Midterm 372-1 Lecture Notes PDF

Lecture #1 memory into - acts as timetravel , thinking...

Lecture #1 memory into - acts as timetravel , thinking Bearing linked to memory - a change in the about the past future of people to alter , present, potential their benaw. as & memories guide behaviour - H C! a result of the exp - of regularities in the enr. timetravel Episodic memory = -> recall = back in time ↓ changing benav. to fit the newonstructurally similar to the universe enu. Situation = learned ↳ thinking about the future , our behaw. is guided to remember you need to learn first benaw nothing * without memory new we are - shapes > - retrieving. of associations decisions , social structures , cultures - acquisitions in a task literal study memory - research on neurodegenerative Not memory - -> computer files , structures of disorders , understanding memory recordings experiences Definitions x3 actually-subjective exp - of remembering the into is kept ↓ focus of men. location : where studying that holds the contents representation : free they reconstruct engram Memories are not judgement , the actual memory trace events of moment of experiences, our experienced , not replica mental process : to acquire clean , store and * what we remember depends on how we - retrieve (remember infol remember ! one step Bertlett : Prior knowledge influences memory ↳ notjust History > - men thought to be objective prior ! s mem = fragments , incomplete reconstruct Ebbinghaus = first to study memory when remembering , we with prior ↳ studying mem of nonsense sellables knowledge from similar exp. tested himself but only on ↓ reconstruction guided by our move on to test would study set , recall correct - scrences , how we see he retrieve ! = now m u c h can * network of info , how schemas interact to of the required produce findings Learning curve = of trials remembering before errorless recall reaching an curve he found wa s negativley accelerated Behaviourism /post Ebbingnaus) > - can o n l y observe = most learning occuring quickly & start the , benaw , not unconscious thought (behaw- responses plateaus , less and less occurs as time passes to stimuli syllables harder more trials needed eg , rats Tolman cognitie maps adapting to increased learning - - ,. , , to reach curve (learn) in the maze changes ↓ more effective if learning ↓ but thrown much expects treat of one a re a was distributed rathertuch massed when layout changes indicates Le forgetting as not practicing ? remembering , map present = cognitions stop delay initial large drop rise of computer tech 11950s now practice = increase cogpsych : - , "........ in retrieval - role of forgetting decreases over time mental process + computer similar ? clive , plateaus as well forgetting  still recalled 70 % of sellables ↓ inter based on ob benaw Ebbirghause pro. > - (month later , men. Hackling memand coyfunction more review forgetting can hold up to 7 Magic , Miller : #7 = curve becomes less sim digits #2e any given time in significant STM = limited capacity O * info better memory organized - -becomes a cycle of review forgetting-delayed via studying/recall models of memory info be rapidly returned if model after forgetting can ① modal L , studied again -> "Savings" into - sensory enters in to · Classification S chemes for LTM sim storage - > Sim interacts with triachic theory external world and enters Tulving's conscious self from requiresself knowedaowing t Lim interactions E external world constantly charging senses pick 6 builds upon , - - conscious > - declerative easy to explain noself , inform sim up on changes , O not tied to specific C ↳ lots of movement/changing Semantic : of new info is Unconscious , no self time or place conscious awareness Imin if O necessar , , rept available for approx nothing nothinking ↳ Know no need to "you'l forgotten very slowly once initiated is activley done with i t via sim episodic : specific moments , consions awareness of men would benere for non declerative require "self Knowlege" you control processes - manipulating into , , what you're dong Lim have kn ow reversing , transferring fo , reasoning ↓ active > - forgotten quickly , WORKING mem Lexplicit , a n o re you are activley remembering recall not retrieve and just go , name of of knowledge % a recognizing someone LTM - vide variety > - not 100 not of model! implicit , unconscious , aware use , eg reading. , accurate ini ↓ some need to pass not feeling live you are searching for amem , it into doesn't /most of life !) sim at all just happens I through informal our rather , activate the LM the knoundge i n ultiple memory systems : manipulated aS s im all interact and ~ elate to each other neuroscience overview : where memories are stored Kashley the rep of mem finding Mural a * engram > - ↳ lesioned diff puts of veets brains to try and find engram  together with encoding--LTP fire together will , Dmemory errors increasing * neuronal connections makes lesionsize strengthening it easier for those murors to connect in the : memory spread throughout whole brain future memory = process of newon networks not , justI due increased to spine growth a postsyn electrical + chemical NT release & synglse : , receptor sites (within new + (within synapse * less use of newonal connection causes ↓ excitatory or inhibitory NT weakness ,: Less likley to connect in action potential the future * resting pot -> Nat outside axon and went = LTD after non-use to flow in > - too m u ch pos. each exp. we have alters brains physical state chage- > K+ flows out to systems: H2 damaget anterograde amnesia compensate Hidamage + enterograde amnesia healthy systems consolidation memory memory into tim EP stays here kmp. it role is limited over time HC , injury today into birth stops storing by pushing ↳ remembering injure best I to into cortex prior , up ta for events in childhood HC stop time passes and eunfar memory = first , so into close to bit more foggy on disposes into cortex injury , a event I not consolidated yet) ↓ some still be near ↳ gradient may ⑭ no 12 , Henry Molaison -: cannot o in into HC days late n new memories but unsure when all enters LiM , varies acquire able to days later retrieval cue acquire skills - declaritive retrieved ↳ non BG ↳ thing tobe = mirror task with be i n He eg. drawing may still later retrieval cue decreasing errors same years - cortex nondederative - conditioning = Cerebellum amygdala , ↓ retrieve from , Skills : BG , priming-mocortex