psych 1010 exam 2 uno

organisms often response to stimuli similar to the CS

generalization

how are retrieval from STM and LTM different?

-STM: we search through items in STM one at a time during retrieval -LTM: we use cues to help us dig and retrieve memories from here

distributed vs massed practice

-distributed: practice or learning distributed over time -massed: practice or learning crammed into a small amount of time

what happened to patient K.F. and what could they not do as a result?

-had damage in parietal lobe (phonological loops) -as a result, had very poor working memory, but normal LTM

what happened to patient H.M. and what could they not do as a result?

-had hippocampus removed to reduce seizures -as a result, he could no longer form new memories, AKA anterograde amnesia

TPN vs DMN do they work together?

-task positive network: brain networks that are active when the mind is focused on one task -default mode network: brain networks that are active when the mind is wandering don't work together, but both important for retaining information

what neurotransmitter is important for memory?

Acetylcholine (ACh)

A model for describing memory in which there are three distinguishable kinds of memory (sensory, short term, long term) through which info passes in a sequential way as it is processed.

Atkinson-Shiffrin Model

Little Albert Study

Little Albert learns to make associations between stimuli in the environment and reflexes; Albert shows little fear with dog, monkey, or burning newspaper, neutral stimuli since he hasn't learned to fear anything; Shows Albert a white rat while making loud clanging noise, which upsets Albert, who eventually associates white rat with being upset; Proves fear is learned.

reduced memory for info because of PRIOR memories

PROactive interference

when sitting down to study, set a timer for 25 minutes. focus for 25 minutes, then take a break.

Pomodoro technique

reduced memory for info because of memories afterward (RECENTLY)

RETROactive interference

the process of obtaining a conditioned response through repeated pairings of a CS with a UCS.

acquisition

regulate emotions and plays part in STORAGE OF MEMORIES

amygdala

people with better WORKING MEMORY abilities show more activation in this

anterior cingulate cortex

forms new connection among stimuli and behaviors (examples: classical and operant conditioning)

associative learning

either semantic or episodic memories about oneself

autobiographical memories (type of declarative memory)

deals with NON DECLARATIVE MEMORY, such as procedural tasks or habit learning

basal ganglia

putting information into meaningful chunks help improve STM

chunking

we often have conditioned emotional responses to things we are not aware of

classical conditioning (type of non declarative memory)

visuospatial sketchpad: remembering and manipulating things we see phonological loop: rehearsal of auditory information episodic buffer: links different information together, and combines it with information from LTM central executive: directs appropriate amount of attention to each component

components of working memory

elicited by CS after a number of pairings of CS and UCS.

conditioned response (CR)

a previously neutral stimulus that comes to evoke a response after it becomes associated with UCS (learning required)

conditioned stimulus (CS)

how close in time two events happen. Pavlov felt this was essential for acquisition to occur.

contiguity

how often the CS appears with the UCS. Also important for acquisition to occur

contingency

pairing something feared with something an individual likes in order to condition a new response

counterconditioning

stimulus that aids in retrieval of info

cue

knowing "that". Memories about the world, easy to verbalize

declarative memories

if only one, very specific kind of CS predicts a UCS, organisms can learn to only respond to that stimulus, and not ones like it.

discrimination

when memories are encoded, lots of specific information is included. Some of this info can be used as cues

encoding specificity

memory traces or biological changes in the brain that are responsible for memory

engram

memories of personally experienced events

episodic memories (type of declarative memory

how does priming work?

example: people who heard rude words were more likely to interrupt or be rude to the experimenter

if CS no longer occurs with the UCS, the CR will weaken and eventually disappear. not the same as forgetting.

extinction

sequence of instinctive behaviors that once started, continues to completion

fixed action patterns

vivid and detailed memory associated with a highly emotional event

flashbulb memory

decrease in the ability to retrieve a previously formed memory. most likely adaptive

forgetting

involved with spatial navigation and LONG TERM MEMORY

hippocampus

what are tracts connecting the hippocampus and temporal lobe important for?

