but then answer before they repeat it—that’s echoic memory at work.
86
encoding strategies
rehearsal (not very effective) chunking (putting info into meaningful pools) elaboration (helps you remember) heierachrial organization (framework to put info in) spacing (distributed vs massed practice)
87
eloboration
involve linking new information to existing knowledge through techniques like imagery, examples, self-reference, and questioning to improve long-term memory retention.
88
eloboration (3)
depth of encoding self reference self imaging
89

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