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Psychology Chapter 5
5A, 5B, 5C, 5D
| Question | Answer |
|---|---|
| Memory | the process of encoding, storing, and retrieving information that has been previously encountered |
| Atkinson-Shiffrin multistore model of memory | a model of memorywhich outlines the three separate stores of memory (sensory, short-term, and long-term) each of which interact through the processes of encoding, storage, and retrieval |
| Sensory memory | a store of memory which very briefly stores raw information detected by the senses |
| step 1 | All incoming information enters sensory memory, If this sensory information is attended to, then it is converted into a useable form and transferred to short-term memory. |
| Short-term memory (STM) | a store of memory that temporarily stores a limited amount of information that is consciously being attended to and actively manipulated |
| Rehearsal | a controlled process which involves consciously repeating or manipulating information in short-term memory ( increase the likelihood of information being encoded (transferred) into long-term memory.) |
| Encoding | the process of converting information into a useable form which can be manipulated and stored in the brain |
| Long-term memory (LTM) | a store of memory in which a potentially unlimited amount of information is stored for a relatively permanent amount of time |
| the type of information that can be retained by sensory memory | this information is an exact replica of that which is in your environment: the faces of your classmates directly after looking at them • the sound of a bird chirping outside just after you hear it • the tag of your clothing |
| sensory memory capacity | has an unlimited capacity but duration is extremely brief and generally varies between 0.2 to 4 seconds. only info that is attended to is transferred to short-term memory for processing. If sensory memory is not attended to, then it is completely lost. |
| short term memory capacity | you are aware and concioucly manipulating info, limited capacity of 7 ± 2 items, duration is 18 to 30 seconds for most people. however, it is possible for some information to remain in STM for up to 30 seconds |
| what does manipulating info involve | involve updating, adding, or changing the info, can be through the process of rehearsal( repeating or by linking it to other info).Rehearsal helps encode information from STM into long-term memory where it can be stored. |
| what is info in STM arent encoded? | , it can be pushed out by new incoming information (which is known as displacement) or fade away on its own after the duration of STM has expired (which is known as decay). |
| Storage | the retention of information over time |
| Retrieval | the process of accessing information, that has been stored in long-term memory, and bringing it into our conscious awareness in short-term memory |
| Long-term memory capacity | described as being potentially unlimited.info is not in conscious awareness.but whilst LTM is considered to have a potentially unlimited amount of information, this does not mean that we have the capacity to retrieve all this information. |
| why cant we retrive all info in LTM | Sometimes, we are unable to retrieve and access information in LTM as we may be unaware of how to retrieve it or are not prompted by the right retrieval cues. |
| LTM duration | being relatively permanent, meaning that theoretically information can be stored in LTM forever. However, research on this matter is still being conducted. |
| Strengths of the Atkinson-Shiffrin model of memory | distinguishes between the different stores involved in memory. outlines that each memory store has a different capacity and duration. provides an understanding of the structure Findings support the distinction between STM and LTM |
| Limitations of the Atkinson-Shiffrin model of memory pt 1 | oversimplified. • STM is more complex than the model suggests •ignores factors, such as motivation and strategy, which can facilitate learning and assist in encoding information from STM to LTM. • |
| Limitations of the Atkinson-Shiffrin model of memory pt 2 | Initially, the model proposed that rehearsal was necessary for information to be transferred into LTM. However, studies show that transferring information into LTM can occur without rehearsal. does not account for individual differences |
| Long-term memory can be categorised into two types | implicit and explicit memory |
| Explicit memory | long-term memory that is consciously retrieved. These memories can be voluntarily retrieved from long-term memory and brought into conscious awareness. (can be stated to someon) |
| Semantic memory | a type of explicit memory that consists of general knowledge or facts, declaritive memories eg knowing that 3x3=9, dogs bark etc |
| Episodic memory | a type of explicit memory that consists of personal experiences or events,, unique to eac individual and tehir own experiences eg a memory of what yoy ate etc |
| Implicit memory | a type of long-term memory that is unconsciously retrieved These memories are involuntarily retrieved, such as recalling the technique of how to kick a soccer ball during a match |
| There are two different types of implicit memory | Procedural memory Classically conditioned memory |
| Procedural memory | a type of implicit memory that involves knowing how to carry out tasks that are facilitated by motor skills |
