MEMORY

Question 1

3 Simply steps of memory

Answer 1

encoding
storage
retrieval

Question 2

short term memory

Answer 2

• brief and limited in capacity
• aspects we can call back easily and fast
• active mental effort

Question 3

long term memory

Answer 3

• virtually limitless
• long lasting
• relatively permanent
• involves changes in the brain (plasticity)

Question 4

Multi Store Model of memory

Atkinson and Shiffrin (1968)

Answer 4

sensory input - sensory memory - short term memory- [elaborate rehearsal or retrieval] long term memory

(can be forgotten at any stage if unattended, unrehearsed ,decay, interference or retrieval failure)

Question 5

Working Memory Model

Baddeley and Hitch (1974)

Answer 5

Sensory input- sensory memory- central executive- long term memory [episodic buffer]

phonological loop and visuo-spatial sketchpad

Question 6

Working Memory Model
Baddeley and Hitch (1974)
Visou-spatial sketchpad

Answer 6

• processing and temporary storage of visual/ spatial information
• planning and execution of visa spatial tasks
• manipulation of visa partial info held in long term memory

Question 7

Working Memory Model
Baddeley and Hitch (1974)
Central executive

Answer 7

• modality free: any type of task
• allocation of attention
• inhibits automatic responses
• response/ conflict monitoring
• planning and goals

Question 8

Working Memory Model
Baddeley and Hitch (1974)
Phonological Loop

Answer 8

• passive store: temporary storage of speech-based info

- articulatory rehearsal mechanism:codes visual information into phonemic (inner ear and inner voice)

Question 9

Episodic Buffer

Baddeley (2000)

Answer 9

Temporary storage

Question 10

Digit Span Task

Answer 10

• test verbal STM/ phonological loop
• part of Wechsler intelligence test

Verbal Short term memory:

• linked to language learning, reading, maths
• verbal communication
• dyslexia

Question 11

Characteristic of verbal STM

Capacity

Answer 11

Miller, 1956

7+/-2 magic number

Question 12

Characteristic of verbal STM

chunking

Answer 12

small units into larger

Question 13

Characteristic of verbal STM

similarity effects

Answer 13

similar=harder to remember

Question 14

Characteristic of verbal STM

word length

Answer 14

larger=smaller span measure

Question 15

Characteristic of verbal STM

articulatory rehearsal

Answer 15

faster rehearsal=larger span

Question 16

Characteristic of verbal STM

Serial position effects in free recall

Answer 16

(inverted U)

Primacy effects: STM to LTM, depends on attention and rehearsal, ore rehearsal, greater chance to LTM

Recency effects: STM has limited capacity, new words kept in STM, older words thrown out

[word lists]

Question 17

What happens to short term memory performance if:

No rehearsal during encoding?

Answer 17

• secondary task interferes with e primary task
• dual task experiments
• articulatory suppression

Question 18

What happens to short term memory performance if:

Recall items only after a delay?

Answer 18

• secondary task interferes wit the primary during maintenance
• temporal decay
• interference

Question 19

Temporal Decay Theories

Answer 19

• information in STM is stored for several seconds
• recall after longer delays-memory fades away
• there is no universal time limit for how long memories can survive
• depends on type of info (verbal or visual)
• depends on complexity (item or relational)

Question 20

Temporal Decay with no rehearsal (Peterson and Peterson, 1959)

Answer 20

Stimulus- 3 consonants and 3 digit number
Distractor task-count backwards in 3s
Report-recall the consonants

Results:

• participants tested at interval of 3 to 18 seconds for recall of consonants-already 50% drop in performance after 3 seconds
• most memory of consonants decayed after about 12 seconds
• verbal information
• low complexity

Question 21

Zhang and Luck (2009)

Visuo spatial information- no articulacy rehearsal

Answer 21

• no forgetting between 1 and 4s delays- dropped after 4s
• dissociation between item and rational memory -location and colour was forgotten but better colour memory
• more complex task

Question 22

Forgetting due to lac of temporal distinctiveness

Brown, Meath & Chater (2007): a temporal ratio model of memory

Answer 22

temporal crowding= merely of A and B less distinct- weaker recall performance

Question 23

Forgetting due to interference

Answer 23

proactive interference: previous lists affect performance on the current one

retroactive interference: new info affects retrieval of previous information

Question 24

Executive functions- many theories assume different executive functions

Miyake (2000), Miyake and Friedman(2012) three functions:

Answer 24

inhibition: inhibit automatic response such as troop task
updating; continuous stream of info, remember one the final five
shifting: change response if rules change

[common areas: parietal cortex]
[three functions: different areas within the prefrontal cortex]

Question 25

Neural background of STM/ WM

Answer 25

- widespread bilateral fronto-parietal network - verbal : Brocca's region (frontal lobe) - visou-spatial : superior parietal areas

Question 26

Multiple memory Systems Model

Answer 26

Long term memory Declarative: - episodic memory - procedural memory Non-declarative : - procedural memory - priming - non-associative learning - classical conditioning

Question 27

encapsulated on cognitive neural level...

