Ch. 7 Quiz

What is state-dependent learning? Describe Eich's experiment.

better mem when mood/state during encoding matches mood/state during retrieval part listened to happy or sad music at study and same at test. when mood matched at study and at test (i.e. happy music for both), part performed better

What is encoding? Retrieval? Why is each necessary for successful memory?

encoding: acquiring info and transforming it into mem retrieval: getting info from LTM back into WM we must encode things well (i.e. w/ elaborative rehearsal) to be able to retrieve them accurately later and do things with them (in WM)

As discussed in class, treatment of PTSD has benefitted from recent research on A. reconsolidation B. depth of processing C. levels of encoding D. transfer-appropriate processing

A

Transfer-appropriate processing is likely to occur if A. the rememberer generates his own retrieval cues. B. the type of encoding task matches the type of retrieval task. C. there is deep processing during acquisition of the new material. D. imagery is used to create connections among items to be transferred into LTM.

B

_______ transforms new memories from a fragile state, in which they can be disrupted, to a more permanent state, in which they are resistant to disruption. A. Amnesia B. Consolidation C. Encoding specificity D. Cued-recall

B

_______ cues help us remember information that has been stored in memory. A. Retrograde B. Encoding C. Retrieval D. Processing

C

Jenkins and Russell (1952) presented a list of words like "chair, apple, dish, shoe, cherry, sofa" to participants. In a test, participants recalled the words in a different order than the order in which they were originally presented. This result occurred because of the A. way objects like dishes and shoes are encoded visually. B. effect of proactive interference. C. tendency of objects in the same category to become organized. D. way the phonological loop reorganizes information based on sound during rehearsal.

C

The standard model of consolidation proposes that the hippocampus is A. strongly active for both new memories as they are being consolidated and memories for events that occurred long ago and are already consolidated. B. strongly active for long-ago memories that are already consolidated but becomes less active when memories are first formed and being consolidated. C. strongly active when memories are first formed and being consolidated but becomes less active when retrieving older memories that are already consolidated. D. uninvolved in memory consolidation.

C

Which statement below is most closely associated with levels of processing theory? A. Information enters memory by passing through a number of levels, beginning with sensory memory, then short-term memory, then long-term memory. B. Events that are repeated enough can influence our behavior, even after we have forgotten the original events. C. Deep processing involves paying closer attention to a stimulus than shallow processing and results in better processing. D. People who were sad when they studied did better when they were sad during testing.

C

________ consolidation involves the gradual reorganization of circuits within brain regions and takes place on a fairly long time scale, lasting weeks, months, or even years. A. Standard B. Remote C. Systems D. Synaptic

C

Describe how the standard model of consolidation explains systems consolidation. What evidence is there for this model?

cortex areas aren't yet connected but hippocampus coordinates activity in the different cortical areas and binds the memory representations together. during reactivation, hippo plays big role at first but as connections b/w cortical areas get stronger, eventually connections b/w hippo and cortex dissolve. the hippo is like glue that holds reps of memory from diff cortical areas together. HM and others could remember events prior to losing hippocampus which shows that hippo was no longer needed for long ago events (think: temporal gradient/graded amnesia)

Describe Morris's experiment. What aspect of encoding and retrieval was Morris studying? What implications do the results of this experiment have for matching encoding and retrieval? For levels of processing theory?

he was studying how items are encoded and retrieved (the type of task/processing). he did the experiment with the list of words and then a rhyming or meaning task, then tested everyone with a rhyming task. participants who matched (rhyming for both) did better than those who encoded w/ meaning and tested w/ rhyming. so matching = better memory this goes against levels of processing theory bc that would say processing meaning would lead to better memory, but when you encode with meaning and do not retrieve with meaning, it's harder to remember.

