Topic 7: Memor + Motivation and Emotion Flashcards
Three Major Processes of Memory
- ENCODING: Translating info into neural code so that it can be stored for later use
- STORAGE: the process by which info is retained over time
- RETRIEVAL: Pulling info back out of your mind for use
(Think of it as a computer and its files storage)
What is the Three-Component Model?
Memory has three components
- SENSORY MEMORY
- Briefly holds sensory information (Composed of subsystems called SENSORY REGISTERS. These registers are the initially information processors.)
Two types of sensory registers
- ICONIC STORE (Holds visual info, lasts for a frac of a sec)
- ECHOIC STORE (Holds auditory info, lasts for 2 sec)
2. SHORT-TERM/WORKING-MEMORY (STM/WM)
Temporarily stores and processes a limited amount of info in consciousness
Limited capacity (7 plus or minus 2 “bits”)
Limited duration (20 sec or so without a control process)
Brown and Peterson & Peterson independently demontrated that material held in memory for less than a minute is frequently forgotten.
FOUR WAYS info is stored in STM/WM
-VIsual
-Phonologically (Sound)
-Semantically (Meaning)
-Action (Motor Patterns)
(Errors can result if you try to store too much info in one system too quickly ex. Acoustic confusions)
Can increase capacity by CHUNKING (Phone #’s)
Working Memory
-Limited capacity system for temporary storage and manipulation of info for complex tasks such as comprehension, learning, and reasoning.
DIffers from STM in two way
- STM is a single component, WM consist of mulitple parts
- STM is mainly concerned w storing info, WM is concerned w MANIPLULATING info
WM’s Four Components
- The phonological loop
- Visuospatial sketch pad
- The episodic buffer
- The central executive
- LONG-TERM MEMORY (LTM)
“Archive” of info about past events and knowledge learned
Work closely w Working Memory, has a large capacity, and a very long duration
Importance of LTM
- Anterograde Amnesia: loss of ability to assimilate and retain new knowledge
- Retrograde amnesia: loss of memory for events that have happened in the past
Types of Long-Term Memory
DECLARATIVE (Can be verbalized)
- Episodic (Personal experiences)
- Semantic (General Factual Knowledge)
PROCEDURAL
- Non-declarative memory
- Reflected in skill and actions
- Some classically conditioned responses
What is Memory?
The processes involved in retaining, retrieving, and using info about stimuli, images, events, ideas, and skills after the original info is no longer present
Memory is often seen as part of a processing system that ENCODES, STORES, and RETRIEVES info (Called the INFORMATION PROCESSING APPROACH)
Capacity of STM
Limited capacity (7 plus or minus 2 “bits”)
Limited duration (20 sec or so without a control process)
Can increase capacity by CHUNKING (Phone #’s)
Four ways info is stored in STM
- VIsual
- Phonologically (Sound)
- Semantically (Meaning)
- Action (Motor Patterns)
(Errors can result if you try to store too much info in one system too quickly ex. Acoustic confusions)
Working Memory (WM)
-Limited capacity system for temporary storage and manipulation of info for complex tasks such as comprehension, learning, and reasoning.