reconsolidation declerative > - HC MTL into from , - Ep retrieving MTL perikinal = objects cortex but not HC parat 2 space scones = , enterminal- to M gateway HC - into about current exp , needed For normal memory  Brain dissociation assessing underlying processes lesions double : imaging - Structure = CT , MRI all 2 functions independent? * ind from function PET fMRI EEG, single /ellres eg lang Comprehension =. · , - , lesion studies , patient populations production * blood flow more blood flow present= Broca's measuring > - Wernicue's + area more oxy - needed because there's ↓ need to lesion one activity of that area : active a rea the n measure Hemodynamic response ! the other then lesion second Homography) radioactive high spatial PET : trace , , - area and measure low temporal , injection fire levels blood better temp back to first one : oxy in , high spatial slightly , , design * involvement more flexible exp. , less invasive figure out MRI (clearphoto = high les US EMRE m a ny photos every I-Smin Liesion , ,.) Clowerves Brock , EEG : measuring event related potentials issue develops high temp -, low spatial with comprehension limitations > - is an event significant or just significant but not production to baseline ? ↓ lesion compared wernicke issue , correlation - causation develops with production , what is wanted of the study ? - is the participant doing not comp need some contrast imaging to have behaw-are in an answer nolesions > - : you normal limitations : Disconnection syndrome a re a x may dissociation :I single = region not participate directly infunction A lesioned behaw. from gone - but disconnect I areas that are the region that may critical in producting function A We expected ↓ X could result in loss ofA but invosed area. region must be could've been a middle man in that function eg split brain patients inter damaged piece single > - corpus callosum split , leads to involves colour production certain impairments v > - not directly caused by carpus doub regions early out callosum other ↓ , these functions that would no sound , damaged piece invowed insound production passthrough corpus callosum. localization of function and distributed Brain relies o n processing  Lecture #2 more levels of pro: ⑰methods i n memory research generation effect= filling i n gaps , blanks learn first memory effect discovery moment assess recognition -> And = , intentional learning : memorization , consious encoding enactment effect-performing task rathe incidental without intention to encode learning : learning , than watching = effect unconsious production vocalizing while encoding encode -> delay > - recall = memory exp. Drawing = draw as you encode (delay, effort to encode-more retrieval memparadigm-encoding retention interval : more. , test (indirect Retrieval * Stimulus encoding matters for - functional stimulus is meaningful to vary son. in a memphase = Iv "DAX" poticipant leg Syllabic pair. is I what needs to be remembered also a startiek characte measure performance amount recalled prior exp Matters - -. incidental ①encoding intentional or = - memory not equal across stim (direct instructions us. Orienting task ey pleasentness). materials f ↓ rating items causes encoding eg - pictures superior to words , type of learning matters - levels of processing (thought put into encoding basic words superio to abstract , rehersal vehersal emotional stim sup-to neutral rote - Laborative , I repeat info , memorization , (mental , imagery pos. over neg not engaging) engaging ( - word frequency can impact recognition , 0000 pennies we not necessarily recall 0000 seeall > - wescepennies all ② retention interval (delay) thetime the time but don't duration matters intervening task matters leg ST/ ↳ ask ,. to participants engage with design LT short delay , episodic waits longe choose correct penny vote not the best / ↳ - design > - all incorrect o improving memory Directmemtest indirect memtest effort old or new ? this object * during encoding matters name rote us elaborative for word pais task ey aware of recall cuing. > -. > - ↑2 of list use rote other "e use , imagery ⑤ retrieval/test phase retrieval for direct/indirect tests diff tests ↓ cred recall , i higher use and measure 6 , elaborative y2 diff DUs a diff aspects of mem gets AND incidental encode i n more than one way = more ways to retrieve used for intentional encoding Adual code theory : memory stored in a least 2 forms common DVs = reaction time , accuacy Nebal + visual Direct tests · S call es forced must (told I generate info , of items to remember freely , , cled  ③ memory tasks assess both implicit/explicit DVs = amount recalled , errors , over recall , Process dissociation procedure method to sep- response time recall order /primacy/recencys = , ex and im mem Recognition identifying info. -- ↳ read word list and perform fragment = old or new ?, multiple choice ad/ new completion Dv's = discrimination (distinguishing , inclusion con : use any work that pops in yourhead amount correct , response times exclusion con: exclude the words you just studied M2 - can manipulate distractors /other ↓ need to think study about options) add a novel choice or 6 explicit , mem : will know to consciously exclude - studied very similar choice implicit reporta word exclusion : mem one may still in indirect tests -> assesing memory while encoded like fact something a con because it wa s to test else seeming * test unrelated old-new tests -> > issue! guessing to encoding ey. 2 participants looking , of their responses to old images eg. Fragment completion /generational , fill - Anne + Bob say 100% are old in sentence , DU = response time) identification dothey h ave good ment i st h what a e - Bobsaying old to all new images. Anne saying perctual 2% of old to only new Aiming (faster ixn. time to items that good men ? A notable to assess men were previously seen , could also hinder based on * only accuracy detection theory & short term Prim A method to asses this mem sensory memory responses Modal model old new Hits and false longterm storage alarms old item ↓ can calculate - ·- hit miss correct discrimination/d prime , the new item false alarm rejection diff. bu transformed hits and false alarms & calculate bias ! (B) (diffbw hit. false alarms interaction with con Old the world criterion to identify items * able to sep new 6~ , when they say old ? - as old vs. new h memory-verylage but vary independently , doesn't last very long , can rememberbig