Answer 27

- conscious vs unconscious - speed of learning: fast vs slow - flexibility: flexible vs rigid

Question 28

Multiple memory Systems Model | neural psychological evidence

Answer 28

Amnesia: medial temporal lobe damage Parkinson's disease: basal ganglia damage

Question 29

Multiple memory Systems Model | Double dissociation

Answer 29

Amnesia: Impaired declarative memory and intact procedural memory Parkinson's: intact declarative memory and impaired procedural memory

Question 30

Anterograde amnesia

Answer 30

- could not form new memories | - remembered skills and could learn new ones

Question 31

Multiple memory Systems Model | Critique

Answer 31

- only brain lesions - patient HM lesion larger than hippocampus as reached to cerebellum - encephalitis, stroke, traumatic brain injury: multiple brain regions effected, not selective

Question 32

Multiple memory Systems Model - Episodic Memory

Answer 32

- consciously accessible - rich in details: what, when, where - key aspect is recollection - allow us to relive our past and imagine future events

Question 33

Primacy effect

Answer 33

STM to LTM, depends on attention and rehearsal, more rehearsal, greater chance to LTM

Question 34

Recency effect

Answer 34

STM has limited capacity, new words kept in STM, older words thrown out

Question 35

Multiple memory Systems Model - Episodic Memory assessment

Answer 35

Word list learning: • Instruction: „Remember 15 words that will be presented to you one by one” Paired associate learning: • Instruction: „Remember the pairs of words as you will be asked to recall them later!”

Question 36

``` Multiple memory Systems Model - Episodic Memory - Recognition and Recall ```

Answer 36

Recognition: • Better performance on Items vs. Pairs/Associations Recall: • Better performance on Cued vs. Free recall (not demonstrated here)

Question 37

``` Multiple memory Systems Model - Episodic Memory - Neural Correlates ```

Answer 37

Hippocampus more heavily involved in • Recall:richrecollectionofcontext • Relational memory: associations Other parts of MTL (e.g., perirhinal cortex) more heavily involved in • Recognition • Item memory

Question 38

Multiple memory Systems Model - Semantic Memory

Answer 38

- facts and general knowledge - word meanings and ruled of language - related to concepts and ideas - independent of where or when the information was encoded - when retrieved, it becomes explicit

Question 39

Multiple memory Systems Model - Procedural Memory

Answer 39

How to do things: stores information on how to perform certain procedures, routines * Motorskills:e.g.,ridingabike,driving,masteringsports * Cogntiveskills:e.g.,learninglanguages,playingamusicalinstrument * Socialskills:e.g.,socialinteractions

Question 40

Multiple memory Systems Model - non-declarative memory

Answer 40

* Implicit: Not consciously accessible, cannot be ‚declared’ * Experience-induced change in behaviour * Knowledge that can influence our thoughts and behaviours without conscious awareness • Rigid: difficult to change, „rewire”

Question 41

``` Multiple memory Systems Model - Procedural Memory - Evidence across the Lifespan ```

Answer 41

* Best performance before adolescence * Weaker performance in young adults * Decline in older adults

Question 42

Working memory and executive functions - Evidence across the lifespan

Answer 42

* Steady development from childhood to adulthood | * Decline in older adults

Question 43

``` Multiple memory Systems Model - Procedural Memory - Implications ```

Answer 43

Acquiring vs. using the acquired knowledge Typically (explicit) instructions received during: • Second language acquisition • Sports Once acquired, at least some aspects become implicit and automatic: • Difficult to describe and consciously control

Question 44

``` Multiple memory Systems Model - Procedural Memory - Neural correlates ```

Answer 44

Widespread fronto-basal ganglia-cerebellar network • Specialisation within these brain areas * Basal ganglia appears critical for acquiring sequence information * Evolutionarilyolderstructures,fullydevelopedalreadyinearlychildhood * Premotor and motor cortex: planning and performing movements