Chapter 11: Memory

Question 1

comparative cognition

Answer 1

theoretical contructs and models used to explain aspects of behaviour that cannot be readily characterized in terms of simple S-R or reflex mechanisms

Question 2

contemporary animal cognition

Answer 2

• test cognition w/ particular predicted behavioural outcomes
• animal cognition uses theory and models
• explain behaviour that cannot be explained through simple learning mechanisms

Question 3

Potential lines of inquiry in contemporary animal cognition

Answer 3

how is info stored?
how is it retrieved and utilized?
how do animals navigate through the world?
how do animals judge time passing?

Question 4

Memory

Answer 4

ability to respond on the basis of info that was acquired earlier
- inferred when current behaviour influenced by previous experience

Question 5

Learning-memory distinctions

Answer 5

what is the diff. b/w learning and memory studies?
Focus is different during three stages of info processing
1. acquisition (encoding)
2. retention and interval (storage)
3. retrieval

Question 6

working memory

Answer 6

ST, held long enough to complete the task at hand

Question 7

reference memory

Answer 7

long term memories of background info needed to use incoming and recently acquired info
2 types
- procedural and declarative

Question 8

2 types of reference memory

Answer 8

procedural and declarative

Question 9

procedural memory

Answer 9

memory for well learned tasks

Question 10

declarative memory

Answer 10

memory about the world
2 types
- semantic and episodic

Question 11

semantic memory

Answer 11

store info necessary for functioning w/n our culture

Question 12

episodic memory

Answer 12

memory for particular episodes

Question 13

Working vs. reference memory

Hunter (1913)

Answer 13

subjects: rats, dogs and raccoons
procedure:
1. light above box marked baited box
2. light turned off
3. animal detained in start box for variable amounts of time 
4. then, after retention interval, allowed to choose box 
results: 
- longer delay, lower the accuracy 
-species differed: 
   - rats max delay = 10 sec
   - racoons max delay = 25 sec
   - dogs max delay = > 5 min

Question 14

Memory paradigms 1: delayed matching to sample (DMTS)

Answer 14

1. peck centre key to start
2. sample displayed on middle key
3. early in training - sample remains on middle key
4. late in training, samples no longer shown

then manipulate the delay between the sample and comparison

Question 15

DMTS in honeybees, Gross et al (2009)

Answer 15

see slide

Question 16

Factors affecting DMTS

Answer 16

1. type of sample stimulus (some more effective than others)
2. duration of sample (shorter the duration, the longer the accuracy)
3. delay after sample before choice (longer the day, lower the accuracy)

Question 17

classic DMTS experiment varying sample duration and delay (grant, 1976)

Answer 17

see slide
chnace performance = 50%
lomger sample duration + shorter delay = best performance

Question 18

trace delay hypothesis of memory

Robert and Grant 1976

Answer 18

• stimulus presentation creates a change in the NS
• initial strength of trace related to the characteristics of the stimulus
  
  • longer/more intense stimuli = stronger stimulus traces)
• these changes decay over time at the same rate
• forgetting functions reflect strength of memory

Question 19

test of trace delay hypothesis (Sargasso and White, 2001)

Answer 19

Manipulated delay from the start of training
- 0 sec, 2 sec, 4 sec, 6 sec.
Tested memory for all groups w/ delays up to 10 sec
results:
- best w/ delays they were trained w/

Question 20

Trace decay hypothesis Roberts and Grant (1976)

Answer 20

• stimulus presentation creates a change in the NS
• initial strength of trace related to the characteristics of the stimulus
• these changes decay over time at the same rate (NOT SO, the decay rate is related to similarity between conditions of testing and conditions of training).
• forgetting functions reflect strength of memory

Question 21

general vs. specific rule learning in DMTS

Answer 21

animals may:

1. focus on correct
2. inhibit incorrect
3. use both strategies

• in discrimination leanring procedures, animals use both (e.g. peak shift)
• in DMTS, the first option is used
• how do animals learn which is correct?
  
  • matching (general) rule
  • specific stimulus-response relationships
• depends on the size of the stimulus set:
  
  • small set = specific rules
  • large set = general rules (trial unique procedure)