| Classically conditioned memory | a type of implicit memory that involves an involuntary response, such as fear, to a stimulus which has repeatedly been associated with an emotionally-arousing stimulus (usually emotionally charged, commonly involving strong feeling) |
| Hippocampus | a brain structure that is primarily involved in encoding explicit memories |
| amygdala | a brain structure that is primarily involved in encoding the emotional components of memories, known as a the fear centre |
| amygdala responsibility | encoding the emotional components of classically conditioned and explicit memories. It is involved in strengthening the encoding of emotional components of memories, contributing to them being encoded in greater detail. |
| how does the amygdala does this | Once the amygdala detects an experience that is emotionally arousing, it encodes this emotional aspect of the memory. For this reason, the amygdala can be thought of as helping label the emotional components of memory. |
| how do teh hippocampus and amygdala help memory | When this is combined with the explicit memory encoded by the hippocampus, the strength of the memory is enhanced |
| Neocortex | a brain structure that stores explicit memories, consists of 6 layers |
| how does the neocortex work | Once episodic and semantic memories are converted into a usable form in the hippocampus, they are stored within the neocortex to be retrieved for later use.. |
| where are memories stored in teh neocortex | The neocortex covers most of the brain’s surface and consists of four lobes, with memories being stored in particular locations depending on the type of memory and where it was processed |
| The interaction between the hippocampus, amygdala, and neocortex in memory | amygdal Signals to the hippocampus to strengthen the encoding of explicit memories that have implicit emotional components., the hippocmapus encodes explixit memories and teh neocortex stores them |
| Basal ganglia | a brain structure involved in encoding and storing implicit memories, specifically those related to habit formation, procedural sequences of movements, and reward pathways |
| Basal ganglia roles | encodes, stores memories that are unconsciously retrieved eg related to habit formation. encodes and stores memories related to reward processing encodes and stores procedural memories related to motor skills via its connection with the cerebellum |
| Cerebellum | a brain structure involved in encoding, storing and retrievong implicit memories, specifically those related to unconscious habits, simple reflexes, or procedural sequences of precise movements |
| Cerebellum roles | encodes and stores procedural memories. eg motor control, coordination,balance, posture, the cerebellum enables precise fine motor movements encodes and stores memories of behavioural responses like simple reflexed clasiclayy cosnitioned |
| how do the cerebellum and basal ganglia work together | the cerebellum and basal ganglia are not distinct brain structures. They interact with one another and motor programming regions of the neocortex, to encode, store, and retrieve implicit long-term memories includung procedral movements |
| Episodic memory in terms of autobiographical events | often associated with autobiographical events, which refer to personally lived experiences, These autobiographical events are stored in long-term memory and are retrieved every time you think or speak about it |
| autobiographical events activiation of brain areas | the retrieval of autobiographical events involves the activation of both the hippocampus and the frontal and temporal lobes , suggesting that autobiographical events involve an overlap of episodic and semantic memory |
| why does autobiographical event activate both areas? | contain information that is semantic, such as the date or location of the event as well as episodic components, such as recalling the feeling of being nervous ,The episodic component allows for the event to be remembered in rich detail |
| Possible imagined futures | hypothetical experiences and situations that an individual has the ability to create and conceptualise in their mind eg imagine what your going to do tommorow, how you might present a speech |
| what is involved in Possible imagined futures | Episodic ( to construct a possible imagined future that is subjective and includes more richly detailed elements) and semantic memory ( to envision scenrios that fit in what you already know) are also involved in constructing possible imagined futures, |
| brain regions involved in possible imagines futures | the brain regions that are involved in the retrieval of autobiographical memories are also activated when people construct possible imagined futures as they draw on elements of past experiences from their semantic and episodic memory. |
| Neurodegenerative diseases | diseases characterised by the progressive loss of neurons in the brain |
| Alzheimer’s disease | a neurodegenerative disease that involves the progressive loss of neurons in the brain and is characterised by memory decline |
| what area of the brain in affected | lesions are predominantly identified in the hippocampus, At the later stages of Alzheimer’s disease, the brain can be observed as having significantly reduced in size due to a loss of brain matter due to loss of neurons |
| The two primary lesions associated with Alzheimer’s disease are: | amyloid plaques and neurofibrillary tangles |
| amyloid plaques | fragments of the protein beta-amyloid that accumulate into insoluble plaques that inhibit communication between neurons |
