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Psych
| Term | Definition |
|---|---|
| Memory | Ability to store and retrieve information across time |
| 3 stages of memory | Encoding, Storage, Retrieval |
| Encoding | Transforming what we perceive, think, and feel into a memory |
| Storage | Maintaining information in memory |
| Retrieval | Bringing to mind information that was previously encoded and stored |
| Sensory memory storage time | Visual: 400 ms, Auditory 3 sec |
| Short term memory/ Working Memory storage time | 30 seconds if not rehearsed |
| Long term memory storage time | Up to a lifetime |
| Sensory memory | Perfect copy of the sensory input, brief duration (have to transfer info to STM before sensory memory fades) Iconic (visual) and Echoic (auditory) memory |
| Iconic memory | Copy of visual input, Lasts about 400 ms |
| Echoic memory | Copy of auditory input, lasts about 3 seconds |
| Iconic memory test | Flash letter grid very briefly, ask them to report everything = 4/12 average Perfect performance if asked to recall just one row, mental image lasts 400 ms |
| Reasons brief memories are good | Iconic memory provides a stable visual environment, fills in the gaps with no visual input every time we blink, echoic emory keeps info alive long enough for an auditory matter to complete such as rhythms in music and prosody in speech |
| Prosody | Pitch changes in speech that span seconds, signals the speaker's intention and emotion |
| Information only stays in STM for about 30 seconds unless | It is refreshed by rehearsal, or repeating something to yourself |
| Limited capacity | STM can only hold 4-9 items |
| Span tests | See or hear 1 item, then immediate recall, see or hear 2 items recall, See or hear 3 items, recall, how long does list have to go before people start to lose items |
| What counts as an "item" for short term memory | Something that has already been interpreted, a meaningful unit Ex: DOG SKY PEN 3 items, not 9, 1 3 9 0 2 4 6 could be only 3 items Smaller bits can be chunked into larger units |
| Serial Position curve | U shaped curve, people remember items from beginning and end of list better than middle of the list |
| Advantage for early items in a list | Primacy effect |
| Advantage for late items | Recency Effect |
| Working memory has replaced short term memory as a concept, working memory= | short term store of information from outside world plus a "space for manipulating information |
| Information can enter working memory from | Sensory memory (the outside world, Long term memory (information just retrieved_ and internally created information |
| Simple storage competes with | manipulation of information in working memory |
| Working memory is | critical for everyday life |
| Why is WM needed for competing any multi step task | Store the steps which came from the outside world, or from your long term memory, keep track of where you are in the sequence which is internally generated |
| Can working memory improve from training | Research suggests that people improve on the tasks that they practice, but the improvement does not transfer to other working memory tasks |
| 3 stages of long term memory | Encoding Storage Retrieval |
| Levels of processing idea | Thinking about the meaning of an item is better than thinking about more superficial characteristics |
| Levels of processing: People perform a taks as each word is shown one at a time | Orthographic(shallow) Does the word have two e's, Phonological (Medium) Does the word rhyme with ate? Semantic (deep) Is it living or nonliving |
| Semantic encoding tasks are best because | They link current item to prior knowledge |
| Organizational encoding | Create relationships between individual items on a list |
| Retrieval Cue | Some piece of information that brings a memory into awareness (into working memory) |
| Retrieval cue is a part of the ________ that ____________ | Original memory; activates other associated parts of that memory |
| Transfer appropriate processing | Access to a stored memory is best when the mental operations during encoding & retrieval form a good match. |
| Testing effect | shows that retrieving a memory makes it easier to retrieve in the future |
| Consolidation | Storage is not passive. Memories can grow stronger, weaker, and be altered in storage. |
| If only part of an event is retrieved and re experienced | That part becomes stronger and other parts grow weaker (Retrieval Induced forgetting) |
| Retrieval induced forgetting | Study word list, retrieval practice, try to recall all words Best Recall: Practiced Words Medium Recall: Category with no practice (body parts) Worst Recall: Unpracticed words from practiced category |