important for creating long term memories

continuum from attention through problem solving, includes memory

information processing

if a CS predicts the absence of a UCS, then responding will be inhibited

inhibition

stereotyped behaviors that occur in all members of a species without practice

instincts

newer and older information in memory might compete, potentially distorting memories

interference

studying different topics during a study sesh helps with learning

interleaving

no, because humans are much less reliable and more susceptible to error.

is memory comparable to a computer?

relatively permanent change in behavior due to individual experience

learning

deeper levels of processing lead to a greater likelihood that something will be retained in LTM (such as sight or sound of a word, vs. the actual meaning of it)

levels of processing theory

neurons that are regularly activated together become more efficient at communication. "Neurons that fire together wire together"

long term potentiation (LTP) donald hebb

memories "reconstructed"?

meaning they interact with new information and are ever-changing.

memories "context dependent"?

meaning you're more likely to remember information when you're in the original environment you learned it in

how does our current state or mood affect memory retrieval?

memories are more likely to be accessed when we are in the same state or mood as when the original memory was formed.

ability to retain knowledge

memory

"thinking about thinking"

metacognition

failure to remember negative or threatening things. memories can be distorted because of this

motivated forgetting

are humans good at multitasking? does it improve performance?

no, we are not good at multitasking. we cannot think about more than one thing at a time, and it is not helpful for learning.

change the magnitude of responses to a kind of stimulus (examples: habituation and sensitization)

non associative learning

memories that are difficult to verbalize, i.e. how to ride a bike

non declarative memories

does exposure to something always increase our memory of it?

not necessarily, just because we are exposed to something does not mean we will remember it

learning by watching the actions and experiences of others (example: imitation)

observational learning

damage in this area can lead to difficulty changing course of action, like moving from one task to another. associated with WORKING MEMORY

prefrontal cortex

before starting a new unit, look at the headings/notes and try to make inferences about the information, and relate to prior knowledge

previewing

words learned first are more likely to be remembered (rehearsal moved to long term memory)

primacy effect

exposure to one stimulus changes a response to a later stimulus

priming (type of non declarative memory)

how to do things, usually difficult to describe

procedural memories (type of non declarative memory)

words learned last are more likely to be remembered (still in working memory)

recency effect

The relatively simple, automatic, response to a stimulus

reflex examples: patellar knee jerk

differences between learning and reflexes/instincts

reflexes/instincts: no flexibility, but is natural learning: requires more time and effort, but more flexibility

our set of expectations about situations or things

schema

memories of facts, ideas, concepts. general knowledge

semantic memories (type of declarative memory)

the immediate, very brief recording of sensory information in the memory system

sensory memory

when people are asked to recall a list of words, where the word is at in the list influences whether it's recalled or not.

serial position effect

activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing, before the information is stored or forgotten. can be held for about 30 seconds

short-term memory

if there is a period of time between extinction trails, conditioned responding can return

spontaneous recovery

people organize their memories based on how related things are to their own personal experience. what model is this?

spreading activation model

a treatment for feared stimuli where the stimulus is imagined or encountered while performing relaxation exercises

systematic desensitization

encoding: the process of taking information and putting it into memory storage: taking information from memory and storing it retrieval: recovering stored information

three general steps of memory

incomplete memory retrieval where a part of a memory is recalled. related to spreading activation

tip of the tongue (TOT)

elicited by UCS. does not require learning, usually important to survival/reproduction

unconditioned response (UCR)

elicits a response without prior training. automatic, reflexive responses to biologically important things

unconditioned stimulus (UCS)

how do we know if someone has learned something

we don't. unless there is a change in behavior

what types of stimuli do we habituate and sensitize to?

we habituate to non threatening stimuli, and sensitize to threatening stimuli

why is sleep important for memory?

without sleep, memories won't be consolidated

focuses on many different types of information, while STM focuses on one

working memory

can the power of suggestion affect our memories?

yes, highly