| neurofibrillary tangles | an accumulation of the protein tau that forms insoluble tangles within neurons, which then inhibit the transportation of essential substances and eventually kill the neuron entirely |
| How does Alzheimer’s disease affect episodic and semantic memory? | As damage can be associated with the hippocampus, patients with Alzheimer’s disease may struggle to remember semantic and episodic components of personally experienced events, |
| Aphantasia | a phenomenon in which individuals lack the capacity to generate mental imagery |
| Mental imagery | the visual representations and experiences of sensory information without the presence of sensory stimuli, can vary in vividness |
| what part of the brain is used when creating mental imagery wirthout anphantasia | use sensory information that has been organised in short-term memory and then transferred to long-term memory to recreate perceptual experiences. , likely to draw on both episodic and semantic memory when creating mental imagery |
| what part of the brain is used when creating mental imagery with anphantasia | may not be able to visualise richly detailed and vivid episodic memories due to their inability to generate mental imagery. Additionally, while semantic memories may remain intact, the visual component of these memories may also be lacking. |
| how does this happen? | an individual with aphantasia would still be able to anticipate what going to a beach involves, without forming a mental image, by drawing on other (non-visual) information from their episodic and semantic memory, |
| what else does aphantasia effect | difficultto retrieve personally lived experiences as they cannot generate vivid, detailed mental imagery of past autobiographical events from their long-term memory difficult for people with aphantasia to construct possible imagined futures. |
| can people with aphantasia still apply non visual components? | Although people with aphantasia are still able to apply non-visual components of autobiographical memories to future events, their lack of mental imagery makes this process more difficult and less vivid than those without the condition. |
| Mnemonics | devices or techniques used to aid the encoding, storage, and retrieval of information, used by different cultures and communities to help retain information and preserve knowledge, devices used differ between written cultures and oral cultures. |
| Written traditions | practices in which knowledge, stories, and customs are preserved and shared through writing and reading |
| purpose of mnemonic | aiding the encoding, storage, and retrieval of memory help convert difficult information into something more meaningful by organising and linking new information to fit in with existing information in LTM, initial encoding of info |
| purpose of mnemonic cont | elaborate connections can create strong retrieval pathways to target information that improves the likelihood that information will be retrieved , strengthens storage of info |
| when do mnemonics fail | if an individual is unable to retrieve the mnemonic or if they fail to accurately interpret the mnemonic |
| Acronym | a mnemonic device in which the first letters of items form a pronounceable word to aid memory |
| Acronym purpose | aid the encoding and storing of memory as they link information to words or sounds we already know. Additionally, the first letter of the word acts as a retrieval cue to help bring the targeted information into short-term memory for use. |
| acrostic | a mnemonic device in which the first letters of items create a phrase, rhyme, or poem to aid memory eg NESW |
| acrostics purpose | link new information to familiar phrases or sentences we already know, which helps encode and store information. Like acronyms, the first letter of each word acts as a retrieval cue to help bring the targeted information into short-term memory for use. |
| Method of loci (also known as memory palace | a mnemonic device that converts items into mental images and associates them with specific locations to aid memory, visualising items in specific, well-known locations. |
| There are five steps involved in the method of loci | visualise a familiar route or place select several memorable places on the route create visual imagery for each item that needs to be remembered link each item to one of the identified landmarks imagine they are walking through route and retrieve |
| loci purpose | assists in the encoding and storage of memories by visually linking new information to familiar places or routes useful in remembering information in a certain order. During retrieval, mentally walking the route acts as a retrieval cue |
| how to stregthen loci | the listed items are embedded into a story that includes vivid and memorable characters |
| Oral traditions | practices in which knowledge, stories, and customs are preserved and shared through spoken word and movement |
| Songlines | multimodal performances conducted as a family or community travels through Country and spaces in the landscape that record journeys, link important sites, and describe ways to live, care for, and nurture Country |
| how does songlines help encoding | use rhythm and narrative to communicate information linked to the landscape, which can enhance the encoding of this information |
| how does songlines help retrieval | When Songlines are sung, and individuals walk through the landscape similarly to how the method of loci may be used), individuals are able to retrieve the information that is linked to the different stories and places along the route |
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