psych 346 exam4
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- AD Treatment
- Acetylcholinesterase inhibitors - helps stop the breakdown of ACh which is an important MTL NT Memantine - regulates glutamine and may stop neurotoxicity Vitamin E, ginko - prevent oxidative stress/inflammation
- How to Classify Amnesia
- By disorder By damage By functional deficit
- Pro/Con of Disorder
- Pro: important for understanding the disorder Con: Pts may have different behavior/patterns of damage
- Pro/con of Damage
- Pro: may help determine how brain regions are involved in memory Con: lesions are rarely "clean", can be hard to fully detect or characterize
- Pro/Con of functional deficit (try to find "pure" patients)
- Pro: may help understand that memory function better Con: pure patients are rare, may be multpile ways to get same functional deficits
- Post-traumatic Amnesia
- *most common - confused stage immediately following head injury - usually temporary; may go in and out of lucidity
- Retrograde Amnesia
- - may extend far into past immediately after injury and then shrink - probably NOT encoding (b/c football players could immediately remember info so info had been registered, but forgot 3-20 min after) - consolidation most likely; may also be related to retrieval and state-dependent memory
- Anterograde Amnesia
- -may last for longer than retrograde amnes/ reflect more serious damage - in long-term more likely to have anterograde w/o retrograde than vice versa
- Korsakoff's
- Spared: implicit, ST, procedural, semantic Impaired: episodic, especially recollection, Executive (attack of frontal and temporal lobes) - Confabulation - "false memories" seem to be very real to pt
- "Pure" Amnesia
- - Often many areas injured (hypoxia or herpes get relatively specific with CO poisoning to hippocampus) - Problem encodnig context and associatoins (consolidation?)
- Stages of Treatment
- Define goals: needs to be specific, measurable, and changeable in desired period Assess behavior of interest: establish baseline Treatment & Evaluation: use remaining explicit memory? use other forms of mem? procedural learning?
- Children
- Semantic STRUCTURE: developing Executive FUNCTION: developing Hippocampally-mediated ASSOCIATIONS: developing Training/Development/Compensation: Build semantic language abilities, increase Ex frontal functions, and increase association abilities
- Healthy Aging
- Semantic STRUCTURE: intact (do better than kids) Executive FUNCTION: decline Hippocampally-mediated ASSOCIATIONS: declining (face-name arbitrary assocations) Training/Development/Compensation: Rely on knowledge, experience, and semantics...also additional brain activations
- Dementia especialy AD
- Semantic STRUCTURE: decline (slower decline than EF) Executive FUNCTION: rapid decline Hippocampally-mediated ASSOCIATIONS: declining Training/Development/Compensation: medicate, increase in bilateral activation, make use of remaining abilities
- Amnesia
- Semantic STRUCTURE: mostly intact, but depends on disorder Executive FUNCTION: mostly intact but depends on source (injury vs Korsakoffs) Hippocampally-mediated ASSOCIATIONS: usually damaged/impaired Training/Development/Compensation: make use of remaining abilities..functional (implicit and remaining explicit)
- Valence
- Whether a word is more positive or more negative
- Propranolol
- Blocks adrenaline-related arousal effects (but memory still increases during emotional part of story just doesn't go back down)
- Memory Modulation Hypothesis
- following an emotinally arousing experience, the amygdala engages adrenergic and cortisol stress-hormone systems that interact to promote storage in the cortex. Needs a delay to implicate consolidation; therefore, they can determine if emotional arousal enhances memory consolidation or if it is the attention at encoding that enhances both short and long-term memory.