| How is long term memory stored? | Learning consists of changing the strengths of the synaptic connections between neurons, Synaptic strength is the probability that neurons |
| Mutli Faceted memories | A single event has many different aspects: Visual input, auditory input, your interpretation, your emotional reaction, all the brain areas that processed the event store information |
| Medial part of the temporal lobe | Especially important for learning, studying people with amnesia provides insight |
| Amnesia | Deficit in long term memory |
| Organic amnesia | Memory deficit due to brain damage |
| Anterograde amnesia | Difficulty forming new memories |
| Retrograde Amnesia | Difficulty remembering material learned at a time prior to the brain damage |
| Henry Molalson (H.M.) | Had head injury at 9 that led to seizures, had surgery removing medial temporal cortex in both hemispheres, after surgery had anterograde amnesia, was unable to form new memories, peoplemet after surgery not remembered, |
| H.M cont | Events, facts, vocabulary, all very poorly learned, was able to do mirror tracing |
| Medial temporal lobe is the | hotspot for damage to cause both types of amnesia, especially the hippocampus within medial part of the temporal lobe because that part of the brain gets highly processed input from all the senses and other parts of the cortex |
| Retrograde amnesia for events some years prior to surgery | Memories up to age 20 intact |
| Otherwise intellectually normal | Short term/working memory normal |
| Medial temporal lobe (hippocampus & surrounding tissue) is NOT where short-term memories are stored. | STM is normal in amnesics, very old memories are normal in amnesias |
| Consolidation theory of MTL function | This area has some function of helping memories become permanent |
| Consolidating a memory equals | making it more stable and permanent after the initial learning, caused by replaying the memory- retrieving it and bringing it to mind. Consolidation also occurs during sleep |
| Consolidation theory cont | Memories are initially formed in both the MTL and other parts of the cortex, newly formed memory in MTL is strong, newly formed memory in other cortical areas is weak, output from MTL helps train other cortical areas to increase the strength of a memory |
| Medial temporal consolidation theory | Multiple cortical regions processing various aspects of a single event; auditory, visual smell, emotional, etc |
| Medial temporal consolidation idea | Various cortical regions are connected to MTL, Nubian learning, simultaneously active neurons grow stronger connections, when the event os over, strengthened synaptic connections between MTL neurons remains |
| Multiple long term memory systems | Some kinds of learning/consolidation do not require the medial temporal lobe, amnesics with damage to MTL show normal learning and retention I some kinds of tasks without conscious remembering that they had learned anything, implicit memory |
| Long term memory systems | Explicit and Implicit |
| Explicit | Episodic, to events, Semantics facts; a single memory is spread across many brain areas, needs medial temporal lobe to tie the parts together |
| Implicit | Procedural to Skills Habits, Priming to Perceptual Conceptual, Classical Conditioning to Associations between stimuli, non associative learning to habituation sensitization, single memory is stored in one brain area or connection between two brain areas |
| Implicit cont | Does not require MTL for consolidation |
| Reconsolidation | Adding new information to a memory, generally a good thing unless new information is incorrect, effects of suggestibility |
| Memory failures | Most of what's forgotten is forgotten shortly after encoding (newer memories are more fragile than older memories) |
| Herman Ebbinghaus | 1850-1909, The first human memory researcher |
| Ebbinghaus method (he was his own subject) | Learn list of nonsense syllables until he could recall everything on list, retest at some later time |
| Retrieval can fail even when a memory exists because | Some retrieval cues are better than others |
| Similar memories are hard to distinguish | Interference occurs during retrieval |
| Proactive interference | Old material impairs memory for new material |
| Retroactive interference | New material impairs memory for old material |
| Motivated forgetting | People can deliberately put things out of mind due to the information is no longer relevant and might interfere with currently relevant information , the information isnunpleasant and remembering causes anxiety or sadness |
| Motivated forgetting cont | Repeated retrieval helps consolidate a memory, so deliberately avoiding retrieving a particular memory |
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