Psych 346 - exam 3
Terms
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- Transience
- decreasing accessibility of information over time
- Absentmindedness
- entails inattentive or shallow processing that contributes to weak memories of ongoing events of forgetting to do things in the future
- Blocking
- the temporary inaccessibility of information that is stored in memory
- Misattribution
- attributing a recollection or idea to the wrong source
- Suggestibility
- refers to memories that are implanted as a result of leading questions or comments during attempts to recall past experiences
- Bias
- involves retrospective distortions and unconscious influences that are related to current knowledge and beliefs
- Persistence
- Pathological remembrances: information or events that we can not forget, even though we wish we could
- How are the 7 memory sins grouped?
- 1. Transience, absentmindedness, blocking --> different types of forgetting 2. Misattribution, suggestibility, bias --> different types of distortions, inaccuracy 3. Persistence --> intrusive recollections that are difficult to forget
- For each sin – what cognitive process is involved, what is the adaptive value/beneficial aspect of cognition working this way, how does it go wrong to lead to the “sinâ€
- See outline.
- Timecourse of forgetting / retention function
- • Poorly learned and well learned material → rapid at first then slows, logarithmic graph • Forgetting increases as time progresses • 1st described by Ebbinghaus
- Factors that influence forgetting and recovery
- • Better initial learning → better retention (will be more in permastore) • Recall vs. recognition → recognition is better because you have the cue restraints (both have slow decline, but recognition is less so than recall)
- Permastore
- • Refers to the stable memory over time • Things that get into the permastore→ things better initially learned
- Jost’s law, spontaneous recovery, and the timecourse of RI and PI
- See outline.
- Factors that influence response competition/interference
- ⬢ Similarity: The more similar something is, the harder it is to remember ⬢ Strength: The item with the greatest strength to the cue will be more easily remembered, while the others will have a more difficult time being remembered. ⬢ Number: The greater number there is, the harder it is to remember
- Reminiscence and hypermnesia; factors that influence accuracy
- See outline.
- Theoretical explanations of forgetting
- see outline.
- Retrieval induced forgetting
- see outline.
- Part-set cueing, directed forgetting
- see outline.
- Think/no-think and brain activation patterns
- • SUPPRESSION: o Activates some brain regions and deactivates others. • Activation in DLPFC → suggests suppression. • RESPOND: o Hippocampus activated → making associations • When comparing the suppression trials: o People who showed the most inhibition of the to-be-suppressed items showed greatest HC activation o ...And more activation in the Right and Left DLPFC for the to-be-suppressed items.
- Aging vs. AD
- see outline.
- Areas affected by AD
- • Damaged: Hippocampus → associations • Disease starts in the entorhinal cortex in the MTL. This cuts of the HC from the rest of the brain.
- Progressive nature of AD – which functions are affected early/late in the disease
- • First to go → Last to go o Episodic memory → Working memory, visuospatial perception, remote memory→ →Praxis →Language
- Treatments and how they have their effects
- • Medications: stop the break down of acetylcholine that is lacking in people with AD. • Errorless learning and fading cues to teach skills that will keep patient in good care as disease advances o Rely on implicit and procedural memories (memories still in tact with a person with AD) • Cognitive Problems are typically not most distressing, so try to find ways to help patients and carers cope with social and emotional distresses of AD o Reality orientation training (ROT) • Helps patient in later stages of dementia help maintain a sense of time and place • Reminiscence therapy: o Version of ROT o Use photographs and other reminders of past lives to help those with demtnia • ****SUMMARY: o errorless learning → helps with acquiring new information • The diaries and such
- Methods of classifying amnesia
- • By disorder o Pro: learn more and have a greater understanding for the disorder o Con: patients may have different behavior/patterns of damage • By damage o Pro: help determine the brain regions are involved in memory o Con: not all damage is “clean†and specific; may be hard to fully detect or characterize • By functional deficit o Pro: understand the memory functions better o Con: pure patients are very rare, may be multiple ways to get to the same memory functional defecit
- Different types/sources of amnesia (e.g., psychogenic vs Korsakoff’s vs TBI)
- see outline.
- Stages of TBI
- • 1. Coma (if severe enough) • 2. Recovering consciousness → PTA (post traumatic amnesia) • 3. **Discover personal knowledge • 4. Place • 5. temporal orientation
- Methods of assessing and treating amnesia
- • Lab tests are good, but it’s hard to get to measure real life situations • Diaries and questionnaires → sometimes people forget what they forgot o Have to clarify with a third source for accuracy • Rivermead Behavioral test o Tries to bring real life behaviors into lab…effort to make ecologically valid o Much higher correlation about complaints about everyday memory o The test? • Experiment hides object belonging to patient and says later tell him where it’s hidden (prospective memory—memory for the future) • OR experimenter traces a route around the examination room; delayed recall also involves remembering to deliver a message at a pre-specified point on the route
- Development & decline of brain regions and how those are related to development & decline of memory function
- see outline.
- Memory in infants (Rovee-Collier experiments)
- see outline.
- How to encourage memory development
- see outline.
- Development of semantic memory & gist-based processing; advantages and disadvantages Infantile amnesia
- see outline
- Situations in which older adults have better memory function than young adults
- see outline.
- Relative effect sizes of age differences in memory (e.g., item vs source or associations)
- see outline
- Cognitive control & older adults’ memory function: self-initiation, compensation, environmental support
- see outline.
- Brain activation patterns (children?)
- see outline