What is the multiple trace model of consolidation? What evidence is there for this model?

hippocampus is still involved even when retrieving old memories Gilboa et al: part had to recall recent/long ago episodic mems and measured brain activity w/ fMRI. showed hippo activation for both. Viskontas et al: remember/know/dont know procedure for pairs of pictures-test included previously seen pics and new ones. after 10 mins, part who responded that they remembered pics were more accurate than those who said they knew them. after 1 wk, know did better than remember. (semanticization of remote mems). after 10 mins, part who said R at first and R at 1wk had slightly more hippocampus activity than those who said R then K, but much more hippo activity at 1 wk. conclusion: hippo activity decreased for RK bc less activity in hippo as mems go from episodic (R) to semantic (K) but still active for RR bc active for episodic mems. hippo isn't as active for mems that are semanticized

What is levels of processing theory? What would levels of processing theory say about the difference btwn maintenance rehearsal and elaborative rehearsal? What experiment led to this?

says that mem depends on depth of processing (deep vs. shallow) maintenance = shallow, worse mem, little attn to meaning elaborative = deep, better mem, close attn to meaning and relation to other things Craik and Tulving: presented words and asked ?s about them (shallow=phys. feature, medium=rhyming, deep=fill in blank) and then asked to recall. higher accuracy for deeper processed items (asked to fill in blank)

Describe the connection between sleep and consolidation. Be sure you understand the Gais and Wilhelm exps.

sleep consolidates memory! it eliminates enviro. stim that might interfere w/ consolidation and consolidation can be enhanced during sleep. Gais: HS students learned vocal words and either slept w/i 3 hrs or after 10 hrs. asleep grp remembered more than awake grp. Wilhelm: selective consolidation based on what we expect to be important info. part learned a task and told they would be tested on either that task or another one. then they slept and then were tested. expected grp performed better bc they knew that task would be important later.

Compare the multiple trace model to the standard model. (systems consolidation)

standard: hippo is really only used at first, when it is connecting activity in cortical areas, but once those connections are strong, the connection b/w hippo and cortex fades away. aka hippo not used for long ago mems (thats why HM could still remember long ago events) multiple trace: hippo is used for long ago mems too standard model can account for Viskontas' study by saying that 1 wk isn't enough time for mems to be stored solely in the cortex, therefore hippo would still be activated when remembering Viskontas could account for HM's LTM by saying his long ago mems were semanticized, therefore required less hippo activity (HM didn't have hippo after surgery)

What is the idea behind the statement "Memories are stored at synapses"? What evidence supports this idea?

synaptic consolidation theory, the idea that structural changes at the synapse level due to XP are how memories are consolidated Hebb: repeated activity causes structural changes, increased release of NT and firing which strengthens the synapse. also proposed that changes that occur in the synapses that are activated around the same time by a particular XP provide a neural record of the XP. this has to do with long term potentiation (LTP), where more firing of neurons strengthens synaptic transmission bc it causes structural changes

What is synaptic consolidation? Systems consolidation? How are they related?

synaptic: XP causes change @ synapse; rapid systems: gradual reorganization of larger neural circuits in brain they occur simultaneously

Why can we say that memory performance is better when you use a word in a sentence, create an image, or relate it to yourself, all techniques involving retrieval cues?

these techniques are all deeper processing/elaborative rehearsal. we actually give meaning to the words which helps us remember retrieval cues are words or other stim that help us remember info stored in LTM

What is reconsolidation? What are the implications of the results of experiments that demonstrate reconsolidation?

when we retrieve memories, they become fragile again and need to be reconsolidated. this means when they go back into fragile state, they are susceptible to being changed/forgotten. Nader exp w/ rats injecting drug that prevented creation of new mems either before consolidation, after consolidation, or during reactivation. shows reconsolidation was prevented by drug. Hupbach exp w/ part learning list 1 of words then some learned list 2 and some were reminded of list 1 then learned list 2. tested on list 2. those who were reminded mixed more of list 1 into their recall bc the reminder reactivated mem for list 1 which caused it to get mixed up w/ list 2. implications: PTSD-can recall traumatic events (mem is now in fragile state) and then get drug that blocks activation of stress hormone receptors so that when they recall traumatic event later, they don't have as big of an emotional rxn

What is encoding specificity? Describe Baddeley and Godden's "diving" experiment and Grant's studying exp.

you recall mem better when retrieval context matches encoding context Baddeley and Godden: had part study words underwater or on land. when underwater part were tested on land, they did worse than when tested underwater (match context) and vice versa for on land part. Grant: study w/ or w/o noise and test in each condition. same result as diving experiment