- Bias Hypothesis for BUMP
- - Bump in the cue-word method is caused by demand characteristics - changed the d.c. by asking for memories in an autobiographical exper (memories for anytime in life even as recently as this morning..compared to even as far back as you can remember) vs asking for events in a memory experiment...therefore, intended to favor earlier memories - Result: moved bump a little but it still happens so unlikely to be major cause...ALSO bump occurs in situations including autobio books that do not have instructional bias
- Reaction Time Hypothesis for BUMP
- - Hyp: there will be SLOWER (longer) reaction times in 10-30 period because particpants are slower to terminate searches for memories in the bump; therefore, more memories will be found in the bump than other periods -Test: Use word-cue test to retrieve memories..but since slower time to terminate..there will be more memories to search through..so measured reaction time for each range - Results: although there was an overall increase in RT for older adults than younger, there was no systematic change in RT for memories retrieved from different parts in the lifespan
- Pulses
- Specific time or initiating event (closer to deadline then check more & more -- as yo uget more nervous, pulse increases) - more urgent - better remembered - judged as more important - remembered at specific time or continually throughout the day
- Steps
- More broadly-defined time window - recalled occasionally throughout day/time period ..steps turn into pulses over time ("need to study someee time before test"
- Focal
- Actively processing/interacting with the cue * "While setting the alarm clock," remember to set an earlier time to catch your flight*
- Nonfocal
- cue/link to PM is not the focus of attention * Remeber to deposit check. May forget even when walk past ATM*
- Monitoring Hypothesis of retrieving PM
- Watching clock or checking for event - high demands on working memory - impariments on other tasks **Evidence against: Test-wait-test-exit Model ... check clock more in the beginning and then a lot near the end but little in the middle... if monitoring, then should be checking clock constantly
- Spontaneous Retrieval of Retrieving PM
- Seems to pop into mind - low demands on WM/controlled processes - VPC?: especially for cues in the environment
- Reflexive-Associative Theory
- Cue reflexively triggers PM **IF** - cue is fully procsesed - strong association with PM (distinctively strongly-related, attended-to cues: just like episodic memory)
- Focal vs Nonfocal cues in retrieving PM
- Does the task inherently encourage processing PM cue (especially the part of it processed at encoding)?
- Evidence for Spontaneous Retrieval Hypothesis
- Lexical decision task vs lexical decision task + requirement to press button whenever a certain word appeared - focal b/c interacting with words - reduced monitoring by only requiring one word to make task easier RESULTS: high PM performance - > 86% and very small differences in speed
- Individual Differences why others have better PM
- - personality: conscientiousness and neuroticism - some relation to cognition (retrospective memory, executive function), but weater than expected - surprisingly , NO relation to ratings of busy-ness or reliance on routine (especially older adults)
- Failures of Prospective Memory
- - Intention maintained, window of execution missed - Intention forgotten - Substitute action (usually similar execution) - partial execution - accidental repitition - retrieve intention but not action
- What does/does not lead to forgetting
- Does not: time delay Does: concentration on ongoing task (only if ot and pm task require similar processes) and adding an interruption task (adding more STUFF)
- Influence of goal importance and goal type
- Educational: related to course goals **Imp>Unimp** Internal: logical part of scenario (keep BP above 75 for this pt) **Imp=Unimp** External: logically related tasks but done outside scenario (ask nurse to check something when u go into simulation room next time) **Unimp > imp** Importance - estimated through ratings
- Deliberate Practice
- Focused, uninterrupted, and deliberately planned
- Factors that influence grades and how
- - Factors reflecting conditions prior to the start of a semester: SAT/Cumulative GPA - inluences the amount of material already known and impact of how much and type of new learning required - Factors reflecting effective study during a semester: distraction, scheduling, and attendance..because they are observable characteristics that focus on the quality of study and not the quantity)
- Monitoring for metamemory
- What do you know about your memory? - ease of learning - judgment of learning
- Control for metamemory
- What do you do about it?
- First brain region to show plaques
- Entorhinal Cortex
- What kind of amnesia do Alzheimer's patients show first: anterograde or retrograde?
- anterograde (new episodic info)
- Define concept of Monitoring as it relates to PM
- It is the attention and/or working capacity that is devoted to evaluating environmental events for the target. Increasing the demands of an ongoing task often lowers the retrieval of the prospective memory.
- Baddeley's hypotheses for what develops in cog dev
- Increase identification in digits - less WM and less storage OR increased use of subvocal rehearsal - more storage used in the phonological loop
- Brain activation patterns; links to self-initiation
- older do not have a difference between intention and shallow processing (meaning they are bad at self-initiating) HOWEVER, they can still do deep processing so you know that the area of the brain is not damaged
- Diff between normal aging and AD
- Normal: frontal goes first (white), EF, slow, hypertension AD: MTL (white), memory, fast, genetics
- Area first to be damaged in AD
- Entorhinal Cortex
- Working Memory, Procedural, Declar/Assoc, Motor Learning, Neurochemical Modulation
- PFC, striatum, MTL, cerebellum, HPA
- Compare RM with PM
- RM: past, who/what, more detailed PM: future, when, less detailed **They are both related to episodic memory, which is autonoetic**
- 2 factors that influence grades
- - conditions prior to the start of semester (GPA,SAT) - effective study during a semester (distraction, scheduling, attention)
- Mnemonics
- good for memorizing facts, details, and lists - help by using schemas/scaffolding and imagery/elaboration
- False memories of Korsakoff pts
- confibulation
- Telescoping
- Compress (or expand) time often use anchor points and compress/expand around those ..usually do not distort SEQUENCE