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