Memory - Lecture 8, Chapter 7 PDF

**Memory - Lecture 8, Chapter 7** +-----------------------------------+-----------------------------------+ | **Key Concepts and Terms** | | +===================================+===================================+ | Three key memory processes | Measu...

**Memory - Lecture 8, Chapter 7** +-----------------------------------+-----------------------------------+ | **Key Concepts and Terms** | | +===================================+===================================+ | Three key memory processes | Measures of retention (recall, | | (encoding, storage, retrieval) | recognition, relearning) | | | | | Attention & selective attention | Decay theory | | filter model Levels-of-processing | | | theory | Retroactive vs. Proactive | | | interference Repression | | Elaboration, dual-coding theory, | | | self-referent encoding Three | Long-term potentiation (LTP) | | memory stores (sensory, short- | Brain regions involved in memory | | term/working, long-term memory) | (hippocampus, etc.) | | | | | Conceptual-hierarchy | Retrograde vs. Anterograde | | | amnesia Consolidation | | Schemas | | | | Implicit vs. explicit memory | | Semantic networks | | | | Semantic vs. episodic memory | | Connectionist models | Prospective vs. retrospective | | | memory | | Misinformation effect | | | | | | Reality & source monitoring | | +-----------------------------------+-----------------------------------+ **Three key memory processes ---\> memory** = ability to store and retrieve info over time, cognitive residue of past experiences, neural traces in the brain Downloaded by Emma Mingie (emma.a.mingie\@gmail.com) lOMoARcPSD\|32080969 1\) **encoding** = getting information in, transforming info into memory codes - requires attentions, you might emphasize how it looks/sounds or means (entering data using a computer keyboard) 2) **storage** = maintaining it, maintaining encoded information in memory over time - to saving data in a file on your computer 3\) **retrieval** = involves recovering information from memory stores (brining to mind information from memory) calling up a file and then displaying it on your computer monitor **Attention & selective attention filter model** = 1\) **attention** = facilitates encoding - involves focusing awareness on a narrowed range of stimuli or events, [filter] - screens out most potential stimuli, allowing a select few to pass through into consciousness awareness 2\) **selective attention** = critical to everyday functioning (you need to screen out most of the potential stimulation around you in order to read a book, converse with a friend, even to carry on a coherent train of thought) **Levels-of-processing theory** = Craik and Lockhart (1972) proposes that deeper levels of processing result in longer-lasting memory codes (memory - low after structural encoding, notably better after phonemic and highest after semantic encoding) +-----------------------------------+-----------------------------------+ | **Shallow** | **Structural codes** ---\> what | | | it [looks] like | | | | | | The physical structure of the | | | stimulus (how many letters or | | | length of words, how they are | | | printed - capital letters, | | | lowercase) | +===================================+===================================+ | **Medium** | **Phonemic codes** ---\> what it | | | [sounds] like | | | | | | What a word sounds like - | | | involves naming or saying, | | | perhaps silently (the words) | +-----------------------------------+-----------------------------------+ | **Deep (most durable)** | **Semantic codes** ---\> what it | | | [means] | | | | | | The meaning of verbal input | | | (thinking about the objects and | | | actions the words represent) | +-----------------------------------+-----------------------------------+ Elaboration = semantic encoding can often be enhanced through this process, linking a stimulus to other information at the time of encoding ex. phobias are often caused by classic conditioning, you apply this idea to your own fear of spiders (varied amounts of retention) dual-coding theory = holds that memory is enhanced by forming semantic and visual codes, since either can lead to recall ---\> visual imagery - the creation of visual images to represent the words to be remembered (used to enrich encoding) ex. juggler - concrete object vs truth, abstract concept Paivio (1986) said imagery facilitates memory because it provides a second kind of memory code, two codes are better than one self-referent encoding = involves deciding how or whether information is personally relevant (may be especially useful in facilitating retention) Three memory stores Downloaded by Emma Mingie (emma.a.mingie\@gmail.com) lOMoARcPSD\|32080969 1\) sensory memory = preserves information in its original sensory form for a brief time, usually only a fraction of a second - allows the sensation of a visual pattern, sound or touch to linger for a brief (duration) moment after the sensory stimulation is over (large capacity) [afterimage] = rather than actual stimulus ex. Rapidly moving a sparkler or flashlight in circles, perceive continuous circle 2\) short- term/working = is a limited-capacity store that can maintain unrehearsed information for up to about 20 seconds (limited in number of items it can hold - 7 items - Miller) duration \< 30s, stored sequentially, "stream of consciousness" [rehearsal] = process of repetitively verbalizing or thinking about the information (a way to maintain information in ST store indefinitely) ---\> working memory = Baddeley - is a limited capacity storage system that temporarily maintains and stores information by providing an interface between perception, memory and action (temporary storage, retrieves info from LTM, manipulates info, focuses attention, active construction zone for mental work) [chunking] = organizing pieces of info into