DIffers from STM in two ways
- STM is a single component, WM consist of mulitple parts
- STM is mainly concerned w storing info, WM is concerned w MANIPLULATING info
Working memory four components
- The phonological loop
- Visuospatial sketch pad
- The episodic buffer
- The central executive
Types of LTM Amnesia
Anterograde Amnesia: loss of ability to assimilate and retain new knowledge
Retrograde Amnesia: loss of memory for events that have happened in the past
Two types of LTM
DECLARATIVE (Can be verbalized)
Episodic (Personal experiences)
Semantic (General Factual Knowledge)
-Episodic memory involves mental time travel, semantic memory does not
Separation of Episodic and Semantic Memories
PROCEDURAL
Non-declarative memory
Reflected in skill and actions (Skill memory; memory for doing things that usually require action)
Some classically conditioned responses
Encoding
How to get info to “stick” into your brain
More effective encoding into LTM = Greater likelihood of retrieval
EFFORTFUL PROCESSING
-Intentional and conscious (Studying for school)
AUTOMATIC PROCESSING
- Unintentional and requiring minimal attention
- Recalling what you did yesterday
EXPOSURE AND RETRIEVAL
- Maintenance: Repetition of info, not an optimal method
- Elaborative: Focus on info meaning, organizing, understanding, applying to one’s life, relating to already learned concepts, and using imagery
Organizing info in a way that is meaningful can enhance memory
HEIRARCHIES & CHUNKING
- Heirarchy: Memory is enhanced by associations. Enhances understanding of how elements are related
- CHUNKING: Combining items into larger units of meaning
MNEMONICS (Mental strategies designed to improve your memory)
-Simple Strategies
(Chunking, the hierarchy technique)
-Visual imagery based strategies
(Bizarre imagery, interactive imagery)
-Semantic Strategies
(First-Letter technique ex. Roygbiv)
-Complex Strategies
(Method of Loci)
Retrieval
Process of transferring info from LTM back into working memory (Consciousness)
-Most of our failures of memory are failures to retrieve
FLASHBULB MEMORIES
- Introduced by Brown and Kulik
- Refers to your memory for the circumstances in which you first learned about a very surprising and emotionally arousing event
- Flashbulb memories are essentially the same as normal memories, not special
Matching conditions of encoding and retrieval, 3 WAYS TO ACHIEVE MATCHING
- Encoding Specificity
(If you match your study environment with your test environment, then you will most likely do better) - State-Dependent Learning
(If you drink coffee while studying, you should take the test while drinking coffee too) - Transfer-Appropriate Processing
(Memory performance is enhanced if the type of task at encoding matches the type of task at retrieval.) Ex. If you have a rhyming test, studying meaning tasks instead of rhyming doesn’t help.
Emotions
Mental states or feelings associated w our evaluation of our experiences
Theories of Emotion
DISCRETE EMOTIONS THEORY
-Evolutionary basis of emotion
(Newborn infants mile during REM sleep, when were scared our eyes open wide so we can locate threats better)
-Cultural basis of emotion
(Research hows that people have and recognize emotions in every culture)
(Cultures, however, even though they understand emotion. Some have different DISPLAY RULES)
Emotional Physiology
-We are able to differentiate some primary emotions physiologically (Heart rate increases w neg emotions, and digestive system slows w fear)
HOWEVER (Happy and sad look the same on brain cans. And multiple brain regions are active in all emotions)
COGNITIVE THEORIES OF EMOTION
- Two-factor theory of emotion (theory states that emotions are produces by an undifferentiated arousal (altertness), with an attribution of that arousal
- James Lange Theory (Emotions result from our INTERPRETATIONS of our bodily reactions to stimuli)
- Cannon-Bard Theory (An emotion-provoking event leads simultaneously to an emotional and bodily reaction
- Damasios somatic marker theory says that we use our “gut reactions” to gauge how we should act
UNCONSCIOUS INFLUENCES on EMOTION
-Automatic generation and facial feedback
-Sublimal exposer to positive or negative cues influence mood
Facial feedback hypothesis sttes that you are more likely to feel emotions that correspond to your facial features
NONVERBAL LEAKAGE is often a powerful cue that we are trying to hid an emotion
COGNITIVE THEORIES OF EMOTION
- James Lange Theory (Emotions result from our INTERPRETATIONS of our bodily reactions to stimuli)
- Cannon-Bard Theory (An emotion-provoking event leads simultaneously to an emotional and bodily reaction
- Damasios somatic marker theory says that we use our “gut reactions” to gauge how we should act
- Two-factor theory of emotion (theory states that emotions are produces by an undifferentiated arousal (altertness), with an attribution of that arousal