fewer meaningful units, grouping familiar stimuli stored as a single unit (increases capacity of STM - 16136507751 versus ---\> 1 613 650 7751) 3) long-term memory = unlimited capacity store that can hold information over lengthy periods of time (indefinite, store permanently) [Flashbulb memories] = Penfield's research - unusually vivid and detailed recollections of momentous events ex. Many people remember when they were, what they were doing and how they felt when the princess died) Conceptual-hierarchy = is a multilevel classification system based on common properties among items (factual information represented in categories) Schemas = is a organized cluster of knowledge about a particular object or event abstracted from previous experience with the object or event (what professors offices are like) --- stereotypes = schema about a social category, generalization about a group, Identical characteristics are assigned to virtually all members of the group --- resist to change = schemas are activated automatically (chronic - always active, personality, illness) temporary - primed, context, mood ---- priming = activation of a schema by context or recent experiences Semantic networks = nodes representing concepts joined together by pathways that link related concepts (ex below : ovals are the nodes, words inside are the interlinked concepts, lines connecting the nodes are the pathways) Rose Red Connectionist models = assume that cognitive processes depend on patterns of activation in highly interconnected computational networks that resemble neural networks  Downloaded by Emma Mingie (emma.a.mingie\@gmail.com) lOMoARcPSD\|32080969 Misinformation effect = participants recall an event witnessed is altered by introducing misleading post event information ex: asked about the cars *smashing* into each other - were more likely to recall broken glass Reality & source monitoring = 1) Reality Monitoring = the process of deciding wether memories are based on external sources (perception of an actual event) or internal sources (thoughts and imaginations) when one reflects on wether something happened or not ex. Did I take my pill? 2) Source Monitoring = making attributions about the origins of memories (contributes to many of the mistakes that people make in reconstructing their experiences) \- [Source monitoring error] = when a memory derived from one source is attributed to another source (ex. Attributing your roommate's remark to psychology professor) Measures of retention ---\> proportion of material retained (remembered) recall = subjects to reproduce information on their own without any cues (ex. Take a recall test on a list of 25 words you had memorized, write down as many as you can remember) recognition = subjects to select previously learned information from an array of options (ex. shown a list of 100 words and asked to choose the 25 words that you had memorized) relearning = a subject to memorize information a second time to determine how much time or how many practice trials are saved by having learned it before (ex. savings scores) Decay theory = forgetting occurs because memory traces fade with time Retroactive vs. Proactive interference = Retroactive interference = new information impairs the retention of previously learned info Proactive interference = previously learned information interferes with the retention of new info Repression = keeping distressing thoughts and feelings buried in the unconscious ---\> Sigmund Freud - term paper deadline, dental appointment Long-term potentiation (LTP) = is a long-lasting increase in neural excitability at synapses along a specific neural pathway, neural connections that are repeatedly activated become stronger, faster, more excitable (Biochemical - synaptic transmission create reusable neural pathways) - Neurogenesis = formation of new neurons, may contribute to neural circuits w memory Brain regions involved in memory ---\> o Prefrontal cortex= working memory o Amygdala= emotional o Hippocampus= explicit o Cerebellum= procedural Retrograde vs. Anterograde amnesia ----\> Retrograde amnesia = loss of memories for events that occurred prior to brain damage (inability to retrieve old memories formed before brain damage) Anterograde amnesia = inability to retain new memories after brain damage Consolidation = gradual conversion of information into durable memory codes stored in long term memory (hippocampal region) Re-consolidation = storing an old memory back in LTM Implicit vs. explicit memory Implicit/non-declarative memory = Automatic, non-intentional, indirect, non-conscious recall (ex. Completion task - \_ss\_ss\_\_ for assassin) mostly perceptual info and motor skills 1. [Procedural=] practiced skills, how to do things 2. [Associative learning=] conditioned associations, emotional memories explicit/declarative memory = Intentional, effortful, direct, conscious recall (facts and events, conscious and deliberate) Semantic vs. episodic memory = 1. [Episodic=] personal experiences at a given time and place, chronological or temporally dates (recollections of personal experiences) personal facts ---\> record of things you've done, seen or heard, [autobiography] 2\. [Semantic=] general knowledge, facts, non-contextual ---\> general facts - knowledge that is not tied to the time when the information was learned (Christmas is December 25, dogs have 4 legs, Saskatoon is located in Saskatchewan) [encyclopedia ] Prospective vs. retrospective memory ---\> Prospective memory = remembering to perform actions in the future (tasks - remembering to walk the dog, to call someone, to grab the tickets for the big game, attending class) plays such a pervasive role in everyday life retrospective memory = remembering events from the past or previously learned information (try to recall who won the Stanley cup last year, when you reminisce about high school days)